Participation of Primary School Teachers in Educational Innovations as the Groundwork for Their Professional Development: Organization and Management

2017 ◽  
pp. 28-36
Author(s):  
Svetlana I. Pozdeeva
Keyword(s):  
Professional Development ◽  
Primary School ◽  
School Teachers ◽  
Educational Innovations ◽  
Primary School Teachers ◽  
Development Organization ◽  
Organization And Management

scholarly journals ENHANCING QUALITY TEACHING THROUGH MENTORING: THE PERCEPTION OF PRIMARY SCHOOL TEACHERS IN OWERRI EDUCATION ZONE OF IMO STATE

2017 ◽  
Vol 13 (2) ◽  
pp. 245-255
Author(s):  
A. C. Izuagba ◽  
A. O. Afurobi ◽  
J. Oruwari
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Personal Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mentoring System ◽  
Area Of Study

The aim of the study was to find out the perception of teachers towards enhancing their professional and human developments through mentoring using Owerri Educational zone. The result of the study would be significant as it would provide a basis for incorporating the mentoring system into teachers' development programmes. Four research questions were formulated to guide the study. A simple random sampling technique with non-replacement balloting was used to sample hundred (900) teachers in the area of study. Data for the study were collected using a structured questionnaire relating to the topic and analysed with simple percentages The result of the analysis showed those primary school teachers were not aware of the benefits of enhancing their profession and personal development through mentoring. Teachers in the area of study had a negative perception towards enhancing their personal and professional development through mentoring by years of experience. The levels o f education, sex are not determining factors in the teacher's perception o f their professional development through mentoring. Based on the result some recommendations were made which include a review of the current development programmes of teachers to incorporate the mentoring system, and team teaching should be encouraged to facilitate networking and sharing of best practices among teachers among others.

scholarly journals БАЗОВІ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЯК ПЕДАГОГІЧНА ПРОБЛЕМА СУЧАСНОСТІ

2020 ◽  
pp. 149-160
Author(s):  
Ліліана Хімчук ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Primary School ◽  
School Teacher ◽  
Education Institution ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Basic Competencies

The article provides a theoretical analysis of the category of basic competencies of future primary school teachers in modern scientific and pedagogical studies. The current state of elaboration of the problem in scientific and pedagogical sources is generalized; the essence of the concepts “competence”, “competence approach”, “basic competences of future primary school teachers”, “features of basic competences formation” are highlighted. The content of competencies is analyzed on the basis of the educational-professional program of the first (bachelor’s) level of higher education in the field of knowledge 01 Education/Pedagogy in specialty 013 “Primary education” at the pedagogical faculty of Precarpathian National University named after Vasyl Stefanyk. An analysis of these definitions shows that most scholars consider competence to be an integral phenomenon that brings together the knowledge, skills, abilities and experience of future teachers. Scientific sources highlight a variety of competencies that must be mastered by a future primary school teacher while studying at a higher education institution. However, a significant number of concepts defined as basic, distracts higher school teachers and complicates the process of forming the most important competencies for students. According to the author of the article, formation of basic competencies would be more effective if implemented on the basis of didactic principles, namely through: the Педагогічні науки: теорія, історія, інноваційні технології, 2020, № 5–6 (99–100) 160 principle of cordocentrism, characterized by the priority of spiritual and moral dimensions of the educational process over pragmatic and organizational and functional and encourages students to understand pedagogical reality. not only through thinking, but also through the “heart”; the principle of constructive pedagogical interaction, which involves creation of a positive cognitive field in which each subject of the educational process feels comfortable; principles of gamification and early diagnosis and development of professional interests, on the basis of which students develop the ability to create play learning environments in accordance with the personal interests of pupils; the principle of sustainable professional development, introduction of which contributes to the formation of students’ ability to design their own professional image, to outline ways to improve it. The novelty of the author’s approach to this problem is that, taking into account the above principles, the didactic system of basic competencies, combining scientific and emotional components, will be aimed at enhancing creative scientific and pedagogical activities, will have a predictive nature and ensure sustainable professional development of future primary school teachers.

scholarly journals Primary School Teachers’ Educational Research: Educational Practice and Professional Development Context

2020 ◽  
Vol 8 (3) ◽  
pp. 1-18
Author(s):  
Vincentas Lamanauskas ◽  
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Educational Research ◽  
Teacher Research ◽  
Research Question ◽  
Educational Practice ◽  
Teacher Competence ◽  
School Teachers ◽  
Research Activity ◽  
Primary School Teachers

Teacher research activity is an important complex part of their work. Therefore, alongside with the other, their important professional competences, teacher research activity competence becomes a significant one. Teacher’s activity space has widened a lot. Carrying out various research, the teacher uses the obtained information firstly for their activity improvement. It is obvious that there is a lack of reliable research on this question. A deep gap exists between educational research and educational practice. This research aimed to ascertain primary school teachers’ position on educational research question. The research was carried out in 2019, in which 106 primary school teachers from various Lithuanian schools took part. A two-part research instrument was applied, which consisted of open-ended and closed-ended questions. A descriptive qualitative and quantitative content analysis was carried out. Though most of the teachers thought that educational research was important for their practical activity, however, the biggest gap between educational research and educational practice is most frequently determined by the lack of teacher competence in this sphere. There exists an obvious teacher support need as well as teacher professional development needs in the aspect of research availability/accessibility and its use in educational practice.

Understanding and Satisfaction towards STEM Education of Primary School Teachers through Professional Development Program

2021 ◽  
Vol 10 (2) ◽  
pp. 171-177
Author(s):  
S. Suebsing ◽  
P. Nuangchalerm
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Stem Education ◽  
Development Program ◽  
Primary Teachers ◽  
Pretest Score ◽  
School Teachers ◽  
Average Standard Deviation ◽  
Primary School Teachers ◽  
Integration Approach

The integration approach is not new to education, but it is very necessary for currently educating management. The study aims to explore the efficiency of STEM education for primary teachers through professional development. Participants were 200 primary school teachers who have been working for Roi Et Province, Thailand. STEM education manual guide for teacher, achievement test, and satisfaction questionnaire were used for research instruments. Experimental research, pre-test and posttest design were employed for data collection. The statistics used for data analysis were average, standard deviation, percentage and dependent t-test. Findings revealed that the efficiency of STEM education for primary school teachers reached criteria of 81.50/86.25. Primary teachers had understanding in STEM education by mean score of posttest was higher than pretest score at .01 level of statistical significantly differences. Also, they had satisfaction towards STEM Education at the highest level.

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