scholarly journals Australian primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning

2021 ◽  
Author(s):  
Sharyn Livy ◽  
Tracey Muir ◽  
Natthapoj Vincent Trakulphadetkrai ◽  
Kevin Larkin
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Pedagogical Knowledge ◽  
Perceived Barriers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Teaching And Learning

AbstractThis qualitative survey study set out to investigate in-service and pre-service primary school teachers’ perceived barriers to and enablers for the integration of children’s literature in mathematics teaching and learning in an Australian educational context. While research over the past three decades have documented pedagogical benefits of teaching mathematics using children’s literature, research into teachers’ perceptions regarding the use of such resources is virtually non-existent. The study thus filled this research gap by drawing responses from open-ended survey questions of 94 in-service and 82 pre-service teachers in Australia. A thematic analysis revealed 13 perceived barriers classified under five themes with Lack of Pedagogical Knowledge and Confidence, and Time Constraint, representing 75% of all perceived barriers. Moreover, 14 perceived enablers were identified and classified under five themes with Pedagogical Benefits and Love of Stories representing around 70% of all perceived enablers. Findings also showed that most of the teachers in the study (around 75%) never or infrequently used children’s literature in their mathematics classrooms. The study highlights the role of professional learning and teacher training in ensuring that both in- and pre-service teachers have the necessary pedagogical knowledge, experience and confidence in using children’s literature to enrich their mathematics teaching.

scholarly journals Taiwanese primary school teachers’ perceived enablers for and barriers to the integration of children’s literature in mathematics teaching and learning

2021 ◽  
Author(s):  
Der Ching Yang ◽  
Iwan Andi Jonri Sianturi ◽  
Chia Huang Chen ◽  
Yi-Wen Su ◽  
Natthapoj Vincent Trakulphadetkrai
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Organizational Behavior ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Perceived Barriers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Teaching And Learning

AbstractThis study is part of the international survey studies on teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning, and this paper reports the findings of the thematic analysis of open-ended survey responses elicited from 287 primary school teachers and teacher trainees in Taiwan. Using the seminal social psychology theory, the Theory of Planned Behaviour (Ajzen in Organizational Behavior and Human Decision Processes, 50, 179–211, 1991) to frame the findings, this study highlights 11 perceived barriers and 11 perceived enablers that are thought to influence the teachers’ intention to integrate children’s literature in their mathematics teaching. More specifically, we identified time constraint, lack of pedagogical knowledge and confidence, and resource constraint as being the most-cited perceived barriers, while pedagogical benefits, desire to improve teaching, and enabling social norms were identified as the top perceived enablers. Ultimately, this article offers several recommendations to address some of these key perceived barriers.

scholarly journals The Use of Discourse Markers in Academic Writing by In-Service Primary School Teachers of English

2020 ◽  
Vol 9 (1) ◽  
pp. 197-229
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Academic Writing ◽  
Primary Schools ◽  
Children’S Literature ◽  
Discourse Markers ◽  
Computer Assisted ◽  
School Teachers ◽  
Literature And Linguistics ◽  
Primary School Teachers

AbstractThis paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). The aim of the study is to establish whether or not there would be differences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. The corpus of the study consists of the participants’ i) reflective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. The corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. The results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with reflective essays and analytic explanatory essays and ii) the participants’ individual preferences. These findings are further presented and discussed in the paper.

scholarly journals INNOVATIVE TECHNOLOGIES IN THE LITERARY EDUCATION OF FUTURE PRIMARY SCHOOL TEACHERS

2020 ◽  
pp. 129-142
Author(s):  
Liudmyla Nezhyva ◽  
Svitlana Palamar
Keyword(s):  
Children's Literature ◽  
Primary School ◽  
Fairy Tales ◽  
Children’S Literature ◽  
Mental Maps ◽  
School Teachers ◽  
Intellectual Activity ◽  
Primary School Teachers ◽  
Innovative Technologies ◽  
Literary Education

The article substantiates the need for the use of innovative technologies in teaching children’s literature to students majoring in “Primary Education”. The introduction of an integrated course “Native education: children’s literature with studying methods” in the training of future primary school teachers gives them the opportunity to navigate in current trends in children’s literature and model various algorithms of perception and interpretation of the texts. The study analyzes the introduction of interactive technology in literary education, which changes the vector of lectures to dialogic interaction with the student audience, provides a formal update of practical classes using quests and workshops. In accordance with the tasks of the New Ukrainian School and higher education of future primary school teachers, the authors analyze the possibilities of using critical thinking technology, ICT, augmented reality, projects in the system of literary education of the Pedagogical Institute.The importance of acquiring knowledge, skills and abilities to apply AR-applications to interactive editions of fiction by future primary school teachers during their organization of literary reading is substantiated. Tasks with the use of ICT tools have been developed for students. This mainly applies to creation of book trailers and comics based on works of art for children; QR-quests for junior pupils on the texts of fictionsof modern writers; mental maps (Mindmeister resource) based on prose plots; video presentations about writers and their works (resources “PoowToon”, “Prezi”); visualized plan of fictions made with the help of infographics; intellectual game tasks for younger students (LearningApps resource), etc. It was also recognized that the effective type of intellectual activity of students during the study of literature is a project, the result of which is the creation of students’ own literary product (fairy tales, poetry, essays, game content) and its publication in electronic edition.

scholarly journals Video 1: Insect symmetry and anatomy

2020 ◽  
Author(s):  
Ingrid Schudel
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Mathematics Teaching ◽  
Plant Material ◽  
Life Skills ◽  
School Curriculum ◽  
School Teachers ◽  
Intended Audience ◽  
Primary School Teachers

Intended audience: Year three primary school teachers and learners <br><br>This video is designed to support cross-curriculum teaching for third year primary school learners. The video illustrates how you can use a template showing the left side of an insect and plant material from the garden to build a complete insect.<br><br>It is linked to the school curriculum in the following ways:<br>• Mathematics: Teaching about lines of symmetry<br>• Life Skills: Science: Teaching about insect anatomy (head, thorax, abdomen, wings and legs attached to thorax). ‘Observation’ is another important element of Life Skills supported in this activity<br><br>

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