scholarly journals The impact of music making outdoors on primary school aged pupils (aged 7–10 years) in the soundscape of nature from the perspective of their primary school teachers

2020 ◽  
Author(s):  
Dylan Adams ◽  
Gary Beauchamp
Keyword(s):  
Primary School ◽  
Close Contact ◽  
Structured Interviews ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Music Making ◽  
Learning Outdoors ◽  
Potential Benefits ◽  
Primary School Pupils ◽  
The Impact

AbstractThe benefits of taking pupils’ learning outdoors have been widely reported around the world. However, it is argued the simple act of stepping outside the classroom does not inevitably bring rewards. This study examines teachers’ perceptions of the impact of primary school pupils’ music-making in various outdoor rural locations. It analyses qualitative data from semi-structured interviews with seven teachers from six different primary school classes, who observed their classes as they took part in the music-making. The validity of the teachers’ perceptions is triangulated with evidence from semi-structured interviews with six groups of children from the six different classes. The analyses show the teachers perceived that the space, the new soundscape and the close contact with nature afforded by the different locations engendered enhanced experimentation and expressiveness. The teachers suggested that, as a result, the children became immersed in, and focussed on, their music-making. The study suggests teachers identify potential benefits for children aged 7–10 years in making music in outdoor locations. We conclude greater phenomenological, body-focussed understandings in education and an increased awareness of somaesthetic perspectives may be beneficial for teachers to explore in pupils’ music- making and in other creative areas of the curriculum.

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

scholarly journals Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges

10.28945/2158 ◽  
2015 ◽  
Vol 14 ◽  
pp. 017-038 ◽  
Author(s):  
Dimitra Theodosiadou ◽  
Angelos Konstantinidis
Keyword(s):  
Primary School ◽  
Assessment Tool ◽  
Positive Impact ◽  
Added Value ◽  
Primary School Teachers ◽  
Educational Benefits ◽  
Regular Teacher ◽  
Primary School Pupils ◽  
Teacher Data ◽  
The Impact

Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils’ learning, acted as a medium to involve parents, promoted pupils’ self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings.

scholarly journals Assessment Accommodations for Foreign Pupils in the Light of Educational Justice: Empirical Research among Slovenian Primary School Teachers

2017 ◽  
Vol 7 (1) ◽  
pp. 131-148
Author(s):  
Mojca Žveglič Mihelič
Keyword(s):  
Primary School ◽  
Recent Experience ◽  
Educational Justice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Principle Of Justice ◽  
Research Questions ◽  
Primary School Pupils ◽  
Generalist Teachers

The starting points of primary school pupils in a foreign country differ significantly from those of native pupils. In Slovenia, the knowledge of pupils who are foreign citizens (foreign pupils) may be assessed with different accommodations for no more than two years. The presented research conducted on a representative sample of 697 Slovenian primary school teachers addresses their perspectives, using a questionnaire, on assessment accommodations for foreign pupils. The following research questions are answered: 1) What are teachers’ perceptions of assessment accommodations for foreign pupils; are there differences between teachers who had recently taught foreign pupils and those who had not? 2) Do generalist teachers have different perceptions than subject teachers do? 3) What kind of assessment accommodations do teachers practice for these pupils after the expiration of the two-year period; do generalist and subject teachers act differently? 4) Do teachers perceive assessment accommodations as being just? We demonstrate that teachers who have recent experience of teaching foreign pupils are more aware of the need for assessment accommodations than those who do not. The majority of the  teachers accommodate assessment and grading even after the two-year period, especially generalist teachers. Additionally, some of them have lower expectations with regard to achieving knowledge standards for these pupils. While the majority of the teachers perceive accommodated assessment as being just, they are unsure of whether the period of allowed adjustments should be longer. This raises the questions about teachers’ understanding of educational justice and the application of the principle of justice in practice.

scholarly journals Pre-Service Primary School Teachers’ Perceptions of Their Understanding of an Enquiry Based Approach to Teaching Primary School Science and Its Influence on Their Field Teaching Experiences

2016 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Bisram Ramesar
Keyword(s):  
Primary School ◽  
School Science ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Science Courses ◽  
Approach To Teaching ◽  
Primary School Science ◽  
University Science

<p><em>This study seeks to explore pre-service primary school teachers’ perceptions of their understanding of an enquiry based approach to teaching primary school Science. The study also seeks to identify how pre-service primary school teachers perceive the effectiveness of</em><em> </em><em>their</em><em> </em><em>University Science courses</em><em> </em><em>in preparing them to teach science using an enquiry approach. Participants were pre-service teachers enrolled in the B.Ed programme at The University of Trinidad and Tobago. Data were collected using semi-structured interviews. The data revealed that the teachers understood the concept of guided enquiry and knew how to develop lesson plans that incorporate that approach.</em><em> </em><em>Although the teachers</em><em> </em><em>believed that their courses prepared them adequately to teach primary school Science using enquiry,</em><em> </em><em>they encountered problems because of the lack of adequate resources.</em></p>

scholarly journals Perceptions of Giftedness and Classroom Practice with Gifted Children – an Exploratory Study of Primary School Teachers

2021 ◽  
Vol 10 (3) ◽  
pp. 291-315
Author(s):  
José Reis-Jorge ◽  
Marco Ferreira ◽  
Gustau Olcina-Sempere ◽  
Beatriz Marques
Keyword(s):  
Primary School ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Gifted Students ◽  
Gifted Children ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Gifted Learners

The Decree-Law 54/2018 combined with Ordinance 223-A / 2018 - Article 33 regulates the inclusion of gifted students in Portuguese schools. This study aims to investigate primary school teachers` perceptions of giftedness and their experiences of working with gifted children in their regular classes. This is an exploratory study with 13 teachers and the data were collected through semi-structured interviews. Our participants tended to represent giftedness with an emphasis on the intellectual traits of gifted learners and to adjust their pedagogical approach accordingly. Their assessment practices focused essentially on product-oriented approaches instead of process-oriented approaches. Our findings suggest that there is still a long way to go, especially in terms of formal teacher training, to tailor teaching to the needs and characteristics of gifted learners.

‘I think one of the ways they will help is to create awareness’: primary school teachers’ perceptions of cardiovascular diseases in Nigeria

2019 ◽  
Vol 27 (4) ◽  
pp. 24-31
Author(s):  
Kingsley Udeh ◽  
Candidus Nwakasi ◽  
John Fulton
Keyword(s):  
Risk Factors ◽  
Cardiovascular Diseases ◽  
Primary School ◽  
Cardiovascular Health ◽  
Communicable Diseases ◽  
Health Concern ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Non Communicable Diseases

The increasing incidence and prevalence of non-communicable diseases is a major global health concern. Cardiovascular diseases (CVDs) account for the highest percentage of deaths related to non-communicable diseases, and low and middle-income countries (LMIC) face the highest burden of CVDs. Understanding the knowledge and perception of CVDs and their risk factors in an LMIC such as Nigeria may play an important role in cardiovascular health promotion and improvement plans to reduce CVD-related deaths. A qualitative study was conducted using semi-structured interviews to gain an in-depth understanding of some personal and sociocultural views on CVDs and their risk factors. The participants were purposively sampled primary school teachers in South-Eastern Nigeria. Thematic analysis approach was used for data analysis. The study findings include knowledge of heart disease, perceived causes and risk factors of CVDs, spirituality, and the way forward. Overall, the knowledge of CVDs in the setting was found to be related to the psychosocial nature of the participants; the effectiveness of any intervention needs to take these factors into consideration. For example, health policies for CVD health education and awareness should be tailored to address some of the issues of belief, values, and religion, as mentioned in the study.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

scholarly journals Comparative Analysis of North and South Cyprus’ Teachers’ Perceptions of Teachers’ Unions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098828
Author(s):  
Fatoş Silman ◽  
Ahmet Güneyli ◽  
Osman Vaiz ◽  
Nedime Karasel-Ayda
Keyword(s):  
Primary School ◽  
Trade Unions ◽  
Comparative Case Study ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Teachers Unions ◽  
Greek Cypriot ◽  
Turkish Cypriot ◽  
North And South

This study aims to examine the views of primary school teachers from North and South Cyprus on Teachers’ Unions. Qualitative research and a comparative case study method were used for the study. Thirty-seven primary school teachers from North and South Cyprus participated in this study. The data were obtained through interviews and analyzed by the content analysis method. The comparison of the findings of the research suggests that the functions of trade unions are related to the pressing issues of education, teachers, and the nation in both regions. Turkish Cypriots placed emphasis on education-related functions, while for Greek Cypriots teachers-related functions mattered more. Turkish Cypriot teachers assessed the functions of their unions to be more unsatisfactory than their Greek Cypriot counterparts’.

The personality and competences of primary-school teachers: a research study

2021 ◽  
Vol 3/2021 (2) ◽  
pp. 41-50
Author(s):  
Lucia Ludvigh Cintulová ◽  
Libuša Radková
Keyword(s):  
Primary School ◽  
Research Study ◽  
Educational Outcome ◽  
Central Importance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes And Knowledge ◽  
Primary School Pupils ◽  
The Ideal

This article presents an investigation into how primary-school pupils imagine a good teacher and what characteristics of teachers they appreciate. The teacher’s personality is a quality of central importance to the teaching process. Teachers find themselves in many diverse situations and they cannot always remain the same. Each situation requires different qualities, attitudes and knowledge. In different situations, the teacher can achieve the same educational outcome in various ways, by using a range of methods. No teacher can be expected to have the ideal personality and cannot possibly have all the desired qualities, so some qualities compensate for the lack of others. However, the crucial aspects of a good teacher’s personality is authenticity, naturalness and positive relationship with pupils.

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