Making tracks2school-Can we rely on key intermediaries (school teachers) to effectively deliver a comprehensive school-based walking and cycling program to primary school students?

2010 ◽  
Vol 12 ◽  
pp. e198-e199
Author(s):  
V. Beal ◽  
A. Sheppard ◽  
M. Rosenberg ◽  
T. Shilton
Keyword(s):  
Primary School ◽  
Comprehensive School ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
School Based

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals THE CONTENT OF PRIMARY SCHOOL TEACHERS’ TRAINING FOR THE CREATIVE POTENTIAL DEVELOPMENT OF PRIMARY SCHOOL STUDENTS IN POSTGRADUATE EDUCATION

2016 ◽  
pp. 163-172
Author(s):  
Yelena Krivolap
Keyword(s):  
Primary School ◽  
Postgraduate Education ◽  
Primary School Students ◽  
Creative Potential ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Potential Development ◽  
Training Courses ◽  
Teachers Training

One of the problems of primary school teachers’ training in postgraduate education is to prove the guidelines vector of teaching activities on the development of creative abilities of every child. From the early school years it is necessary to enhance the student’s tendency to creative performance with new creative and intellectual abilities and effective methodologies. The realia of the new millennium requires the activation of personality’s creative potential, creative activity of primary school students, creating psychological and pedagogical conditions for their professional self-expression and creative fulfillment.The aim of the article is to analyze the content of primary school teachers’ training on the development of primary school students’ creative potential in postgraduate education.The content of primary school teachers’ training for the creative potential development of primary school students during training courses in postgraduate teachers’ education complies with such features as: concentric (allows to establish a connection between the known and the unknown, to develop, enhance, organize teachers’ ideas on the types and methods of the development of primary school students’ creative abilities); transfer from simple to complex in teaching of adults, from the known to the unknown or little known (makes it possible to gradually expand, enrich the content of each topic); the relationship of learning content during training courses with practical activities in primary school (includes visiting methodologist teachers’ lessons at schools); providing students with positive motivation during learning to fix the interest in the development of primary pupils’ creative activity in the classroom; interdependence of methods and techniques of training (for their efficient optimal combination in different learning situations).Thus, the content of primary school teachers’ training to the development of primary school students’ creative potential in postgraduate education combines didactic, andragogical and psychological foundations of teachers’ education as a particular category of working adults. In the long term we shall search pedagogical conditions of training.

IDEAS ABOUT PROFESSIONS OF THIRD-GRADE STUDENTS OF PRIMARY SCHOOL BASED ON OWN RESEARCH

2020 ◽  
Vol 22 ◽  
pp. 123-136
Author(s):  
Beata Matusek
Keyword(s):  
Primary School ◽  
Third Grade ◽  
General Knowledge ◽  
Professional Work ◽  
Primary School Students ◽  
School Students ◽  
School Based ◽  
Third Grade Students ◽  
The World ◽  
The Subject

The presented publication is the result of qualitative research on the ideas of professions carried out among third-grade students of primary school. The subject is of interest to researchers all over the world. The aim of the research was to check how third-grade students imagine professional work in general and how they imagine the work of people in particular occupations. The main problem that included specific problems was the question: What are the ideas of the professions of third-year primary school students? The research results show a positive image of professional work of third-grade students. They are able to identify their own interests, see the practical side of their professional work (obtaining the means necessary for living), understand the work as a service to other people (they associate the profession with the responsible work of a firefighter, policeman, teacher, doctor, secretary),they also have general knowledge about the work of their parents, correctly associate objects (props) with professions, know the names of the professions and they are able to indicate the features of a good and bad employee. The publication is supplemented with works by third-grade students presenting work in various professions.

scholarly journals Forming cognitive activity in primary school students with samples of folk oral literature

2021 ◽  
Vol 16 (5) ◽  
pp. 2844-2857
Author(s):  
Uaidullakyzy Elmira ◽  
Nurlybek Omarov ◽  
Sarash Konyrbayeva ◽  
Mariya Jazdykbayeva ◽  
Elmira Orazbayeva ◽  
...  
Keyword(s):  
Primary School ◽  
Research Work ◽  
Cognitive Activity ◽  
Folk Art ◽  
Oral Literature ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Comprehensive Development

The goal of every nation is to raise a healthy and conscious generation that will continue their life and experience. Therefore, in this article, the aim was to comment on the concepts of samples of folk oral literature and analyze the problem of forming the cognitive activity of Primary School students. In this regard, the research work was carried out in primary classes of multidisciplinary Secondary School No. 156 in Almaty (Kazakhstan). The participants were primary school teachers and primary school students who participated in a pedagogical experiment. The results were analyzed using percentages.  As a result, it was concluded that tasks prepared using samples of oral folk art and effective and modern methods of its use in the classroom allow us to form the cognitive activity of Primary School students. This, in turn, contributes to the comprehensive development of students as a person. Key words: samples of oral folk art, cognition, cognitive activity, Primary School students.          

scholarly journals Criteria, Indicators and Levels of Research of Future Teachers' Readiness for Organization of Dialogic Teaching for Primary School Students

2020 ◽  
Vol 7 (1) ◽  
pp. 112-121
Author(s):  
Kateryna Fomin
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
Level Structure ◽  
Professional Activity ◽  
Primary School Students ◽  
Future Teachers ◽  
School Teachers ◽  
School Students ◽  
Dialogic Teaching

The article substantiates the necessity to study the criterion-content and level structure regarding the formation of readiness of future elementary school teachers to organize dialogic teaching. While creating the program of the experimental work the author has taken into account the basic postulations of psychological and pedagogical science, concerning the problem of the readiness of future specialists to organize dialogic teaching, professionalism of activity and communication and dialogic pedagogical communication. The article offers indicative criteria for studying the readiness of future elementary school teachers to organize dialogic teaching of students: need-motivational, cognitive, social-communicative, reflexive-value and operational-activity, as well as indicators of their detection. The levels of readiness of future elementary school teachers to organize dialogic training are determined - high, medium and low. The author presents the results of the empirical study of the state of students' readiness for dialogic teaching of primary school students according to the need-motivational criterion. The results of diagnostics of future teachers' motivation of achievement, understanding of their motivational structure of dialogic teaching, internal motivation of their readiness for self-development, resistance to external influences (in particular, results of ranking by the degree of importance of motives of future pedagogical professional activity) are presented. It is proved that the introduction into the process of training of primary school teachers of the author’s model allows to change substantially the motivation of future specialists for future professional activity.

scholarly journals Impact of health education on preventive measures of Rabies among primary school teachers in Mandalay, Myanmar

2021 ◽  
Vol 8 (4) ◽  
pp. 1558
Author(s):  
Ei Ei Phyo Aung ◽  
Nang Mie Mie Htun ◽  
Pa Pa Soe
Keyword(s):  
Health Education ◽  
Primary School ◽  
Educational Intervention ◽  
Preventive Measures ◽  
Major Public Health Problem ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Test

Background: Rabies is an exceptionally fatal zoonotic disease and major public health problem in developing countries. Health knowledge of preventive measures of rabies among primary school teachers is paramount to cultivate their students and create a secure and safe environment since primary school students are the most vulnerable group. The study aimed to assess the effect of health education on knowledge of preventive measures of rabies among primary school teachers.Methods: A pre and post-test intervention study was conducted among randomly selected 64 primary school teachers from 7 Townships in Mandalay from July to October, 2020. An educational intervention was conducted by contributing 4 sheets of pamphlets and appearing 5 minutes education video record and reassessment was done one month later.Results: The mean knowledge scores before and after intervention were 40.59±4.85 and 47.75±4.02 showing statistically significant improvement (p<0.001). Mean of the improvement percentage was 19.38±5.06. Out of 64 participants, 37.5% had good knowledge in pre-test which improved to 95.3% in post-test (p<0.05). Although, age, marital status, having children and having stray dogs near school compound were adjusted in multiple linear regression, there was no statistical significance association with improvement percentage.Conclusions: There is improvement of knowledge status, which is not influenced by sociodemographic factors, following educational intervention. This highlights the need of continuing medical education for preventive measures of rabies for both primary school teachers and primary school students.

Professional Training of Future Primary School Teachers for the Organization of Exhibition Activities

2021 ◽  
pp. 16-22
Author(s):  
Evgeniy Kolesnikov
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Self Esteem ◽  
Educational Process ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Educational Plan ◽  
Aesthetic Taste

The article describes the technology of professional training of future primary school teachers for the organization of exhibition expositions of creative works of younger schoolchildren. The conclusion is made about the importance of involving primary school students in exhibition activities. The characteristics of the types of exhibitions, which are most expedient to use in school practice, are given, since in different situations of the educational process they allow solving the problems of the educational plan: to consider the work of other children and get new impressions; show your work and listen to feedback about them; talk about your own idea and talk about the work of other children. The substantiation of the exhibition is given as a condition for the development of a culture of perception, aesthetic taste, the ability to empathize and enjoy the success of classmates in younger schoolchildren, to increase their own self-esteem and the desire for creative search.

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