Teacher Training for the Future: A Northern Ireland Perspective

1990 ◽  
Vol 7 (3) ◽  
pp. 269-278 ◽  
Author(s):  
Roger S. Jarvis
Keyword(s):  
Northern Ireland ◽  
Student Teachers ◽  
Primary Schools ◽  
Secondary Phase ◽  
School Experiences ◽  
Classroom Teachers ◽  
Primary School Teachers ◽  
The Difference ◽  
Musical Understanding

This article examines the difference between the systems of education in Northern Ireland and on the mainland. For student teachers preparing for the Secondary phase, the isolation of Northern Ireland needs to be counterbalanced. Assisting students to adopt a curriculum philosophy very different from that which underpins their own recent school experiences requires both careful preparation and the support of appropriate classroom experiences. In preparing Primary school teachers to use music in their classroom two issues need to be addressed: the development of musical understanding in students with minimal practical musical skill, and the preparation of specialists to adopt the role of Music Co-ordinator in their schools. Account needs to be taken in the training of all teachers of the cross-curricular themes of Education for Mutual Understanding, Cultural Heritage and Information Technology. Finally, the author proposes a strategy for musical support and development of classroom teachers serving in primary schools.

scholarly journals The role of the leader in the institutional communication process in TRNC primary schools

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Mert Baştaş ◽  
Hüseyin Aktunç
Keyword(s):  
Primary School ◽  
Communication Skills ◽  
Primary Schools ◽  
General Purpose ◽  
Communication Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Leading Role ◽  
Institutional Communication

The general purpose of this research is the examination of the role of the leader in the institutional communication process in TRNC primary schools. While conducting the research, principals and deputy principals, who are administrators in primary schools, were accepted as leaders in schools. At this point, it has been tried to determine how teachers perceive corporate communication in TRNC primary schools and whether their administrators show a leading role in terms of communication skills. Among the most important results of the research; Primary school teachers with a bachelor's degree had a more positive attitude towards the communication skills of their administrators than primary school teachers with a master's degree. Most of the teachers (69.4%) participating in our study stated that the most important feature that a leader should have is "effective communication skills".

scholarly journals Teachers’ Views on the Participation of Parents in the Transition of their Children from Kindergarten to Primary School

2019 ◽  
Vol 9 (12) ◽  
pp. 124 ◽  
Author(s):  
Marina Besi ◽  
Maria Sakellariou
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Family Relationship ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Year ◽  
Parents And Children ◽  
Role Of Parents ◽  
Appropriate Practices

Internationally, a great number of researchers have pointed out the significance of school–family relationship in the process of children’s transition to primary schools. However, only recently has it been a subject of research in Greece. The purpose of this particular research, which has a sample of 1602 pre-primary and primary school teachers, is to investigate teachers’ viewpoints on the role of parents in the process of their children’s transition to primary school. Data has been collected through the use of questionnaires. Statistical analysis has shown that the overwhelming majority of teachers consider cooperation with parents as necessary. They indicate that the most important factors for successful transition are parents’ level of trust in teachers, their views on schools and learning, and their support for the new situation their child experiences. As far as the most appropriate practices are concerned, almost all teachers mention updating parents at the beginning of the school year, while many suggest that parents and children visit primary schools and that common meetings of both kindergarten and primary school teachers with parents take place before school begins. It therefore seems that teachers acknowledge the role of parents in the process of transition and suggest appropriate practices for their participation.

Student Teachers' Observations of Unfavorable Teacher Behaviors Exhibited in Classrooms

2011 ◽  
Vol 108 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Mücahit Dilekmen
Keyword(s):  
Student Teachers ◽  
Physical Aggression ◽  
Primary Schools ◽  
Verbal Aggression ◽  
Teacher Behaviors ◽  
Classroom Teachers ◽  
Male And Female ◽  
Female Teachers

The aim of this study was to identify male and female teachers' misbehaviors in classrooms and determine the variance of those misbehaviors in schools in different socioeconomic areas. The study was conducted in 24 primary schools in Erzurum province with a total of 210 classroom teachers. Data were obtained through observations made by 210 student teachers. The data collected were analysed through descriptive analyses by the researcher. 661 misbehaviors were observed and classified into six different categories, namely, physical aggression, passive (verbal) aggression, constant nervousness, trouble in managing the classroom, class failures pertaining to instruction, and other.

scholarly journals Values Education from Perspectives of Classroom Teachers

2016 ◽  
Vol 7 (1) ◽  
pp. 80
Author(s):  
Nil Duban ◽  
Bülent Aydoğdu
Keyword(s):  
Primary Schools ◽  
Formal Education ◽  
Sampling Technique ◽  
Values Education ◽  
Group Interview ◽  
Classroom Teachers ◽  
Primary School Teachers ◽  
Expert Review ◽  
Purposeful Sampling ◽  
Classroom Education

Values education is a process, which begins at home and continues in society and in formal education institutions. The purpose of this research is to determine the opinions of primary school teachers about values education in primary schools. In the current research, the qualitative research method and focus group interview technique were used. The participants of the study were eight classroom teachers who were pursuing master’s degree at the classroom education program of Afyon Kocatepe University. The participants were selected using the intense case sampling, which is part of purposeful sampling technique. The data were collected through audio-taped group interview. The credibility of this study was enhanced by expert review. The interview schedule was sent to experts for review. The trustworthiness of this study was established by the formula proposed by Miles and Huberman. It was calculated as 0.92. The data collected from the interview were examined using a qualitative data analysis approach. The findings of the study showed that if value education starts at early ages it would provide much more opportunity to prepare for future life, to improve personality and to have long-lasting values. The participants argued that parents are very significant in value education. The participants suggested that value education should be either an independent course or certain values should be taught in existing courses. They also proposed that in value education case studies and drama can be used and that positive and desired behaviours and empathy should be encouraged among children.

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

The role of the university tutor in school-based work in primary schools in Northern Ireland and the Republic of Ireland

2013 ◽  
Vol 36 (2) ◽  
pp. 183-199 ◽  
Author(s):  
Michael Ievers ◽  
Ken Wylie ◽  
Colette Gray ◽  
Bernadette Ní Áingléis ◽  
Brian Cummins
Keyword(s):  
Northern Ireland ◽  
Primary Schools ◽  
Republic Of Ireland ◽  
School Based ◽  
The Republic ◽  
The University

Devolution: where is the difference?

2016 ◽  
Author(s):  
Brian Lund
Keyword(s):  
Northern Ireland ◽  
Social Housing ◽  
Sustainable Housing ◽  
New Towns ◽  
Before And After ◽  
The Difference ◽  
The Right ◽  
Green Belts ◽  
Right To Buy

This chapter explores housing politics in Scotland, Wales and Northern Ireland both before and after formal devolution. It examines the role of local authority housing in Scotland prior to devolution in relationship to Green Belts and New Towns with particular reference to Glasgow and the sectarian politics in Northern Ireland leading to the creation of the Northern Ireland Housing Executive and direct Westminster rule. Post devolution housing politics under New Labour associated with homelessness, planning, stock transfer and changes in the housing market are explored. Divergent policies between the home nations since 2010, associated with the Coalition government’s housing policies, are analysed with special reference to land, social housing, the Right to Buy, the bedroom tax, sustainable housing and the regulation of private landlords.

The Role of the Core Subject Coordinator in Supporting Differentiation in Northern Ireland Primary Schools

1997 ◽  
Vol 17 (3) ◽  
pp. 375-386 ◽  
Author(s):  
Brian Mcgarvey ◽  
Stuart Marriott ◽  
Valerie Morgan ◽  
Lesley Abbott
Keyword(s):  
Northern Ireland ◽  
Primary Schools ◽  
The Core ◽  
Core Subject
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