scholarly journals Correction: Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Training Needs ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Science Training ◽  
Primary And Secondary School

A Correction to this paper has been published: https://doi.org/10.1057/s41599-021-00740-x

scholarly journals Primary and secondary school teachers’ perceptions of their social science training needs

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Raquel Sánchez-Ibáñez ◽  
Catalina Guerrero-Romera ◽  
Pedro Miralles-Martínez
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Social Science ◽  
Secondary School Teachers ◽  
Historical Thinking ◽  
Training Needs ◽  
School Teachers ◽  
The Social ◽  
Competency Based ◽  
Primary And Secondary School

AbstractCompetency-based education is one of the challenges currently faced by social science teachers. At present, there is an abundance of research on competencies relating to the social sciences which favour the development of historical thinking among learners. The ongoing training of teachers is of vital importance when it comes to shifting the method of teaching towards approaches which focus more on the learner, which favour the teaching of historical contents and competences aimed at forming a critical citizenship. For this reason, the two objectives of this study are to discover which disciplinary contents are considered by teachers to be most relevant for the teaching of history and what training is required by teachers who give social science classes in primary and secondary education in Spain. The research is a non-experimental mixed-methods study. In order to achieve the first objective, a quantitative analysis has been carried out of the data obtained from a questionnaire with a Likert-type scale administered to 332 primary and secondary teachers in Spain. To achieve the second objective, the information obtained from 12 interviews with primary and secondary school teachers in Spain has been analysed in a qualitative way. The results obtained indicate that teachers update their disciplinary knowledge via scientific journals and that they are interested in receiving training in historical thinking skills, active learning methods and ICT resources. Based on these training needs, it is concluded that teachers currently envisage a teaching model in the social sciences which is more competency-based and focused on the active participation of the learner.

An exploration of teachers’ perceptions of Syrian students in Turkey and implications for school social work

2021 ◽  
pp. 002087282096978
Author(s):  
Tuba Yüceer Kardeş ◽  
Ezgi Arslan Özdemir ◽  
Münevver Eryalçin ◽  
Burcu Özdemir Ocaklı
Keyword(s):  
Social Work ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Social Work ◽  
Structured Interviews ◽  
School Teachers ◽  
Refugee Students ◽  
Teachers Perceptions ◽  
Social Work Interventions ◽  
Primary And Secondary School

Low rates of school enrolment emerge as a significant problem among Syrian students in Turkey; however, enrolment in the school brings about new challenges not only for the Syrian refugee students but also for Turkish students and their teachers. In order to address this issue, this study aims to depict the perceived problems experienced by Syrian and Turkish students and their teachers. In the scope of the study, semi-structured interviews were conducted with 13 primary and secondary school teachers to gather their perceived opinion on the issue. The findings are discussed within the context of school social work interventions.

The Discursive Construction of Teacher Identities: Flemish Teachers' Perceptions of Standard Dutch

2016 ◽  
Vol 28 (3) ◽  
pp. 219-265 ◽  
Author(s):  
Steven Delarue ◽  
Chloé Lybaert
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Discursive Construction ◽  
Theoretical Discussion ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teacher Identities ◽  
Starting Point ◽  
Standard Language Ideology ◽  
Primary And Secondary School

As a starting point, this paper offers a theoretical discussion of a number of widely used yet diversely conceived concepts: (standard) language ideology, identity, agency, and indexicality. Using these concepts, we analyze a number of illustrative interview extracts from a corpus of sociolinguistic interviews with Flemish primary and secondary school teachers. Our goal is twofold. First, we discuss how Flemish teachers perceive (the importance of) Standard Dutch and other, nonstandard varieties of Dutch. Second, we show how these perceptions discursively shape teacher identities of authenticity, authority, and professionalism.

scholarly journals Effect of school principals’ favouritism behaviors and attitudes on teachers’ organizational commitment, based on the perceptions of primary and secondary school teachers

2016 ◽  
Vol 13 (3) ◽  
pp. 5901 ◽  
Author(s):  
Veysel Okçu ◽  
Adem Uçar
Keyword(s):  
Organizational Commitment ◽  
Secondary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Administrators ◽  
City Centre ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Low Level ◽  
Primary And Secondary School

The purpose of this study is to determine whether there is relation between the favouritism attitudes and behaviours of the school administrators and the organizational commitment of the teachers, based on the perceptions of the teachers. This is a correlational study using survey model.  The study is in relational screening model. Research population contains 1219 teachers working in schools (27 of which are primary schools and 25 are secondary schools) in Siirt city centre in the 2014 and 2015 school year. In this research, favouritism scale developed by Aydoğan (2009) and consisting of 15 items and a sub-dimension, as well as the organisational commitment scale developed by Balay (2000) and consisting of three sub-dimensions as compliance, internalization and identification were applied. As a result of the research carried out, it was determined that the primary and secondary school teachers’ perceptions regarding the favouritism attitudes and behaviours of the school administrators are at low level. Moreover, teachers stated that they rarely agree with the items in the compliance sub-dimension of the organizational commitment, while they moderately agree with the items in the identification and internalization sub-dimensions. It was determined that based on the perceptions of the primary and secondary school teachers, there is a negative and medium level relation between the favouritism attitudes and behaviours of the school administrators, and the internalization and identification sub-dimensions of the organizational commitment. Moreover, a positive and low level relation was determined between the favouritism attitudes and behaviours of the school administrators, and the compliance sub-dimensions of the organizational commitment. Furthermore, it was concluded that the favouritism attitudes and behaviours of the school administrators significantly predict all sub-dimensions of the organizational commitment.

scholarly journals Aspects of a Categorization of the Concept "Personality" in the Professional Consciousness of Teachers - An Example from Belarus

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Natalia V. Bylinskaya
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Psychological Education ◽  
Primary And Secondary School

The article presents research into the concept of "personality" in the categorical grid of the consciousness of primary and secondary school teachers. The data obtained demonstrate the presence of an orientation in the teachers’ minds and activities towards the implementation of personality-oriented, humanistic models of learning. At the same time, the structure of the concept of "personality" revealed in the pedagogical consciousness is not cognitively complex and holistic. This determines the specific tasks of psychological education to clarify and enrich teachers' perceptions of personality.

scholarly journals Teacher Training for Effective Teaching

2021 ◽  
Vol 22 ◽  
pp. e25290
Author(s):  
Francisco José MELARA GUTIÉRREZ ◽  
Ignacio GONZALEZ LÓPEZ
Keyword(s):  
Secondary School ◽  
Professional Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Learning Goals ◽  
School Teachers ◽  
Daily Work ◽  
Training Requirements ◽  
Actual Reality ◽  
Primary And Secondary School

This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.

Sign in / Sign up

Export Citation Format

Share Document