Construction of professional knowledge of teaching: collaboration between experienced primary school teachers and university teachers through an online mentoring programme

Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers. Keywords: astronomy education, didactic games, in-service primary school teachers, Moon phases

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The Project “Distance Extracurricular Courses” as a Condition for the Professional Competencies Development of Students – Future Primary School Teachers

Scholarly Notes of Transbaikal State University ◽

10.21209/2658-7114-2021-16-2-82-91 ◽

2021 ◽

Vol 16 (2) ◽

pp. 82-91

Author(s):

Gogoberidze Alexandra G. ◽

◽

Novitskaya Victoria A. ◽

Kazakova Anzhelika A. ◽

Savinova Ludmila Yu. ◽

...

Keyword(s):

Distance Education ◽

Primary School ◽

Practical Training ◽

Project Implementation ◽

School Teachers ◽

Primary School Teachers ◽

University Teachers ◽

Reflection Data ◽

First Results ◽

Competencies Development

The article presents the experience of the Institute of Childhood of the Herzen University in the implementation by future primary school teachers of the project of distance education for primary schoolchildren “Distance extracurricular courses”. The similar projects for organizing distance learning formats for schoolchildren by senior students of pedagogical universities in the country are analyzed. The authors describe the concept of the project, its main tasks, highlight the key differences of the project in the framework of analog analysis, reveal the ways of developing students’ competencies in the process of project implementation. The article presents the first results of the project, interprets the reflection data of students and university teachers, outlines the prospects for work in this direction. The methodological basis of the project was the idea of the activity and subject approaches. As part of the study, the following methods were used: analysis and systematization of data, analysis of opportunities for the implementation of educational ideas. These methods were used in the implementation of analytical work on the project, identifying the limitations and possibilities of the project implementation mechanism as a way of organizing practical training for students of a pedagogical university. The obtained results of the study allowed to substantiate the concept of the project, to determine effective ways of organizing it, to reveal the variable methods of interaction between the project participants, and to highlight the key results. Keywords: distance education, distance technologies, primary school, primary schoolchild, practice (practice for obtaining professional skills and professional experience)

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Gender Differences in Emotional Intelligence: A Comparative Study of Primary School Teachers

PsycEXTRA Dataset ◽

10.1037/e570452013-001 ◽

2012 ◽

Author(s):

Bhagat Singh ◽

Arun Kumar

Keyword(s):

Gender Differences ◽

Emotional Intelligence ◽

Comparative Study ◽

Primary School ◽

School Teachers ◽

Primary School Teachers

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Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

Journal of Applied Research and Multidisciplinary Studies ◽

10.32350/jarms/2020/0101/906 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Ayaz Muhammad Khan ◽

Amber Jamshaid ◽

Tayyibah Roohi ◽

Amna Ramzan

Keyword(s):

Sustainable Development ◽

Primary School ◽

Sampling Technique ◽

School Teachers ◽

Primary School Teachers ◽

Primary Level ◽

Significant Difference ◽

Role Of Teachers ◽

Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

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The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) ◽

10.33578/jtlee.v1i2.5878 ◽

2018 ◽

Vol 1 (2) ◽

pp. 81

Author(s):

Muhamad Afandi ◽

Sari Yustiana

Keyword(s):

Elementary School ◽

Primary School ◽

Learning Process ◽

Random Sampling ◽

Sampling Technique ◽

Lesson Plans ◽

School Teachers ◽

Primary School Teachers ◽

Assessment Of Learning ◽

Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

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