What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils?

2012 ◽  
Vol 18 (4) ◽  
pp. 491-507 ◽  
Author(s):  
Shaalan Farouk
Keyword(s):  
Primary School ◽  
The Self ◽  
Moral Purpose ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals Autopercepción del profesorado de Educación Primaria en servicio desde el modelo TPACK

2020 ◽  
Vol 23 (2) ◽  
pp. 53-65
Author(s):  
Ana Maria Ortiz Colon ◽  
Miriam Ágreda Montoro ◽  
Javier Rodríguez Moreno
Keyword(s):  
Multivariate Analysis ◽  
Primary School ◽  
Primary Education ◽  
Teaching Practice ◽  
The Self ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Las Mujeres ◽  
Educación Primaria

El estudio analiza los resultados más relevantes de la investigación realizada con docentes de educación primaria, en referencia al modelo TPACK. El objetivo de esta investigación es conocer la autopercepción de los docentes de primaria en servicio, con respecto a su capacitación tecnológica, tomando como referencia la escala de diagnóstico TPACK. Para la recopilación de información, se adaptó un cuestionario tipo Likert ya validado, siguiendo el modelo TPACK. El cuestionario está compuesto por 47 ítems que recopilan información de las siete dimensiones del modelo. La muestra está formada por 607 docentes. La investigación es de naturaleza descriptiva no experimental, y realiza un análisis de varianza multivariante (MANOVA). Los resultados más significativos han sido el hallazgo de diferencias con respecto al género de los participantes. En general, son los hombres los que tienen una mayor percepción de sí mismos con respecto al uso y la integración de las TIC en su práctica docente, especialmente en asuntos científicos. Las mujeres parecen ser más efectivas cuando seleccionan enfoques para guiar el aprendizaje y el pensamiento del estudiante en términos de lectura y escritura. The study aims to analyze the most relevant results of the research carried out with primary education teachers, with reference to the TPACK model. The objective of this research is to know the self-perception of primary school teachers in service, regarding their technological training, taking as a reference the TPACK diagnostic scale. For the collection of information, a Likert type questionnaire already validated was adapted, following the TPACK model. The questionnaire consists of 47 items that collect information on the seven dimensions of the model. The sample consists of 607 teachers. The research is of a non-experimental descriptive nature, and performs a multivariate analysis of variance (MANOVA). The most significant results have been the finding of differences regarding the gender of the participants. In general, it is men who have a greater perception of themselves regarding the use and integration of ICTs in their teaching practice, especially in scientific matters. Women seem to be more effective when they select approaches to guide student learning and thinking in terms of reading and writing.

scholarly journals Relationship among Self-appraisals, Others’ Actual Appraisals, and Reflected Appraisals on Primary School Teachers Teaching Ability

2016 ◽  
Vol 12 (7) ◽  
pp. 181
Author(s):  
Chun-mei Hu ◽  
Cai-zheng Yue ◽  
Hua-min He
Keyword(s):  
Primary School ◽  
Questionnaire Survey ◽  
The Self ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reflected Appraisals ◽  
Teaching Ability ◽  
The Relationship

Convenient sampling and questionnaire survey was used to investigate the relationship among self-appraisals, others’ actual appraisals, and reflected appraisals on the teaching ability of 40 primary school teachers. The results of the study indicated that primary school teachers’ selfappraisals on teaching ability was obviously below others’ actual appraisals; generalized others had more influence on the self-appraisals of primary school teachers than specific others; primary school teachers’ reflected appraisals could influence their self-appraisals; and others’ actual appraisals could not directly influence self-appraisals. Consequently, we should pay more attention in developing the primary school teachers’ reflective ability, change the current way of teaching reflection, improve the influence of others’ actual appraisals on self-appraisals, and enhance the validity of teaching reflection.

scholarly journals Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

2019 ◽  
Author(s):  
Zlata Tomljenović ◽  
Svetlana Novaković
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Visual Arts ◽  
Professional Training ◽  
The Self ◽  
Teaching Methodology ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Significant Difference

 In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.

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

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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