Primary teachers’ perceptions of the impact of initial teacher training upon primary schools

2006 ◽  
Vol 32 (1) ◽  
pp. 33-45 ◽  
Author(s):  
Alison Price ◽  
Jenny Willett
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Primary Teachers ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Impact

scholarly journals Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

2020 ◽  
Vol 10 (2) ◽  
pp. 26 ◽  
Author(s):  
José Manuel Sáez-López ◽  
Ramón Cózar-Gutiérrez ◽  
José Antonio González-Calero ◽  
Cosme J. Gómez Carrasco
Keyword(s):  
Teacher Training ◽  
Augmented Reality ◽  
Primary Teachers ◽  
Wilcoxon Test ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Open Questions ◽  
The University ◽  
University Training ◽  
The Impact

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

Malaysian Primary Teachers’ Perceptions on Dyscalculia

2021 ◽  
Vol 2 (6) ◽  
pp. 125-136
Author(s):  
Yoong Soo May ◽  
Fu Sai Hoe ◽  
Wong Wei Lun ◽  
Lijuan Shen
Keyword(s):  
Survey Data ◽  
Primary Schools ◽  
Primary Teachers ◽  
Difficulty Level ◽  
Ministry Of Education ◽  
Learning Abilities ◽  
Learning Capability ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

scholarly journals Reading Nature- experienced teachers’ reflections on a teaching sequence in ecology: implications for future teacher training

2012 ◽  
Vol 2 (3) ◽  
pp. 67-81 ◽  
Author(s):  
Ola Magntorn ◽  
Gustav Helldén
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Primary Teachers ◽  
Natural World ◽  
Ecological Literacy ◽  
Cd Rom ◽  
The Everyday ◽  
Material Cycling ◽  
Everyday Classroom ◽  
Previous Learning

This article explores experienced primary teachers views on teaching for ‘reading nature’. The concept ‘reading nature’ has to do with an ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with the natural world that we face outside and the tools we have are our experiences from previous learning situations both in and out-of-doors. The teachers were asked to comment on the content of a CD-ROM with teaching sequences from a primary class studying a river ecosystem. Perceptions that teachers held were found to be supportive but complex and varied regarding the possibilities and advantages of implementing this type of teaching design in the everyday classroom. The paper finishes by identifying some implications for teacher training to support fieldwork and ecological literacy in primary schools in the future.

scholarly journals Primary School Teachers Perceptions Regarding ICT Usage And Equipment In Kuwait

2011 ◽  
Vol 8 (1) ◽  
pp. 55-62
Author(s):  
Ghazwa Alharbi
Keyword(s):  
Communication Technology ◽  
Primary Schools ◽  
Information Communication ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
High Quality Education ◽  
Ict Training ◽  
The Impact

Education institutions around the world have seen rapid advances in ICT (Information Communication Technology) within the classroom since the mid 90s. Kuwait has realized the need for a high quality education system, and has seen huge increases in government funding for schools over the last 10 years. However, Kuwaits spending on technology and ICT has attracted little research regarding the impact it has had on students and teachers. For this reason, this study aimed to discover how useful ICT is within classes in Kuwait. The research used qualitative research to focus on 14 teachers from three different primary schools in Kuwait. The study focused on the amount of ICT that is used within Kuwaiti schools and the quality of ICT training provided for teachers. The study found that teachers lacked sufficient training in ICT usage as a teaching aid. Findings also revealed that programs provided by the primary schools in Kuwait were too basic and that further investment is required

scholarly journals Engaging Student Teachers in An Online Teaching Pedagogies Module during COVID-19

2021 ◽  
Vol 10 (7) ◽  
pp. 62
Author(s):  
Peter Tiernan ◽  
Jane O'Kelly ◽  
Justin Rami
Keyword(s):  
Online Learning ◽  
Student Teachers ◽  
Online Teaching ◽  
Primary Teachers ◽  
Initial Teacher Education ◽  
Learning Tools ◽  
Teachers Perceptions ◽  
The Impact ◽  
Teaching Pedagogies ◽  
Learning Data

COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching. 

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