scholarly journals Computer Use by School Teachers in Teaching-learning Process

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Jyoti Bhalla
Keyword(s):  
Learning Process ◽  
Computer Use ◽  
School Teachers ◽  
Teaching Learning

scholarly journals Attitudes and Opinions of Teachers towards Corporal Punishment

2012 ◽  
Vol 2 (5) ◽  
pp. 155
Author(s):  
Dr. Nuzhat Fatima ◽  
Dr. Shafqat Ali Janjua ◽  
Dr. Muhammad Nafees ◽  
Kamran Masood
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Learning Process ◽  
Negative Impact ◽  
School Teachers ◽  
Primary School Teachers ◽  
Difference Of Opinion ◽  
Sample Technique ◽  
Teaching Learning ◽  
Conducive Environment

Corporal Punishment yields negative impact on the behaviors of students and thus their learning achievements remain lower. Sometime, in a particular situation, students’ exhibit relatively better results but they actually get fed up with the learning enrolment and intrinsically intend to go away from teaching learning process. This study was under taken to get the opinion of primary school teachers and their practical behaviors towards corporal punishment at primary level in the Govt. Schools of Rawalpindi and Islamabad. In order to collect data, a questionnaire containing 35 questions was developed in Urdu for seeking opinion of primary school teachers. The questionnaire had two parts; the first part pertained to information about different aspects related to the classroom situation while the second part contained an open-ended question asking for suggestions.  Stratified random sample technique was used but only those school were selected which were willing to respond and easy to approach.  Data collected through questionnaire were tabulated and analyzed.  Although difference of opinion was found among the teachers on all issues yet an overall majority opined that corporal punishment must not be there as it was the greatest negative variable for creating a conducive environment for teaching learning process. Key words:  Punishment, Learning Achievements, Learning Environment, Motivation, Satisfaction.

scholarly journals LA FORMACIÓN DIDÁCTICO-MATEMÁTICA DE DOCENTES: RESULTADOS TEÓRICOS

PARADIGMA ◽  
2020 ◽  
pp. 271-288
Author(s):  
Nancy Montes de Oca Recio
Keyword(s):  
Human Development ◽  
Present Article ◽  
Learning Process ◽  
Theoretical Perspective ◽  
Mathematical Education ◽  
School Teachers ◽  
Mathematical Communication ◽  
Basic Concepts ◽  
Teaching Learning ◽  
Theoretical Results

El objetivo del presente artículo es comunicar el proceso y los resultados teóricos de unainvestigación relacionada con la formación didáctico matemática de docentes, generada a partirde las insuficiencias detectadas en el desempeño de docentes de Matemática en el ejercicio dela profesión. La investigación aborda aspectos relacionados con: la comprensión de los objetosde la Geometría Plana; la gestión didáctica de las demostraciones matemáticas, la promoción deuna valoración positiva hacia la Matemática, la producción de problemas, el dominio deconceptos básicos del Álgebra Lineal y la expresión al comunicarse en matemática, desde unaperspectiva teórica que integra el enfoque histórico cultural del desarrollo humano y losenfoques ontosemiótico, comunicativo y contextualizado de la enseñanza-aprendizaje de laMatemática. Los resultados responden a la labor realizada por un equipo de trabajo constituidopor profesores que imparten docencia en carreras de formación de docentes de Matemática,maestrías y doctorados de la Universidad de Camagüey y la Universidad Autónoma de SantoDomingo.Palabras clave: Formación Didáctico-Matemática, Educación Matemática, Docentes deMatemática, Gestión DidácticaA Formação Didático-Matemática de Pedagogos: implicações teóricasAbstractO objetivo deste artigo presente é comunicar o processo e os resultados teóricos de umainvestigação relacionados com o processo de aprendizagem didático-matemático de pedagogos;este estudo começou a levar em conta as insuficiências descobriu no processo de ensinoaprendizagemde Matemática administrado por professores escolares. Esta investigação chegaaspectos relacionados com: a compreensão de objetos de Geometria Planos; a administraçãodidática de demonstrações de Matemáticas, a promoção de uma estimação positiva paraMatemática, a geração de problemas didáticos, o dominando de conceitos básicos de ÁlgebraLinear e comunicação matemática, de uma perspectiva teórica que integra a aproximaçãohistórica cultural de desenvolvimento humano e o ontosemiotico, comunicativo e contextualfocaliza do ensino-aprendizagem de Matemática. Os resultados apresentados são um resultadodo trabalho levado a cabo por um time constituiu por professores que ensinam Matemática empre-serviço, mestres e cursos de doutorado em Universidade de Camaguey e a UniversidadeAutônoma de Santo Domingo.Palavras chave: Formação Didático-Matemática, Educação Matemática, Educação deMatemática, Administração didática.The Didactic and Mathematical Formation of Teachers: theoric resultsAbstractThe objective of this present article is to communicate the process and the theoretical results of an investigation related with the didactic-mathematical learning process of educators; this study began taking into account the inadequacies detected in the teaching-learning process of Mathematics managed by school teachers. This investigation approaches aspects related with: the understanding of Plane Geometry objects; the didactic management of Maths demonstrations, the promotion of a positive valuation towards Mathematics, the generation of didactic problems, the mastering of basic concepts of Lineal Algebra and mathematical communication, from a theoretical perspective that integrates the cultural historical approach of human development and the ontosemiotic, communicative and contextual focuses of the teaching-learning of Mathematics. The results presented is a result of the work carried out by a team constituted by professors that teach Mathematics in pre-service, masters and doctorates courses at Camaguey University and the Autonomous University of Santo Domingo.Key words: Didactic-Mathematical Formation, Mathematical Education, Education of Mathematics, Didactic Management.

scholarly journals EVALUATING TEACHERS’ PERCEPTION ON INTEGRATING ICT IN TEACHING-LEARNING PROCESS

2018 ◽  
Vol 1 (1) ◽  
pp. 26-48
Author(s):  
Maryam Yaqoob Khan, S. Khurram Khan Alwi
Keyword(s):  
Learning Process ◽  
Technology Implementation ◽  
Technical Knowledge ◽  
Positive Perception ◽  
School Teachers ◽  
Fast Development ◽  
Teaching Learning ◽  
Assessment Questions ◽  
Barriers To Technology

Fast development and change in ICT have prompted the dispersion of innovation in teaching instructions. The motivation behind this assessment is to explore teachers’ recognition in incorporating ICT in their educating-learning process. The assessment questions focused to estimating teachers' product use and other instructional devices and materials, inclinations for proficient improvement on data assembling and support, factors that empower instructors' use of innovation, teachers' view of self-adequacy and obstructions that instructors focused upon in the middle of innovation usage in instructing learning process. A populace of 25 instructors at DHA School took part in this overview. The outcome on equipment and programming use demonstrates that lion's share of instructors in the school can't utilize equipment in showing learning process due to primarily deficiency of assets. Teachers who can't utilize ICT as instructional apparatus are 76 percent higher than the individuals who can utilize it. This demonstrates most educators in the school are not incorporating ICT in the course they instruct. In respect of the data and bolster administrations, there is no equivalent help benefit from the specialized help units. DHA School is found as poor by most of the teachers in preparing ICT trainings. The factors that encourage technology are considered highly important to apply ICT in teaching-learning process. Even though, the school teachers have strong positive perception for using ICT in teaching-learning process. Teachers’ perception toward ICT usage to increase quality of curriculum and their eventual productiveness is found as significant. This indicates that the teachers realize the productivity in integrating ICT in their professional approach. However, majority of the teachers pointed out that one of the barriers to technology implementation is lack of teachers’ technical knowledge and shortage of resources. This shows that equipping the school with ICT related apparatus is not enough for attaining educational modification. Hence, the school should critically focus on teachers’ abilities for integrating ICT in whole curriculum to make each subject’s lesson interactive and easily understandable by their students.

scholarly journals LA FORMACIÓN DIDÁCTICO-MATEMÁTICA DE DOCENTES: RESULTADOS TEÓRICOS

PARADIGMA ◽  
2020 ◽  
pp. 271-288
Author(s):  
Nancy Montes de Oca Recio
Keyword(s):  
Human Development ◽  
Present Article ◽  
Learning Process ◽  
Theoretical Perspective ◽  
Mathematical Education ◽  
School Teachers ◽  
Mathematical Communication ◽  
Basic Concepts ◽  
Teaching Learning ◽  
Theoretical Results

El objetivo del presente artículo es comunicar el proceso y los resultados teóricos de unainvestigación relacionada con la formación didáctico matemática de docentes, generada a partirde las insuficiencias detectadas en el desempeño de docentes de Matemática en el ejercicio dela profesión. La investigación aborda aspectos relacionados con: la comprensión de los objetosde la Geometría Plana; la gestión didáctica de las demostraciones matemáticas, la promoción deuna valoración positiva hacia la Matemática, la producción de problemas, el dominio deconceptos básicos del Álgebra Lineal y la expresión al comunicarse en matemática, desde unaperspectiva teórica que integra el enfoque histórico cultural del desarrollo humano y losenfoques ontosemiótico, comunicativo y contextualizado de la enseñanza-aprendizaje de laMatemática. Los resultados responden a la labor realizada por un equipo de trabajo constituidopor profesores que imparten docencia en carreras de formación de docentes de Matemática,maestrías y doctorados de la Universidad de Camagüey y la Universidad Autónoma de SantoDomingo.Palabras clave: Formación Didáctico-Matemática, Educación Matemática, Docentes deMatemática, Gestión DidácticaA Formação Didático-Matemática de Pedagogos: implicações teóricasAbstractO objetivo deste artigo presente é comunicar o processo e os resultados teóricos de umainvestigação relacionados com o processo de aprendizagem didático-matemático de pedagogos;este estudo começou a levar em conta as insuficiências descobriu no processo de ensinoaprendizagemde Matemática administrado por professores escolares. Esta investigação chegaaspectos relacionados com: a compreensão de objetos de Geometria Planos; a administraçãodidática de demonstrações de Matemáticas, a promoção de uma estimação positiva paraMatemática, a geração de problemas didáticos, o dominando de conceitos básicos de ÁlgebraLinear e comunicação matemática, de uma perspectiva teórica que integra a aproximaçãohistórica cultural de desenvolvimento humano e o ontosemiotico, comunicativo e contextualfocaliza do ensino-aprendizagem de Matemática. Os resultados apresentados são um resultadodo trabalho levado a cabo por um time constituiu por professores que ensinam Matemática empre-serviço, mestres e cursos de doutorado em Universidade de Camaguey e a UniversidadeAutônoma de Santo Domingo.Palavras chave: Formação Didático-Matemática, Educação Matemática, Educação deMatemática, Administração didática.The Didactic and Mathematical Formation of Teachers: theoric resultsAbstractThe objective of this present article is to communicate the process and the theoretical results of an investigation related with the didactic-mathematical learning process of educators; this study began taking into account the inadequacies detected in the teaching-learning process of Mathematics managed by school teachers. This investigation approaches aspects related with: the understanding of Plane Geometry objects; the didactic management of Maths demonstrations, the promotion of a positive valuation towards Mathematics, the generation of didactic problems, the mastering of basic concepts of Lineal Algebra and mathematical communication, from a theoretical perspective that integrates the cultural historical approach of human development and the ontosemiotic, communicative and contextual focuses of the teaching-learning of Mathematics. The results presented is a result of the work carried out by a team constituted by professors that teach Mathematics in pre-service, masters and doctorates courses at Camaguey University and the Autonomous University of Santo Domingo.Key words: Didactic-Mathematical Formation, Mathematical Education, Education of Mathematics, Didactic Management.

Professional motives in primary school teachers

2020 ◽  
Author(s):  
María Alejandra Morales González ◽  
◽  
Yulia Solovieva ◽  
Keyword(s):  
Primary School ◽  
Activity Theory ◽  
Learning Process ◽  
Video Recording ◽  
School Teachers ◽  
Class Session ◽  
Primary School Teachers ◽  
Written Narratives ◽  
Cultural Paradigm ◽  
Teaching Learning

The purpose of this study was to analyze the professional motives of primary school teachers and their relation to the teaching/learning process. This research relies on the historic. cultural paradigm and the activity theory, especially the categories of motives proposed by A. Leontiev and N. Talizina. The study was based on semi.structured interviews with a teacher and six students of the 6th grade of a private urban primary school. It also included analysis of their written narratives and a video recording of a class session. Our findings suggest a relationship between the teacher’s motives and the students’ learning process.

scholarly journals Correlation between Self-Efficacy Perception and Teaching Performance: The Case of Mexican Preschool and Primary School Teachers

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Michaela Cocca ◽  
Armando Cocca ◽  
Elizabeth Alvarado Martínez ◽  
María Guadalupe Rodríguez Bulnes
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Self Efficacy ◽  
Teaching Quality ◽  
Educational Background ◽  
Teaching Performance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Actual Teaching

Self-efficacy (SE) is a key factor of the teaching-learning process success. While literature on SE and its dimensions is rich in the field of education, still there is a lack of studies aiming to explore teachers’ SE in contrast with their actual teaching skills and their characteristics. For this reason, this study aims to respond to the following research questions: are there differences between perceived SE and actual teaching performance in preschool and primary school teachers? Which sources of SE can be considered as significant predictors of teachers’ SE? This work employs a quantitative approach based on the observational method. Teacher Sense of Efficacy Scale and classroom observation frameworks were used to collect data from a sample of 24 teachers. Results show that there are high inconsistencies between self-judgments and actual teaching performance (p > .05). Experienced and medium experienced teachers show higher scores than novice teachers in several dimensions of SE (p < .05). However, teachers’ educational background is not significantly correlated with their SE (p > .05). Resource support is found as the only significant predictor of SE in our sample of teachers (p < .001; p2 = .733). Our research suggests that teachers may have a distorted perception of their in-class performance, which could drive to lower quality of the teaching-learning process. Therefore, in the future, professional training programs should focus on promoting a more realistic understanding and awareness of teachers’ actions in the classroom as the first step of any intervention aiming to increase teaching quality.

scholarly journals Perception of School Teachers Towards Continuous and Comprehensive Evaluation

2021 ◽  
pp. 134-138
Author(s):  
Ms. Kritika Katoch
Keyword(s):  
Learning Process ◽  
Education System ◽  
Comprehensive Evaluation ◽  
School Level ◽  
School Teachers ◽  
Teaching Learning ◽  
Almost All ◽  
Development Of Students

The present study seeks to examine the Perception of school teachers towards Continuous and Comprehensive Evaluation at school level. The study was conducted on the teachers of school level. From the analysis of the result, it was found that majority of school teachers aware of CCE. Almost all the school teachers thought that CCE is appropriate for teaching-learning process and CCE is very effective for slow children. CCE is helpful for improving our education system and all round development of students’ is possible with CCE.

TEACHERS’ READINESS TO IMPLEMENT THE ACQUISITION OF TRANSVERSAL SKILLS IN THE CONTEXT OF THE NEW STANDARD

2019 ◽  
Vol 2 ◽  
pp. 399
Author(s):  
Anita Petere
Keyword(s):  
General Education ◽  
Learning Process ◽  
Information Technologies ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Content ◽  
Approach To Teaching ◽  
Teaching Learning ◽  
Cooperation Partner

In today’s rapidly changing world, when information technologies are developing very fast, a new change of the paradigm of the educational system is needed. It means that a teacher’s pedagogical activities also have to change – from an educator to a cooperation partner in the teaching/learning process. National Centre for Education (NCE)  has worked out a new ”Competence approach to teaching/learning content”, the aim of which is to ensure the acquisition of the content of general education based on competence approach, and which embraces all stages in education.The objective of the article is to reveal the essence of competence approach and the readiness of primary school teachers to implement the acquisition of transversal skills in teaching/learning process and when planning curricula.In order to obtain data, semi- structured interviews, observation, the analysis of documents have been used. According to the research results, part of the teachers finds it difficult to change their style of conducting the teaching/learning process. Explanation and task formulation dominate without involving pupils in discussions. 

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