scholarly journals 933 Impact of first aid training on the first aid knowledge and skills capacity of primary school teachers in Ibadan, Nigeria

2016 ◽  
Vol 22 (Suppl 2) ◽  
pp. A332.1-A332
Author(s):  
Abdulmumin Ibrahim ◽  
Nadia Sam-Agudu ◽  
Ugbede Omaye ◽  
Boniface Ushie ◽  
Adesola Olumide ◽  
...  
Keyword(s):  
Primary School ◽  
First Aid ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
First Aid Training ◽  
Ibadan Nigeria

scholarly journals Knowledge and attitude towards dental trauma management among primary school teachers

2019 ◽  
Vol 31 (3) ◽  
pp. 161
Author(s):  
Fadzlinda Baharin ◽  
Nor Fatimah Osman ◽  
Munirah Mohd Adnan
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Dental Trauma ◽  
First Aid ◽  
Basic Knowledge ◽  
Trauma Management ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Aid Training ◽  
Knowledge And Attitude

Introduction: Dental injuries could happen anywhere, including in the school compound. Correct management by the teachers in dental emergencies could prevent further damage to the traumatized tooth and improve the success rate of the treatment. Hence, the purpose of this study was to assess the knowledge and attitude towards dental trauma management among the primary school teachers in Kubang Kerian area. Methods: This descriptive study was conducted in three national primary schools in Kubang Kerian and multi-stages sampling was performed to select the subjects. One hundred and twenty teachers (n = 120) were randomly selected and responded to a set of a self-administered questionnaire. The questionnaire consisted of general characteristics, knowledge, and attitude towards dental trauma. Results: A total of 120 primary school teachers, predominantly female teachers (74.2%) participated in this study. More than half of the teachers (62.5%) have more than 15 years of teaching experience. One-third of the teachers (34.2%) have completed first aid training; however, dental trauma management subject was lacking (1.7%). About 31.7% of the respondent had experienced dental trauma case. Eighty-five percent of the teachers did not opt for tooth replantation in the case of avulsion and almost all the teachers (97.5%) did not choose fresh milk as the medium storage of the avulsed tooth. Conclusion: The level of knowledge and attitude on dental trauma management among school teachers is unsatisfactory. As a recommendation, first aid training given to the teachers should include basic knowledge of dental trauma management. The awareness can be improved by organizing talk or campaign on dental trauma management at the school level.Keywords: Children, dental trauma, school teachers.

scholarly journals What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?

2019 ◽  
Vol 18 (7) ◽  
pp. 1229-1247 ◽  
Author(s):  
Lise Westaway ◽  
Gabriele Kaiser ◽  
Mellony Graven
Keyword(s):  
Primary School ◽  
Teacher Identity ◽  
Mathematical Knowledge ◽  
Social Constructionist ◽  
Social Realism ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Made In

Abstract Research that focuses on teacher identity is gaining traction as researchers argue that teachers mediate more than mathematical knowledge and skills in the classroom. This research tends to be underpinned by a social constructionist orientation, which foregrounds epistemology over ontology. This orientation is limiting for research that wishes to understand the base conditions that enable or constrain the expression (i.e. both communication and action) of teacher identity in teaching primary mathematics. The paper suggests that this requires research that explores the interaction between structure, culture and agency in the expression of teacher identity in teaching mathematics in primary school. The study argues that a social realist orientation is of value to research on teacher identity. From this perspective, teacher identity is defined as the manner in which teachers express their roles as teachers. As the paper is primarily theoretical, the exemplification is limited to two primary school teachers’ expression of only one role namely effective communicator of mathematics. It demonstrates what social realism enables, that is, not illuminated in research underpinned by a social constructionist orientation. The argument made in this paper elucidates how social realism supports a deep analysis of the structural and agential conditions that enable and constrain teacher identities.

scholarly journals Exploring the Reflective Learning Experiences of Primary School Teachers during the use of Open Educational Resources

2015 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
S. O. Essuman
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Reflective Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills

<p class="2M-body">This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching.</p>

scholarly journals Animated Video for Increasing Primary School Teachers’ Knowledge Regarding First Aid Management of Dental Avulsion

2020 ◽  
Vol 23 (4) ◽  
pp. 7p
Author(s):  
Vassa Khema Katthika ◽  
Eva Fauziah ◽  
Sarworini Bagio Budiardjo
Keyword(s):  
Primary School ◽  
School Environment ◽  
First Aid ◽  
School Teachers ◽  
Primary School Teachers ◽  
Tooth Avulsion ◽  
Public Elementary Schools ◽  
Before And After ◽  
Teacher's Knowledge ◽  
Dental Avulsion

Introduction: Dental avulsion is a condition in which the tooth is completely dislodged from its socket. Inappropriate management when trauma occurs can complicate the prognosis of the tooth. The majority of injuries to children's teeth occur in the school environment and teachers play an essential role in providing first aid at the accident site. However, the school teacher’s knowledge regarding first aid dental avulsion is inadequate. Objectives: The purpose of this study was to analyze the effect of an animated video (First Aid Management of Dental Avulsion) on the knowledge of primary school teachers. Materials and methods: This clinical experimental study comprised 54 teachers from 13 public elementary schools in Central Jakarta who were chosen randomly to fill out a questionnaire before and after watching the animated video. Results: Data analysis using the Wilcoxon comparative test showed that there was a statistically significant increase (P<.05) in knowledge after watching the animated video. Conclusion: Thus, the animated video was effective in increasing the knowledge regarding first aid management of dental avulsion among the primary school teachers. Keywords: audiovisual aid; first aid; school teachers; tooth avulsion

scholarly journals Knowledge and Training of Primary School Teachers in First Aid - A Questionnaire Based Study

2020 ◽  
Author(s):  
MAMATHA HOSAPATNA ◽  
NANDINI BHAT ◽  
JAYA PRAKASH ◽  
SANGEETHA SUMALATHA ◽  
VRINDA HARI ANKOLEKAR
Keyword(s):  
Primary School ◽  
First Aid ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Training

A Study to assess the effectiveness of Structured Teaching Programme on knowledge regarding the First aid management of Convulsion in children among primary school teachers of selected schools at Kollam

2021 ◽  
pp. 515-517
Author(s):  
Anju Mathew ◽  
Aswathy Babu ◽  
Priya Samson ◽  
Sara Philip ◽  
Varsha Varghese ◽  
...  
Keyword(s):  
Primary School ◽  
First Aid ◽  
Demographic Variables ◽  
Teaching Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Programme ◽  
Significant Difference ◽  
Structured Teaching ◽  
Structured Questionnaire

A study to assess the effectiveness of structured teaching programme on knowledge regarding the first aid management of convulsions in selected schools at Kollam. The objectives of the study were to:a) To assess the knowledge regarding the first aid management of convulsion in children among primary school teachers of selected schools at Kollam.b) To assess the effectiveness of structured teaching programme on knowledge regarding first aid management of convulsion in children among primary school teachers in selected schools at Kollam.c) To find the association between knowledge of primary school teachers regarding first aid management of convulsion in children with their selected demographic variables. A quantitative approach was used with one group pretestposttest only design. Convenient sampling was used. Sample size was 60. The investigator assessed primary school teachers knowledge using structured questionnaire regarding first aid management of convulsion. After conducting the pretest, structured teaching programme was introduced to the primary school teachers. Posttest was conducted on fifth day using the same research tool. It is found that the calculated t value is greater than table value. There is significant difference between pretest and posttest scores of knowledge of primary school teachers. There is no association between pretest knowledge and selected demographic variables. The finding of the study suggests that structured teaching program is effective in increasing the knowledge of primary school teachers regarding first aid management of convulsion.

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