scholarly journals Characterizing the Digital Culture of Prospective Primary School Teachers

2021 ◽  
Vol 2021 ◽  
pp. 1-13
Author(s):  
Youssef Ou-sekou ◽  
Fatiha kaddari ◽  
Abdelkarim Zaid
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Digital Culture ◽  
School Teachers ◽  
Digital Tool ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Frequent Use ◽  
Content Preparation ◽  
Personal Use

This article aims at characterizing the digital culture of prospective Moroccan primary school teachers during their training. The study was conducted as a survey on a sample of prospective primary school teachers from Morocco. A descriptive frequency analysis was performed using SPSS. The results show that this digital culture is rooted more considerably in their personal use of different technological tools or resources. The article analyzes the resources of digital culture through the objectives of digital practices of prospective teachers and the motivations underlying their choice of a specific digital tool and practice. The digital practices of prospective teachers are marked by frequent use of social networks and a low tendency to make use of institutional platforms and their trainers’ blogs. The analysis highlights the nature of the environments, services, and digital resources manipulated by prospective teachers during their training. It also sheds light on the role of this digital culture in the content preparation activities of these potential teachers, as well as the resources produced by them and by their trainers. The preparation of pedagogical content often makes use of social network tools, while educational tools are in average use. Finally, the results show that these exchanges are dominated by WhatsApp, Google Drive, and e-mail; however, the use of the WhatsApp application is more prevalent when interacting with trainers.

scholarly journals PROSPECTIVE PRIMARY SCHOOL TEACHERS’ ACTIVITIES WHEN DEALING WITH MATHEMATICS MODELLING TASKS

2020 ◽  
Vol 11 (2) ◽  
pp. 301-318
Author(s):  
Floriano Viseu ◽  
Paula Mendes Martins ◽  
Laurinda Leite
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Problem Situation ◽  
School Teachers ◽  
Primary School Teachers ◽  
Proportionality Constant ◽  
Training Courses ◽  
Teaching Of Mathematics ◽  
Analytical Expressions

The current teaching of mathematics is guided by recommendations that suggest the implementation of various activities in order to raise the understanding of mathematical knowledge. This diversity is related to the characteristics of the tasks proposed in the learning contexts. Among all tasks, the modelling ones call for the application of activities through different representations. So, it is important that teacher training courses promote experiences involving prospective teachers with this type of task. Based on this assumption, we intend to identify the activities that prospective primary school teachers perform in solving modelling tasks, the difficulties experienced in these tasks and the value of the models they determine. From the analysis of the resolutions of two tasks, we find that the prospective teachers translate the information of the data available in tables through graphs and analytical expressions. Some discuss models that determine which best fits the data. In the activities carried out, difficulties arise in determining the proportionality constant that best translates the problem situation, discussing the reasonableness of the values generated by the model, and sketching the graph of the model that best fits the experimental data. As for the usefulness of the model they determine, few prospective teachers are predicting outcomes.

scholarly journals Prospective Primary School Teachers’ Attitudes Towards Teaching Mathematics

2018 ◽  
Vol 7 (4) ◽  
pp. 225 ◽  
Author(s):  
Mesut Tabuk
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Grade Level ◽  
Positive Attitude ◽  
Type A ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Future Studies ◽  
Teachers Attitudes

The aim of the study is to determine prospective primary school teachers’ attitudes towards teaching mathematics. The study is designed according to model of survey in the descriptive type. A total of 236 prospective primary school teachers were examined in order to investigate the effect of gender and program differences on their attitudes towards teaching mathematics. In the study, the questionnaire “Teaching Mathematics” was used to collect the data from prospective teachers. The results revealed that the prospective teachers have positive attitude towards teaching mathematics. It was found also that gender and grade level are not significant factor on attitude scores. Finally, various suggestions were presented for future studies in accordance with the findings obtained.

scholarly journals Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

2021 ◽  
Vol 11 (8) ◽  
pp. 451
Author(s):  
Carlos Segura ◽  
Irene Ferrando
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Prospective Teachers ◽  
Initial Teacher Education ◽  
Successful Implementation ◽  
School Teachers ◽  
Problem Context ◽  
Primary School Teachers ◽  
Modelling Process ◽  
Task Sequences

Fermi problems are useful for introducing modelling in primary school classrooms, although teachers’ difficulties in problem solving may hinder their successful implementation. These difficulties are associated with the modelling process, but also with the estimation and measurement skills required by Fermi problems. In this work, a specific categorization of errors for Fermi problems was established, and it allowed us to analyse the errors of N = 224 pre-service primary school teachers. The results showed that prospective teachers make a large number of errors when solving this type of task, especially conceptual ones, which are associated with the process of simplifying/structuring the real situation and the mathematization process. They also showed that there is a significant relationship between the characteristics of the problem context and the error categories. Knowing the types of errors that prospective teachers make and designing task sequences that make them emerge so that prospective teachers learn from them could be an effective way to improve initial teacher education in modelling and estimation problem solving.

A Study on Technological Pedagogical Content Knowledge Experiences of Primary School Teachers Throughout Blended Professional Development Programs

2019 ◽  
pp. 302-327
Author(s):  
Mehmet Kokoç ◽  
Hasan Karal
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Blended Professional Development ◽  
Teacher Professional

The purpose of the chapter is to examine the effectiveness of a blended teacher professional development program focused TPACK on the TPACK development of primary school teachers. The study describes a blended teacher professional development program in which primary school teachers developed their TPACK. An embedded experimental mixed method design was employed. A total of 12 events were organized including six face-to-face seminars and six online seminars which were performed by field experts within the program. A Facebook group was created to promote sharing and to increase communication and interaction among the participants. Quantitative results indicated that all participants developed their perceived TPACK knowledge and skills with respect to their subject matter and pedagogical approaches. Qualitative results indicated that the participants reflected knowledge, skills, and actions that met the indicators related to TPACK development. The study has significant implications for the understanding of how design and conduct effective blended program.

scholarly journals Pre-Service Primary School Teachers' Pedagogical Content Knowledge on Quadrilaterals

2020 ◽  
Vol 13 (2) ◽  
pp. 284-305
Author(s):  
Ömer ŞAHİN ◽  
Murat BAŞGÜL
Keyword(s):  
Primary School ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Illustrative Case ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Content ◽  
Analysis Technique ◽  
Illustrative Case Study ◽  
Traditional Approaches

Abstract: The aim of this study was to investigate pre-service primary school teachers’ (PPSTs) pedagogical content knowledge (PCK) on quadrilaterals. In this study, the PCK components of knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS) were used. The participants of the study consisted of 83 PPSTs studying at the primary education department of a university in Turkey. The illustrative case study method was used, while six scenarios were used as the data collection tool developed by researchers. The data obtained from open-ended scenarios were analyzed by using the summative content analysis technique. As a result of the study, it was observed that the KUS of the PPSTs about quadrilaterals was not on the desired level. Moreover, the KIS of the PPSTs was also not on the desired level. As a result of the study, it was observed that, in the process of eliminating the mistakes of students, the PPSTs preferred mainly the "Direct Instructional" method, which is based on traditional approaches and centers the teacher.

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