Match or Mismatch: Teachers' Conceptions of Culture and Multicultural Education Policy

1989 ◽  
Vol 33 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Judyth Sachs
Keyword(s):  
Social Sciences ◽  
Education Policy ◽  
Multicultural Education ◽  
Primary School ◽  
Ethnographic Study ◽  
School Teachers ◽  
Policy Document ◽  
Primary School Teachers ◽  
The Social ◽  
The Way

The concept of culture is central within the social sciences in general and multicultural education in particular. In this paper, the argument is made that the term ‘culture’ will generate a surplus of meaning by teachers and policy document writers alike. It might be expected that there will be variation in the way the concept of culture is perceived and talked about by teachers and policy writers. The results of an ethnographic study of the concepts of culture from a group of 27 primary school teachers suggest that differences between the two groups are of appearance rather than content.

scholarly journals MODEL PELATIHAN GURU IPS, IPA TEMATIK TERPADU KURIKULUM 2013 DI SEKOLAH DASAR MUHAMMADIYAH KARTASURA

Warta LPM ◽  
2016 ◽  
Vol 19 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Tjipto Subadi ◽  
Budi Murtiyasa ◽  
Sutama Sutama ◽  
Anam Sutopo ◽  
Muhroji Muhroji
Keyword(s):  
Social Sciences ◽  
Primary School ◽  
Community Service ◽  
Natural Sciences ◽  
Guidance System ◽  
School Teachers ◽  
Model Learning ◽  
Professional Skills ◽  
Primary School Teachers ◽  
Scientific Approach

The Aim of community service are; 1)Training of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, 2) To improve the professional skills of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, 3) To produce the guidance system of the teachers of Social Sciences, Natural Sciences based integrated thematic curriculum, 2013 in Muhammadiyah schools Kartasura. This is the approach of community service workshops, training and mentoring learning of Social Sciences, Natural Sciences based integrated thematic curriculum, 2013. The participants of Master of Social Sciences, Natural Sciences in SD Muhammadiyah Kartasura, His place in the School of Muhammadiyah Kartasura. The result of this devotion implementation; 1) Training of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, using techniques to observe, to question, to reason, to try and form a network, and implemented with the collaboration system, using the three steps of the learning; introductory, core and cover. 2) To improve the professional skills of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, using cooperative learning model learning with instructionalstrategies PBL (Problem Based Learning), DCL (descovery Learning), Jigsaw. Third this learning strategy, capable of creating a class to become a haven for students, namely; happy atmosphere for learners in the following study. This learning strategies,can improve learning achievement, namely; No increase in the value pretest to posttestvalues, namely: pretest values> 60 = 50%: postes values> 69 = 100%. 3) The resultingmodel of training primary school teachers of Social Sciences, Natural Sciences basedintegrated thematic curriculum in 2013 is a model mentoring based learning lesson study, with three stages (plan-do-see).

THE INFLUENCE OF THE SOCIAL CHARACTERISTICS OF PRIMARY SCHOOL TEACHERS ON THE DEVELOPMENT OF THE YOUNGER SCHOOLBOY

2018 ◽  
Vol 74 (8) ◽  
Author(s):  
Margarita Stepanovna Vykhrystyuk ◽  
Sofya Vladimirovna Onina ◽  
Olga Mikhailovna Druzhinina ◽  
Evgenia Yurevna Tokareva ◽  
Irina Vagizovna Osipova
Keyword(s):  
Primary School ◽  
Social Characteristics ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Social

Teachers’ approaches to multicultural education in Georgian classrooms

2015 ◽  
Vol 9 (4) ◽  
pp. 248-262 ◽  
Author(s):  
Shalva Tabatadze
Keyword(s):  
Multicultural Education ◽  
General Education ◽  
Primary School ◽  
Social Action ◽  
Intercultural Sensitivity ◽  
National Curriculum ◽  
Practical Importance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type

Purpose – This paper aims to explore the multicultural education strategies employed by primary school teachers in Georgia. Design/methodology/approach – In-depth interviews with 65 primary school teachers were used. The interviews were analyzed using the theoretical framework of multicultural educational approaches defined by James Banks. The approaches used by Georgian teachers were classified into four approaches to multicultural education: contributions, additive, transformation and social action approaches. Findings – The research revealed that the majority of teachers use the contributions and additive approaches to multicultural education. The use of the transformation approach by teachers is very rare and only happens if school textbooks, as well as exercises and assignments in the textbooks, provide this opportunity. The social action approach to multicultural education has not been used in primary grades in Georgia. The research revealed that some teachers reject diversity in their classroom as well as the necessity of developing their students’ intercultural sensitivity. These teachers have an informed and conscious approach to not using multicultural approaches in the teaching process. This approach is named by the author as the “inactive action approach”, which is specific to Georgia and is widely used in primary school classes. Practical implications – The study has scientific and practical importance. The findings of this study also have practical importance. They can be used for the implementation of teacher education and training programs in Georgia. Consideration of these findings will contribute to the implementation of the National Objectives of General Education and the National Curriculum of Georgia. Originality/value – This study makes contribution to the development of the field of multicultural education in Georgia.

Attitudes of primary school teachers toward multicultural education

2017 ◽  
Vol 52 (S1) ◽  
pp. 181-194 ◽  
Author(s):  
Ayten Aktoprak ◽  
Pervin Yiğit ◽  
Ahmet Güneyli
Keyword(s):  
Multicultural Education ◽  
Primary School ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals A study of work stress and coping among primary school teachers in the Wellington region

Teachers Work ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 18-35
Author(s):  
Shilpa Jain
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Coping Strategies ◽  
Work Stress ◽  
Teacher Stress ◽  
Well Being ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Way

This research examines the perception of work stress among primary school teachers in the Wellington region. Specifically, it focuses on the way teachers perceive work stress, the contributing factors and the coping strategies employed. Interpretative phenomenological analysis is the qualitative approach and methodology chosen to examine the way teachers make sense of their stress experiences. The educational sector in New Zealand has undergone enormous legislative and organisational change and in the recent past there have been nationwide primary school teacher strikes. While research on teacher stress in New Zealand in relation to the 1989 major reforms has been published, there has been little recent qualitative research on work stress in primary school teachers. This study shows that these teachers experience moderate to high levels of stress because of work overload, the multiplicity of sources of stress, the emotional demands of the role and the frustration and constraints they face in role performance. Even so, these teachers derive satisfaction from the core job of teaching and utilise positive coping strategies to manage their stress and work demands, with most of them intending to stay in the role. However, the sustainability of the role of teaching is a concern, as societal misperceptions about teaching and lack of respect for them pose challenges for those continuing in the profession long term. This study contributes to the base literature on teacher stress in the New Zealand context and offers recommendations for supporting the well-being of primary school teachers.

scholarly journals SOCIAL AND CULTURAL FACTORS OF PRIMARY SCHOOL TEACHER TRAINING IN CANADA (1950–1990S)

10.23856/4307 ◽  
2021 ◽  
Vol 43 (6) ◽  
pp. 55-64
Author(s):  
Oksana Khomych
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Primary Schools ◽  
Cultural Factors ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Social ◽  
Government Of Canada ◽  
Social And Cultural Factors

The article analyzes the demographic and economic ties and describes the social and cultural factors that in Canada in the 1950 -1990s determined changes in the tasks, organization, and training of teachers to work in primary school, taking into account the cultural needs of the population and government education policies. The application of historical and genetic as well as comparative methods of documentary sources analysis made it possible to identify the social and cultural-regional conditionality of the tasks and content of teacher training and their preparation for work in primary schools in different provinces. The article highlights the main contexts according to which the professional training of Canadian primary school teachers was carried out: historical, multicultural, traditional cultural, pedagogical, and religious. As a result of the comparative analysis of historical development, it was found that in Canadian cities such as Montreal, Toronto, and Vancouver there were concentrated large settlements of migrants, which played a dominant role in social and cultural development of Canada. Two main vectors of teacher training, multicultural and cross-cultural, which met the requirements of Canadian social environments and educational policy of Canadian governments, are studied. The training programs for primary school teachers in the provinces of Quebec, Ontario, and British Columbia, initiated mainly by the federal government of Canada, are described. The Government of Canada, together with the Ministries of Education, colleges and universities, has been found to have influenced the training of Canadian primary school teachers by creating a variety of educational programs best suited for the needs of society.

scholarly journals Influence of Social Media on the Social Behavior of Students as Viewed by Primary School Teachers in Kwara State, Nigeria

2020 ◽  
Vol 7 (1) ◽  
pp. 43-53
Author(s):  
Lateef Omotosho Adegboyega
Keyword(s):  
Social Media ◽  
Social Behavior ◽  
Primary School ◽  
Research Question ◽  
Negative Influence ◽  
P Value ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Social ◽  
Use Of Social Media

Nowadays, lectures and teachings have been conducted through social media. However, social media has its downside which when students and youths are not well monitored, they will absorb the negative side from their social media. Hence, this survey focused on the influence of social media on the social behavior of students as viewed by primary school teachers in Ilorin Metropolis, Kwara State, Nigeria. The survey is descriptive with two hundred primary school teachers selected as participants. A research question was raised and answered, and there were three hypotheses formulated and tested using t-test and ANOVA at a p-value of 0.05. The findings revealed that students’ usage of social media had a negative influence on their social behavior. In addition, there were no statistical differences in the view of participants on the influence of social media on the social behavior of teachers based on gender, age, and educational level. Therefore, primary school teachers need to sensitize students on the appropriate use of social media to improve their social behavior among others was recommended.

scholarly journals RESEARCH READINESS OF PRIMARY CLASS TEACHERS TO WORK WITH CHILDREN OF MIGRANTS IN THE PROCESS OF MODELING TECHNOLOGY OF PROFESSIONAL TRAINING OF TEACHERS

2021 ◽  
Vol 23 (76) ◽  
pp. 29-34
Author(s):  
M.V. Kuptsova ◽  
Keyword(s):  
Multicultural Education ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Migrant Children ◽  
Social Adaptation ◽  
Primary School Teacher ◽  
Russian Society ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the results of a study of the readiness of primary school teachers to work with children of migrants. The presented research was undertaken in order to obtain information on the practical aspects of the work of teachers with children of migrants. Studying the readiness of teachers to work with migrant children in the space of a modern school, identifying and analyzing the range of problems they face in practice, is one of the stages in the development of technology for preparing future teachers to work with migrant children. The methodological idea of the research is the consideration of children of migrants as a special educational category of students, requiring mastery of special methods and technologies of pedagogical activity. The role of the primary school teacher in the process of including children of migrants in Russian society is highlighted. As a method of the study, a questionnaire survey of primary school teachers was used. The area of application of the results is the process of developing a technology for training future primary school teachers in the system of higher professional pedagogical education in order to form their readiness to work with children of migrants. As a result of the study, it was concluded that the current education system does not adequately meet the modern demographic situation in the context of multicultural education. Teachers play a key role in the process of social adaptation of a child from a migrant family, but the problem of forming teachers' readiness to work with children of migrants remains open. The problems and key factors identified as a result of the research in the work of teachers should be reflected in the development of technology for the professional training of primary school teachers to work with migrant children.

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