scholarly journals Teacher Learning in Scaffolding Children’s Collaborative Dialogue in a Chinese Elementary School

2020 ◽  
pp. 209653112095100
Author(s):  
Jingjing Sun ◽  
Jie Zhang ◽  
Hong Li
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Small Group ◽  
Teacher Learning ◽  
Goal Orientations ◽  
Pedagogical Practices ◽  
Achievement Goal Orientations ◽  
Chinese Teachers ◽  
Student Centered ◽  
Motivational Mechanism

Purpose: Dialogic pedagogies that provide students with frequent opportunities to talk have been shown to help students develop essential 21st-century skills. Many Chinese teachers, however, lack confidence and experiences in shifting from teacher-centered pedagogical practices to such student-centered practices. This study examined Chinese elementary school teachers’ reflections on learning to facilitate small-group collaborative reasoning (CR) discussions in their classrooms. Design/Approach/Methods: Two fourth-grade teachers in a public school in Beijing, China, participated in the study, where they participated in seven semi-structured debriefing interviews and wrote 13 reflective journals. Thematic analysis of the debriefing interviews and journals was carried out to understand the teachers’ learning progress. Findings: The results showed that although the teachers encountered major challenges, such as a drastic shift in their roles, the intense cognitive demands of scaffolding, and the emotional stress of handling the uncertainties of CR discussions, they also made noteworthy progress while learning to facilitate CR discussions. The teachers’ achievement goal orientations seem to have played a major role in how they responded to the challenges and whether they made progress. Originality/Value: This study reveals insights into the challenges and progress that the teachers experienced when learning to use a discussion-based teaching approach. It sheds light on the motivational mechanism of teacher learning and provides guidance on how to support Chinese teachers through the use of small-group collaborative discussions.

BIMBINGAN DAN KONSELING BERPERILAKU NAKAL PESERTA DIDIK

2021 ◽  
Vol 1 ◽  
Author(s):  
Eka Novita Sari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teacher Learning ◽  
Phenomenological Analysis ◽  
Qualitative Approach ◽  
School Teachers ◽  
Case Study Design ◽  
School Rules ◽  
Phenomenological Case Study

This study aims to reveal the perceptions of elementary school teachers regarding student delinquency. This study used a qualitative approach, with a phenomenological case study design. The data analysis used was phenomenological analysis. The results of research on perceptions of elementary school teachers of "NEGERI AGOM" about student delinquency, namely: (1) student delinquency is a deviant and violates school rules committed by students, thus disturbing the learning environment and harming other individuals. (2) the form of student delinquency was categorized into 2, namely disruptive behavior and serious delinquency. Disturbing behavior is perceived in various ways including: not paying attention to tidiness, not paying attention to teacher explanations, cheating, making physical threats to students and disobeying teacher directions, nagging (still talking and not admitting mistakes), while serious student delinquency includes: truancy and chasing behavior. . (3) the causes of student's condition, namely: physical condition, lack of parental attention, less varied teacher learning methods, language difficult to understand by students, negative environment and too much lesson material. (4) how to deal with student delinquency, namely: providing learning models for students, verbal warning, special attention, providing special understanding, providing seating manipulation, providing learning grids, communicating with parents, providing rules, providing motivation, communicating online private with students, and returned to parents.

scholarly journals How elementary school teachers organized online learning during the Covid-19 Pandemic?

2021 ◽  
Vol 13 (3) ◽  
pp. 437-449
Author(s):  
Herwin Herwin ◽  
Agung Hastomo ◽  
Bambang Saptono ◽  
Amalia Rizki Ardiansyah ◽  
Setiawan Edi Wibowo
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary School Teachers ◽  
Phenomenological Approach ◽  
Asynchronous Learning ◽  
Research Subjects ◽  
School Teachers ◽  
Student Centered ◽  
Student Centered Learning ◽  
Synchronous Learning

This study aims to analyze the organization of online learning from teachers during the Covid-19 pandemic. This research is a qualitative research with a phenomenological approach. The research subjects were elementary school teachers. Data were collected through interviews and documentation. Data analysis is done through data condensation, data presentation and verification. The results show that online learning is based on a simplified curriculum with the selection of essential competencies that are considered very important to be conveyed to students. The lesson plans are arranged in a simpler way with sections that always appear, namely learning objectives, learning activities and assessments. Synchronous learning relies more on Zoom. Asynchronous learning variations are carried out with Google Classroom to form independent and student-centered learning. Strengthening student understanding is done by providing feedback through the WhatsApp application because it is considered more flexible, responds quickly, is simple and easy to run on students' smartphones.   Keywords: Covid-19 Pandemic, elementary school, online learning

scholarly journals The Mathematics Elementary School Teachers’ Perceptions of the Student-Centered Approaches and Professional Learning Experiences

2018 ◽  
Vol III (IV) ◽  
pp. 87-101
Author(s):  
Nasrin Akhter ◽  
Muhammad Naseer Ud Din ◽  
Abdul Majeed Khan
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Professional Learning ◽  
Mathematics Teachers ◽  
Teaching Method ◽  
Secondary Level ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Student Centered ◽  
Teachers Perceptions

This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.

UPAYA MENINGKATKAN KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR MELALUI LESSON STUDY

2019 ◽  
Vol 3 (4) ◽  
Author(s):  
Samsuar Samsuar
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Lesson Study ◽  
Professional Competence ◽  
Class Action ◽  
Research Subjects ◽  
School Teachers ◽  
Student Centered ◽  
Student Centered Learning ◽  
The City

This research is motivated by a conventional learning orientation where teacher-centered learning must be transformed into student-centered learning. The purpose of this study was to improve the professional competence of elementary school teachers through lesson study. This study uses a class action research design that has stages of planning, implementation, observation, and reflection. This research was conducted at the target schools in the city of Dumai. The research subjects were 10 V-grade teachers taken from each of the target schools. The research instrument used observation sheets and interview sheets. The results of this study indicate an increase in the professional competence of elementary school teachers through lesson study with the percentage of the first cycle of 64% with enough categories to 82% with good categories. The suggestion put forward is for the next researcher to combine lesson study with academic supervision or based on local potential, also improve pedagogical, personality, and social competence.

scholarly journals The student record cards of the Lincoln Diocesan Training College: A genealogical and demographic evaluation for the periods 1862-1871 and 1892- 1901

2021 ◽  
pp. 1-19
Author(s):  
Colin Dykes
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Small Group ◽  
Demographic Analysis ◽  
School Teachers ◽  
Student Records ◽  
Marriage Age ◽  
Two Samples ◽  
Online Teacher ◽  
Genealogical Information

The Lincoln Diocesan Training College (LDTC), now Bishop Grosseteste University (BGU), trained women as elementary school teachers. The student records, in the form of handwritten cards, are located in the BGU archives. This study set out to determine the genealogical value of these records. To this end, a sample of the records for 1862-1871 and 1892-1901 were examined and compared.1 The two periods cover the first ten years of the first and second principals’ respective tenures at LDTC. A study of the genealogical information on the cards, for both periods, showed that there were very few serious discrepancies between this information and online genealogical records. In addition, many of the cards provide information that would not normally be found in other genealogical sources. Other online teacher records collections were analysed for information relating to the individuals in the two samples and found to apply to a very small group of LDTC teachers. The demographic analysis of the students was compared to other teacher-related studies. The differences between some of the findings for the two periods, like marriage age and probate effects, were found to be significant.

scholarly journals Discipline approaches and interpersonal self-efficacy on elementary school teachers

2012 ◽  
Vol 2 (2) ◽  
pp. 15-28
Author(s):  
Öner Çelikkaleli ◽  
Yusuf İnandı
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
School Discipline ◽  
Efficacy Beliefs ◽  
The Other ◽  
School Teachers ◽  
Student Centered ◽  
Efficacy Belief ◽  
Significant Relationships

The purpose of this study is to examine the reletionship between teachers discipline approachs and interpersonal self-efficacy belief. Furthermore, this research is to examine whether teacher' discipline approachs and interpersonal self-efficacy beliefs are varying according to gender, working experiences and professional positions. Participants of this study consistent of 198 (94 women, 95 man) elementary school teachers. In order to gathered data, School Discipline Aproach Scale and Teachers Interpersonal Self-efficacy Scale are used. According to tte findigs, there is negatively significant relationships between teachers' oppresive and compliance discipline approachs and teachers' interpersonal self-efficacy from colleagues, administrators and total interpersonal self-efficacy. There are no difference teachers' discipline approach and interpersonal self-efficacy accorging to gender. On the other hand, equitable and student-centered discipline approach are difference according to teachers working experince. Finally, I. Gradulal teachers' equitable and student-centered discipline approach scores more high II. Gradual teachers scores.

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