scholarly journals Ensenyant sobre art i educació a la Generació Z de futurs i futures mestres.

2020 ◽  
Author(s):  
Lander Calvelhe
Keyword(s):  
Teaching Practice ◽  
Group Living ◽  
University Teaching ◽  
Learning Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Good Practices ◽  
Generation Z ◽  
Future Challenges ◽  
Student Centred Learning

Future kindergarten and primary school teachers mostly belong to Generation Z, a particularly complex group living in a complex era. Their training in art and education creates a wide variety of theoretical and practical lessons, and equally diverse experiences, that can correspond either to their own generational features as students or to their training as the teachers of tomorrow. This article presents a series of issues that bring together the results of marketing and advertising studies featuring Generation Z and the author's own university teaching practice, and contributions from different perspectives and educational trends established in the last century such as the student-centred learning approach. The article concludes by providing indications of what are known as good practices, and also ways of meeting present and future challenges.

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals The opinions of primary school teachers’ candidates towards material preparation and usage

2016 ◽  
Vol 11 (2) ◽  
pp. 70
Author(s):  
Zeynep Genc
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Material Design ◽  
Structured Interview ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning And Teaching ◽  
School Teaching ◽  
Course Material

Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with instruction materials in order to provide permanent learning. The Teaching Technologies and Material Designing (TTMD) course which is one of the compulsory courses that students must take aims to acquire students the information and skills related with the preparation and use of materials. Evaluation of TTMD course is important in terms of the effectiveness of the course which provides the opportunity of motivating the students to learn by attracting their attention, keeping their attentions alive, making abstract concepts more concrete, facilitating the acquisition of knowledge in an organized way in the process of learning and teaching. In this context, it was aimed to determine the opinions of students in the department of primary school teaching about preparation and use of materials through teaching practice which is done within TTMD course in this study. This study is a descriptive study based on qualitative data. The sample of this research included 37 students from the department of primary school teaching who took TTMD course in the second semester in 2014-2015 academic year at Ataturk Education Faculty of Near East University or students who took this course in previous academic years. The data of this research were collected with structured interview form. According to the results, it was revealed that primary school teachers’ candidates attach importance to prepare and use materials based on their answers about the use and preparation of materials in instruction. When the opinions of primary school teachers candidates about the criteria that they give value in preparing and using materials, it was figured out that they emphasize the criteria such as suitability for student level, suitability for aim, simplicity and easy comprehensibility. Furthermore, the results indicated that primary school teachers’ candidates mostly experience difficulty in finding suitable materials and tools for the aim. It was also revealed that the majority of primary school teachers’ candidates stated that they will use materials and a few of them indicated that they will not use materials since they find materials as insufficient based on their answers about the question asking if they will use the materials which they prepared in TTMD course when they begin teaching profession. Keywords: primary school, primary teaching candidates, teaching technologies and material designing (TTMD) course, material design, instruction materials

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

scholarly journals Autopercepción del profesorado de Educación Primaria en servicio desde el modelo TPACK

2020 ◽  
Vol 23 (2) ◽  
pp. 53-65
Author(s):  
Ana Maria Ortiz Colon ◽  
Miriam Ágreda Montoro ◽  
Javier Rodríguez Moreno
Keyword(s):  
Multivariate Analysis ◽  
Primary School ◽  
Primary Education ◽  
Teaching Practice ◽  
The Self ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Las Mujeres ◽  
Educación Primaria

El estudio analiza los resultados más relevantes de la investigación realizada con docentes de educación primaria, en referencia al modelo TPACK. El objetivo de esta investigación es conocer la autopercepción de los docentes de primaria en servicio, con respecto a su capacitación tecnológica, tomando como referencia la escala de diagnóstico TPACK. Para la recopilación de información, se adaptó un cuestionario tipo Likert ya validado, siguiendo el modelo TPACK. El cuestionario está compuesto por 47 ítems que recopilan información de las siete dimensiones del modelo. La muestra está formada por 607 docentes. La investigación es de naturaleza descriptiva no experimental, y realiza un análisis de varianza multivariante (MANOVA). Los resultados más significativos han sido el hallazgo de diferencias con respecto al género de los participantes. En general, son los hombres los que tienen una mayor percepción de sí mismos con respecto al uso y la integración de las TIC en su práctica docente, especialmente en asuntos científicos. Las mujeres parecen ser más efectivas cuando seleccionan enfoques para guiar el aprendizaje y el pensamiento del estudiante en términos de lectura y escritura. The study aims to analyze the most relevant results of the research carried out with primary education teachers, with reference to the TPACK model. The objective of this research is to know the self-perception of primary school teachers in service, regarding their technological training, taking as a reference the TPACK diagnostic scale. For the collection of information, a Likert type questionnaire already validated was adapted, following the TPACK model. The questionnaire consists of 47 items that collect information on the seven dimensions of the model. The sample consists of 607 teachers. The research is of a non-experimental descriptive nature, and performs a multivariate analysis of variance (MANOVA). The most significant results have been the finding of differences regarding the gender of the participants. In general, it is men who have a greater perception of themselves regarding the use and integration of ICTs in their teaching practice, especially in scientific matters. Women seem to be more effective when they select approaches to guide student learning and thinking in terms of reading and writing.

scholarly journals Teachers’ personal theories of teaching: managing cultural diversity in mainstream public primary schools in Greece

2020 ◽  
Vol 7 (2) ◽  
pp. 195 ◽  
Author(s):  
Vassiliki Papadopoulou ◽  
Kyriaki Theodosiadou ◽  
Nektaria Palaiologou
Keyword(s):  
Cultural Diversity ◽  
Text Analysis ◽  
Primary Schools ◽  
School Teachers ◽  
Primary School Teachers ◽  
Good Practices ◽  
Greek Society ◽  
Regional Unit ◽  
Diverse Cultures ◽  
Depth Interviews

The phenomenon of migration has transformed the Greek school into a multiethnic environment, reshaping the issues raised about good practices and the role the teacher plays in the smooth integration of diverse cultures, not only in the school but also in the wider Greek society. This paper examines how cultural diversity is managed in Greek primary schools by focusing on the content of teachers’ personal theories, which guide their actions, although those actions to a large extent show lack of consciousness. The study investigated the personal theories of five female primary school teachers in the Regional Unit of Pella in Central Macedonia, Greece, using qualitative research methods, through a variety of tools, such as teaching observation, in-depth interviews, and text analysis. These teachers, although teaching in mainstream schools, have students from other ethnic backgrounds in their classes.  The findings show that teachers’ personal theories on which they base how they manage cultural diversity are largely still determined by an assimilative approach.

scholarly journals Strategies to Improve Children’s Interest in Reading Activities

Educatia 21 ◽  
2021 ◽  
Vol 20 ◽  
pp. 39-46
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Beneficial Effect ◽  
Primary School ◽  
Primary Education ◽  
School Library ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Good Practices ◽  
Reading Clubs ◽  
Reading Activities

Through this study, we aimed to establish which are the main strategies that teachers use to increase pupils' interest in reading activities. It is unanimously accepted that frequent reading of texts has a beneficial effect on the harmonious development of each pupil. In order to create an inventory of examples of good practices provided by teachers for primary education, an online questionnaire was administered between June and October 2020. 219 teachers have completed the questionnaire and mentioned which strategies they use most frequently to make pupils appreciate the value of the books and to read more frequently. The study revealed several good practices that can be used by teachers or parents to motivate pupils to be more actively engaged in reading activities. These results are useful for primary school teachers who can use them to improve the strategies they use to determine pupils to read more frequently and with pleasure. Working with the books, frequent presentation of the content of some books, organizing reading clubs, visiting the school library, arranging a reading corner, and making portfolios about the content of favorite books are some of the strategies mentioned by teachers.

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