scholarly journals Osobowość nauczycieli a ich praca z dziećmi migrantami w szkole podstawowej

2020 ◽  
pp. 169-191 ◽  
Author(s):  
Małgorzata Pamuła-Behrens ◽  
Agnieszka Hennel-Brzozowska
Keyword(s):  
Primary School ◽  
Big Five ◽  
Positive Attitude ◽  
Training Programs ◽  
Migrant Children ◽  
The Other ◽  
School Teachers ◽  
Primary School Teachers ◽  
Migration Experience

Research on the personality of primary school teachers and on their level of competence in teaching migrant children, including their own migration experience and their attitudes toward training for better education of foreign pupils, was conducted in 2016, using Big Five NEO-FFI and a questionnaire constructed by the authors (PPNUC). The subjects work in a big Polish city and their school is attended by Ukrainian and Vietnamese migrant children; half of the teachers (called NU) have the migrant children in their classes, the other half do not (NN). The results have shown, among others, that NU teachers have higher extraversion scores than NN and that younger teachers have a more positive attitude toward training programs for educating migrant children.

Effect of 3 basic life support training programs in future primary school teachers. A quasi-experimental design

2018 ◽  
Vol 42 (4) ◽  
pp. 207-215
Author(s):  
R. Navarro-Patón ◽  
M. Freire-Tellado ◽  
S. Basanta-Camiño ◽  
R. Barcala-Furelos ◽  
V. Arufe-Giraldez ◽  
...  
Keyword(s):  
Experimental Design ◽  
Primary School ◽  
Basic Life Support ◽  
Life Support ◽  
Training Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quasi Experimental

scholarly journals Inspiring or confusing – a study of Finnish 1–6 teachers’ relation to teaching programming

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ray Pörn ◽  
Kirsti Hemmi ◽  
Paula Kallio-Kujala
Keyword(s):  
Primary School ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
National Curriculum ◽  
Computational Thinking ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceived Preparedness ◽  
Preparedness To Teach

There is limited research on teaching and learning of programming in primary school and even less about aspects concerning teaching programming from teachers’ viewpoint. In this study, we explore how Finnish 1-6 primary school teachers (N=91), teaching at schools with Swedish as the language of instruction, relate to programming and teaching of programming, one year after the introduction of the new national curriculum that included programming. The teachers’ relation to programming is studied by analyzing their view on programming, perceived preparedness to teach programming and their attitudes towards teaching programming. The main results of the present study are that the responding teachers approach programming in school with mixed emotions, but the majority claim to have sufficient preparedness to teach programming, and many of them have a positive attitude towards the subject. The findings indicate that the most important factor for high perceived preparedness and positive attitude is sufficient domain knowledge. The teachers’ views on programming are very diverse, ranging from focusing only on the connection to elementary step-by-step thinking to more sophisticated reasoning connecting to central aspects of computational thinking and other educational outcomes. The findings suggest that there is a need for educational efforts to make the connection between mathematical content and programming more visible for primary school teachers.

scholarly journals Knowledge and Attitude of Primary School Teachers Regarding Early Identification and Management of Learning Disability

2021 ◽  
pp. 174-181
Author(s):  
Betty Koshy ◽  
Nikita Gamit ◽  
Aarohi Fernandes ◽  
Devraj Singh Chouhan
Keyword(s):  
Primary School ◽  
Learning Disability ◽  
Study Design ◽  
Early Identification ◽  
Positive Attitude ◽  
Good Knowledge ◽  
Research Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Attitude

Introduction: In India, 1% to 19% of the total students have Learning Disability. Learning disability may vary from person to person and is incurable but can be controlled if diagnosed earlier. Teachers play a vital role in its identification.  Aims: Assessing the Knowledge and Attitude of primary school teachers regarding early identification and management of Learning Disability. Study Design: The study design is Descriptive cross sectional design. Place and Duration of Study: selected school at Tapi District, Gujarat, between 2020 – 2021. Methodology: The research was carried out by using Quantitative research approach and on 150 primary school teachers. The non probability sampling technique was used. The tool includes socio demographic variables, Knowledge questionnaire and Attitude scale. Results: No teacher have excellent knowledge i.e 0.00% regarding Learning Disabilty. 59.33% have good knowledge and 40.66% teachers are poor in knowledge regarding Learning Disability. 96.66% teachers have positive attitude towards children having Learning Disability while 3.33% teachers have negative Knowledge. There is positive correlation between Knowledge and Attitude. There is significant association of knowledge with age and classes allotted at p< 0.05. There is significant association of Attitude with classes allotted at p< 0.05. Conclusion: Majority of the teachers have good Knowledge and most of them have positive attitude towards the children with Learning disability.

scholarly journals Improving primary school teachers’ competence in teaching multi-literacy through RADEC-based training programs

2021 ◽  
Vol 16 (6) ◽  
pp. 3033-3047
Author(s):  
Muhammad Erwinto Imran ◽  
Wahyu Sopandi ◽  
Bachruddin Mustafa ◽  
Cepi Riyana
Keyword(s):  
Primary School ◽  
Training Programs ◽  
Literacy Learning ◽  
Training Programme ◽  
Learning Model ◽  
Female Students ◽  
Literacy Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Rasch Model

The purpose of this research is to improve the competence of teachers in teaching multi-literacy through a training programme based on the Read–Answer–Discuss–Explain–Create (RADEC) learning model. This descriptive qualitative study was conducted in a private primary school in Bandung, West Java, Indonesia. The participants included were a teacher and 29 students (17 male and 12 female students, with an average age of 11 years). Documentations, observations and interviews were used as data collection. The data were analysed quantitatively and through the Rasch model. The results show that mentoring during the implementation of the RADEC model can increase teachers’ knowledge of multi-literacy learning and teachers’ skills in planning and implementing the RADEC model. It can be concluded that the RADEC learning model contributes to a positive change in student learning, promotes 21st-century skills and includes multi-literacy skills. Thus, trainers can use the RADEC learning model to enhance teachers’ ability in teaching multi-literacy.           Keywords: Multi-literacy, RADEC model, teachers’ competence

scholarly journals Smartfon w klasie: Od zabawki do narzędzia edukacyjnego

2018 ◽  
pp. 335-347
Author(s):  
Anna Brosch
Keyword(s):  
Primary School ◽  
Mobile Devices ◽  
Qualitative Methodology ◽  
Positive Attitude ◽  
Digital Age ◽  
Growing Up ◽  
School Teachers ◽  
Primary School Teachers ◽  
Screen Media ◽  
Education Process

Today’s children are growing up in a digital age that is far different from that of previous generations. Young children’s use of interactive screen media such as smartphones is increasing rapidly. A variety of mobile devices are all around, but they are still not accessible enough at schools, where the use of smartphones is usually forbidden.The aim of this research was to discover teachers’ opinion about using smartphones in class. The qualitative methodology was used in this study to analyse in depth the contextual factors concerning the use of smartphones during the education process. The analysis was based on data from 32 interviews with primary school teachers. The results of the study have shown that teachers do not incorporate smartphones into the education process, despite their positive attitude towards this kind of mobile devices.

But that's not right, is it Miss? Colonization and conscientious objection through drama

2019 ◽  
Vol 7 (2) ◽  
pp. 251-262
Author(s):  
Elizabeth Anderson ◽  
Marsha Bellamy ◽  
Nikki Douglas
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Conscientious Objection ◽  
The Other ◽  
School Teachers ◽  
Research Project ◽  
Primary School Teachers ◽  
Critical Thought ◽  
Study Process

Abstract This article presents an account of a short research project in which two primary school teachers and the researcher collaborated to design drama work to help their students navigate challenging journeys. A short case study of practice over four to six months, it was documented and considered reflectively in order for the practice to be of use to other teachers. From safe New Zealand classrooms, the two teachers, one with Year 6 students, the other with Year 8, used drama to look at the tyranny of colonization and at resistance by conscientious objection. The research followed a case study process over four to six months, in two schools. The two teachers in this study let their students imagine colonization and resistance, and helped them see with new eyes. The students were challenged to question different perspectives on right and wrong and to navigate their own direction with critical thought and empathy. In the class that explored the rights of others in another age through literature heightened their awareness and responsibility for their own work, and in turn deepened their responses to ideas. In the other class, while colonization had been the original commendable theme, the students made their own connections to their own lives and community, and revealed a degree of perception and insight that holds promise for the way those students will participate and balance their responsibilities as citizens.

scholarly journals THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS

2019 ◽  
Vol 19 (1) ◽  
pp. 184-190
Author(s):  
Nursyuhada Binti Mohamad Yusoff ◽  
Vivien How ◽  
Ezza Sabrina Binti Azmi ◽  
Khairuddin Bin Othman
Keyword(s):  
Secondary School ◽  
Primary School ◽  
School Environment ◽  
Positive Attitude ◽  
Occupational Safety ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Safety And Health ◽  
Primary And Secondary School

Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn. 

MATEMÁTICAS ESCOLARES EN FUTUROS MAESTROS: UN ESTUDIO NECESARIO

2017 ◽  
Vol 21 (1) ◽  
pp. 368-386
Author(s):  
Rosa Nortes Martínez-Artero ◽  
Andrés Nortes Checa
Keyword(s):  
Primary School ◽  
Standardized Tests ◽  
School Mathematics ◽  
The Other ◽  
School Teachers ◽  
Great Satisfaction ◽  
Primary School Teachers ◽  
Attitude Towards Mathematics ◽  
Mathematical Problems ◽  
Futuros Maestros

Resumen:Para conocer el nivel de matemáticas escolares que tienen los futuros maestros de primaria, se ha aplicado a una muestra de 197 alumnos de 2.º, 3.º y 4.º del Grado de Maestro de Primaria dos pruebas estandarizadas de matemáticas escolares y un cuestionario de actitud hacia las matemáticas, resultando que en una obtienen una media de notable mientras que en la otra suspenden, comprobando que obtienen mejores resultados hombres que mujeres y que conforme van pasando de curso, mejoran. Tomada una submuestra de alumnos de 2.º y comparando los resultados a principio de curso y a los seis meses, se obtiene mejor puntuación la segunda vez. Los alumnos muestran mejor preparación en contenidos escolares numéricos que en medida y geometría, siendo positiva su actitud hacia las matemáticas y el ítem “Me provoca una gran satisfacción el llegar a resolver problemas de matemáticas” como el más valorado. Abstract:In order to know pre-service Primary School teachers' level of school mathematics, 197 students in the 2nd, 3rd and 4th year of the Primary School degree have been given two standardized tests in school Mathematics and one questionnaire about their attitude towards Mathematics. The results show that they got an average mark of B in one of the test but failed the other one. Men got better marks than women and the results are better in the higher courses. Focusing on the 2nd course students, we have compared results at the beginning of the course and 6 months later noting that their results improved. Students showed better knowledge about numerical contents than measurement and geometry. Their attitude towards Mathematics is positive and the item “Resolving Mathematical Problems produce me a great satisfaction” is the most valued.

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 Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar

2014 ◽  
Vol 3 (1) ◽  
pp. 24-29
Author(s):  
Ye Minn Htun ◽  
Kay Thi Lwin ◽  
Nwe Nwe Oo ◽  
Kyaw Soe ◽  
Than Tun Sein
Keyword(s):  
Health Promotion ◽  
Primary School ◽  
Urban Areas ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Health ◽  
Health Promotion Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Knowledge

Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students’ health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707

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