scholarly journals SOUND-LETTER ANALYSIS IN THE CONTEXT OF LINGUODIDACTIC COMPETENCE OF FUTURE PRIMARY TEACHERS

2020 ◽  
Vol 17 ◽  
Author(s):  
Desislava Siderova
Keyword(s):  
Basic Education ◽  
Primary Teachers ◽  
Descriptive Statistics ◽  
University Education ◽  
Primary Teacher ◽  
Professional Qualification ◽  
Initial Stage ◽  
Subsequent Application ◽  
Students Success ◽  
Current Curriculum

The present study considers the sound-letter analysis of the word as a representative procedure in the formation of linguistic the methodological competence of students with professional qualification "primary teacher". The aim is to derive an appropriate algorithm for the application of this type of analysis in university education in accordance with the current curriculum at the initial stage of basic education. The study included 309 students at Trakia University – Stara Zagora. Through testing with a criterion-oriented test and the subsequent application of descriptive statistics, the typical difficulties in mastering the sound-letter analysis of the word in the perspective of students' success in the cognitive field of phonetics of modern Bulgarian language are considered. On the basis of the conducted research an algorithm is offered for carrying out the sound-letter analysis of the word according to the derived priorities in the linguistic-methodical preparation of the students in view of their future professional realization as teachers.

scholarly journals Centro Educacional Teodoro Sampaio: os Saberes Matemáticos na Formação dos Professores das Séries Iniciais em Santo Amaro (1954-1971)

2018 ◽  
Vol 11 (1) ◽  
pp. 88
Author(s):  
Eliene Barbosa Lima ◽  
Wesley Ferreira Nery ◽  
Inês Angélica Andrade Freire
Keyword(s):  
Mathematical Knowledge ◽  
Basic Education ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Historical Documents ◽  
Teacher Formation ◽  
School Subjects ◽  
The Law ◽  
The 1960S ◽  
One Year

Neste artigo, analisamos os saberes matemáticos na formação dos professores primário no Centro Educacional Teodoro Sampaio no período de 1954 – ano de sua inauguração como centro formador de professor primário – a 1971 – o ano em que foi sancionada a Lei 5.692, a qual reformou a Lei de Diretrizes e Bases da Educação Nacional de 1961 ao estabelecer uma nova classificação serial para a educação básica e ampliar a sua obrigatoriedade. Neste sentido, além de termos nos apoiado nas categorizações de saberes a ensinar e saberes para ensinar, apropriadas, recentemente, por Valente (2016), fizemos uso de documentos históricos pertencentes a esse centro de ensino e de uma historiografia da educação e da própria história. A partir dessa análise, argumentamos que pelo menos ao longo da década de 1960, nesse centro santamarense, os saberes a ensinar, dados nas disciplinas escolares continuavam tendo domínio na formação dos professores primários. Essa realidade permanecia mesmo após os saberes para ensinar, ainda que oscilando de um ano para outro, terem ganhado paulatinamente mais espaço na formação dos professores que ensinariam nas séries iniciais.Palavras-chave: Saberes Matemáticos. Formação de Professores. Centro Educacional Teodoro Sampaio. Bahia.AbstractIn this article, we analyze the mathematical knowledge in the formation of primary teachers in Teodoro Sampaio Educational Centre in the period from 1954 - the year of its inauguration as a primary teacher centre - to 1971 - the year in which the Law 5.692 was sanctioned, which reformed the 1961 Lei de Diretrizes e Bases da Educação Nacional establishing a new serial classification for a basic education and extending its obligatoriness. In this sense, in addition to having been supported in the categories of knowledge to be taught and knowledge to teach, recently adapted by Valente (2016), we have used historical documents belonging to this teaching centre and a historiography of education and history itself. From this analysis, we argue that, at least during the 1960s, in the santamarense centre, the knowledge to be taught provided in the school subjects continued to dominate the formation of primary teachers. This reality remained even after the knowledge to teach, even though they oscillated from one year to another, they gradually gained more space in the formation of the teachers who would teach in the initial grades.Keywords: mathematical knowledge. Teacher Formation. Teodoro Sampaio Educational Centre. Bahia.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

The challenges of the primary teachers in the XIX century: from the materials needed to teach classes to the payment of the salaries

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Simone Silveira Amorim
Keyword(s):  
19Th Century ◽  
Primary Teachers ◽  
Teaching Profession ◽  
Primary Teacher ◽  
Health Issues ◽  
Qualified Teacher ◽  
The Face ◽  
History Of ◽  
Xix Century ◽  
The 19Th Century

Different aspects impacted the work of primary school teachers in the 19th century: the lack of materials for the teaching of classes, the delay in paying salaries and the release of resources to pay the rent of the houses where the classes worked, the health issues that implied the removal of the teacher for treatment, among others. Given this context, the objective is to inform how the teaching profession was configured based on the challenges faced by primary teachers in the 19th century. As a research in the field of History of Education, newspapers and official communications will be taken as sources, being analyzed from the conceptions of configuration and representation. It is possible to perceive that the profession of primary teacher was configured in the face of challenges and confrontations, corroborating the construction of the representation of the qualified teacher in the 19th century.

scholarly journals Pre–service and In-service primary teachers’ generic and subject-specific skills On Geometric understanding of symmetry: A case study

2021 ◽  
Author(s):  
Shiva Mafakheri
Keyword(s):  
Symmetry Axis ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Elementary Level ◽  
Mathematical Activity ◽  
Math Teachers ◽  
Teacher Needs ◽  
Service Training ◽  
Prospective Primary Teachers

Abstract According to the curricula all over the world symmetry plays an important role in the teaching geometry at primary levels. Geometry is one of topics that have the most problematic content knowledge for the prospective primary teachers. This paper studies the understanding of the symmetry of shapes among pre-service and in-service teachers to find out their visual perception of the geometric shapes symmetry and the symmetry axis. The aim is to create a symmetrical pattern with symmetry axis of the shapes. Evidence that only content-oriented professional development coursework taken by primary school math teachers appears effective, suggests that relatively more resources ought to be put into content focused training for teachers and that changes are warranted at the elementary level and in pedagogical in-service training generally. The primary teacher needs to be able to modify some proposed problems in order to get a richer mathematical activity, being aware of their mathematical benefits. It should be part of growing the capacity of analyzing didactically the mathematics activity.

scholarly journals Oral-health awareness among pregnant women in the region of Republika Srpska

2019 ◽  
Vol 66 (1) ◽  
pp. 20-28
Author(s):  
Svjetlana Janković ◽  
Bojana Davidović ◽  
Igor Radović ◽  
Vladimirka Ikonić ◽  
Ivana Dmitruk-Miljević
Keyword(s):  
Oral Health ◽  
Pregnant Women ◽  
Oral Hygiene ◽  
University Education ◽  
Oral Diseases ◽  
Health Awareness ◽  
Professional Qualification ◽  
Dental Examination ◽  
Republika Srpska ◽  
Oral Hygiene Habits

Summary Introduction Oral diseases during pregnancy are an important reason for enhanced dental care of this vulnerable population. The aim of this study was to determine the degree of oral health awareness among pregnant women and examine their oral hygiene habits, attitudes and behaviors in relation to the professional qualification. Material and methods The study was conducted in Foča, East Sarajevo, Bijeljina and Pale (Republika Srpska, Bosnia and Herzegovina). A total of 198 respondents voluntarily filled an anonymous survey, specially created for this research. Results In addition to toothbrush and toothpaste, 39.8% of pregnant women did not use any additional oral hygiene resources. When brushing their teeth, 60.1% of pregnant women had bleeding gums. Also, 54.1% of pregnant women visited dentist, while 34.3% did not. Obstetrician did not advise 69.7% of respondents that the should visit dentist during pregnancy. Furthermore, 80.8% of pregnant women thought that they were more susceptible to pregnancy caries, and 29.6% of them thought that caries is disease that cannot be prevented. Respondents with university education understood that minerals from the mother’s teeth were not lost during pregnancy, which was statistically significant compared to pregnant women with secondary education. Conclusion The level of oral health awareness of pregnant women is low. It is important that all women perform regular dental examination during pregnancy, as they will receive useful information from their dentist how to prevent oral diseases.

One Size doesn't Fit All: Patterns of Pre-Primary Teacher Policy Engagement

2003 ◽  
Vol 28 (2) ◽  
pp. 27-31
Author(s):  
Lennie Barblett
Keyword(s):  
Quantitative Data ◽  
Primary Teachers ◽  
Early Years ◽  
Primary Teacher ◽  
Compulsory Schooling ◽  
Qualitative And Quantitative ◽  
The One ◽  
Policy Engagement ◽  
Teacher Policy ◽  
Early Childhood Pedagogy

In Western Australia the non-compulsory early years of school are administered by the compulsory schooling sector. Consequently, the ways in which pre-primary teachers are asked to account for their work have changed. Pre-primary teachers are asked to implement a school development plan and provide evidence of accomplishment of the school priorities. Such requirements have unsettled teachers, as they believe the ‘one size fits all’ application of school policies does not capture the essence of early childhood pedagogy and practice. This paper draws on qualitative and quantitative data collected during a study that investigated pre-primary teacher accountability from the policy level to the practicalities of classroom life. The study suggests that policies pertaining to the early years need to be written in such a way that meets the needs of the system, but also fits with the cultures of pre-primary teachers' classrooms.

Descriptive Analysis

2017 ◽  
pp. 83-113
Keyword(s):  
Computational Methods ◽  
Descriptive Analysis ◽  
Descriptive Statistics ◽  
High Quality ◽  
Initial Stage

Descriptive statistics is the initial stage of analysis used to describe and summarize data. The availability of a large amount of data and very efficient computational methods strengthened this area of the statistic. In this chapter, we introduce the main concepts related to descriptive analysis. These will provide a vast quantity of knowledge to perform a high-quality descriptive analysis.

Students' Perception of the Integration of Mobile Devices as Learning Tools in Pre-Primary and Primary Teacher Training Degrees

2020 ◽  
pp. 374-391
Author(s):  
Blanca García Riaza ◽  
Ana Iglesias Rodríguez
Keyword(s):  
Teacher Training ◽  
Mobile Devices ◽  
Learning Process ◽  
University Education ◽  
Primary Teacher ◽  
Learning Tools ◽  
Leading Role ◽  
Educational Processes ◽  
Changing Times ◽  
Primary Teacher Training

University education is nowadays facing the need to rethink teaching processes carried out, to accommodate them to new understandings about how the human beings learn, also transcending the use, access and appropriation of a methodology adapted to changing times where, no doubt, mobile devices have a leading role. Besides their obvious communicative and playful function, teachers and learners must be aware of the pedagogical potential of these devices that can become allies in educational processes. This study analyzes the perception of university students, enrolled in the Pre-Primary and Primary Teacher Training Degrees at the University of Salamanca (Spain), about the use of mobile devices as tools to assist the learning process and as gadgets to practice and boost the learning process carried out in the classroom. Relevant outcomes have been extracted from the inspection of the data obtained through a survey to students, what has enabled us to draw interesting conclusions about the opinion of students about the inclusion of mobile devices as learning resources at tertiary level, that unravel the good disposition of the students polled towards the incorporation of these devices, both to university classes as well as to their future professional development.

scholarly journals Potentialities of Thermography in Ecocentric Education of Children: An Experience on Training of Future Primary Teachers

2019 ◽  
Vol 11 (9) ◽  
pp. 2668 ◽  
Author(s):  
Maria Eduarda Ferreira ◽  
Ana Catarina André ◽  
Rui Pitarma
Keyword(s):  
Environmental Sustainability ◽  
Primary Teachers ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Primary Teacher ◽  
Pedagogical Intervention ◽  
Tree Protection ◽  
Biological Similarity ◽  
Teaching Learning ◽  
Educational Potential

Current serious environmental issues, such as deforestation, compel compulsory school education on the need for reflection on pedagogical practices to promote education for environmental sustainability. The educational process about the “tree as living being” requires that content and attitudinal dimensions be deeply integrated. Therefore, meaningful learning of biological similarity—between tree and animal—needs to be prioritised. It will promote the development of tree protection attitudes. Under this approach, an action research was developed to contribute to a future primary teacher education model. A didactic-pedagogical intervention was designed. It was implemented to assess the educational potential of infrared thermography in the development of ecocentric education. A group of students attending the 3rd year of primary education participated in this qualitative case study. The results revealed that ecocentric conceptions were constructed bringing these children closer to scientific knowledge. It resulted in the development of conservation/protection tree attitudinal learning. It is also worth mentioning the contribution of this study to (re)think (re)construction of the formative process of future primary teachers in order to: direct the teaching–learning process to environment real problems; and to promote the necessary debate on the contribution of technology to achieve innovation of pedagogical practices.

scholarly journals The Influence of Post Conflict Interventions Measures on the Reconstruction of Public Primary Teacher Training Colleges in South Sudan

2021 ◽  
Vol 5 (1) ◽  
pp. 30
Author(s):  
Peter Ador Riak Nyiel ◽  
Daniel Komo Gakunga ◽  
Rosemary Khitieyi Imonje
Keyword(s):  
Teacher Training ◽  
South Sudan ◽  
Humanitarian Assistance ◽  
Descriptive Statistics ◽  
Primary Teacher ◽  
Primary Data ◽  
Validity And Reliability ◽  
P Values ◽  
Post Conflict ◽  
Teacher Training Colleges

This study assessed the influence of humanitarian assistance post conflict interventions measures on reconstruction of public teacher training colleges in South Sudan. The study adopted a descriptive cross-sectional survey design and a total of 1953 respondents including the principals, tutors and teacher students from 3 registered and operational teacher training colleges in South Sudan. Stratefied random sampling technique was used to select 321 respondents as the sample size. Pilot study was conducted to asses validity and reliability of the instruments of the study. The study collected primary data using questionnaires and interview guides. The analysis was conducted using descriptive statistics like frequencies and percentages. Besides descriptive statistics, the study used inferential statistics including correlation and regression analysis. The results were presented using Tables and Figures. The study established that humanitarian assistance post conflict interventions measures (p<0.05) were all significant. Therefore, the study rejected the formulated hypothesis in favour of the alternative hypotheses since their p-values were all less than 0.05 as 5 per cent was considered as the level of significance in the study. Based on regression beta coeffecients and the p-values of the individual variables, the study concluded that humanitarian assistance post conflict interventions measures had positive and significant influence on reconstruction of public teacher training colleges. The study recommended that efforts or reconstructing teachers training college cannot bear fruits unless stakeholders including the humanitarian organizations have been actively involved.

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