scholarly journals DEVELOPMENT OF THE MOTIVATIONAL COMPONENT OF FUTURE PRIMARY SCHOOL TEACHERS READINESS TO FORMING THE SOCIAL COMPETENCE OF THE PUPILS

2017 ◽  
Vol 2017 (1) ◽  
pp. 52-57
Author(s):  
Oksana Yurchenko ◽  
Keyword(s):  
Social Competence ◽  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Social

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.

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

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.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

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