scholarly journals PROCEDIMIENTOS DE EVALUACIÓN DE LOS FORMADORES DE PROFESORES DE PRIMARIA Y DE SECUNDARIA. UN ESTUDIO CUALITATIVO

2016 ◽  
Vol 4 (1) ◽  
pp. 387
Author(s):  
Mairena González Ballesteros ◽  
Pilar Fernández Lozano
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Learning Process ◽  
Secondary School Teachers ◽  
Computer Application ◽  
Educational Activity ◽  
University Faculty ◽  
Scientific Policy ◽  
School Teachers ◽  
School Group

Abstract.This work is part of a broader study of educational activity by university teachers after the implementation of the EHEA. This research is funded by the Office of the Vice-Chancellor for Research and Scientific Policy UCM (call for proposals 210-GR35/10). The present contribution focuses on the comparative analysis of assessment procedures used by university faculty teaching at different degree levels. We believe that assessment is the key to understanding teachers’ beliefs with regard to the teaching-learning process. The methodology used was the discussion group. The sample included two groups of teachers who teach degree programs for Elementary School Teachers and master’s programs for Secondary School Teachers at public universities in Madrid: Complutense, Autónoma and Alcalá de Henares. Data processing was performed by way of content analysis using the Atlas-ti 0.5 computer application, which helps create the conceptual network for the categories obtained from the participants’ responses. The two groups of teachers spoke about the two basic types of assessment: a) learning-process, b) results. In the case of learning process assessment, both groups feel that developing portfolios and co assessment are important, though the Primary school group also points to self-assessment while the Secondary school group favours standards-based assessment. For results-based assessment Secondary school teachers only believe in assessing homework, but the Primary school group also include tests. In short, both Primary and Secondary school teachers believe in the learning process approach, but this belief is stronger for Secondary school teachers.Keywords: assessment, university faculty, teacher training, discussion group.Resumen.Este trabajo se inscribe en una investigación más amplia de la actividad docente desarrollada por el profesorado universitario tras la implantación del EEES, investigación financiada por el Vice-rectorado de Investigación y Política científica de la UCM (convocatoria 210-GR35/10). La presente aportación va referida al análisis comparativo de los procedimientos de evaluación que utiliza el profesorado universitario que imparte docencia en distintas titulaciones de Educación. Consideramos que la evaluación es la pieza clave para inferir las concepciones que mantienen los profesores acerca del proceso de enseñanza-aprendizaje. La metodología utilizada ha sido la del grupo de discusión. La muestra está configurada por dos grupos de profesores que imparten docencia en la titulación de Maestro de Primaria y en el Master de Secundaria procedentes de Universidades Públicas de la Comunidad de Madrid: Complutense, Autónoma y Alcalá de Henares. Al tratamiento de la información se realizó mediante un análisis de contenido apoyado en el programa informático Atlas-ti 0.5 que facilita establecer la red conceptual para las categorías derivadas de los relatos de los participantes. Los dos grupos de profesores aludieron a los 2 tipos fundamentales de evaluación: a) Orientada al proceso de aprendizaje, b) Orientación sumativa, o de producto. Respecto a la evaluación orientada al aprendizaje, los dos grupos distinguen la elaboración de portafolios y la co-evaluación, mientras que los de Primaria tienen en cuenta también la autoevaluación y los de Secundaria la evaluación por criterio. Respecto a la evaluación sumativa los profesores de Secundaria sólo tienen en cuenta la evaluación de trabajos; pero los de Primaria, además efectúan exámenes. En síntesis tanto los profesores de Primaria como los de Secundaria se decantan hacia la orientación centrada en el aprendizaje, más específicamente los de Secundaria.Palabras Clave: evaluación, profesorado universitario, formación del profesorado, grupo de discusión. 

scholarly journals PROCEDIMIENTOS DE EVALUACIÓN DE LOS FORMADORES DE PROFESORES DE PRIMARIA Y DE SECUNDARIA. UN ESTUDIO CUALITATIVO

2017 ◽  
Vol 7 (1) ◽  
pp. 171
Author(s):  
Mairena González Ballesteros ◽  
Pilar Fernández Lozano
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Learning Process ◽  
Secondary School Teachers ◽  
Computer Application ◽  
Educational Activity ◽  
University Faculty ◽  
Scientific Policy ◽  
School Teachers ◽  
School Group

Abstract.This work is part of a broader study of educational activity by university teachers after the implementation of the EHEA. This research is funded by the Office of the Vice-Chancellor for Research and Scientific Policy UCM (call for proposals 210-GR35/10). The present contribution focuses on the comparative analysis of assessment procedures used by university faculty teaching at different degree levels. We believe that assessment is the key to understanding teachers’ beliefs with regard to the teaching-learning process. The methodology used was the discussion group. The sample included two groups of teachers who teach degree programs for Elementary School Teachers and master’s programs for Secondary School Teachers at public universities in Madrid: Complutense, Autónoma and Alcalá de Henares. Data processing was performed by way of content analysis using the Atlas-ti 0.5 computer application, which helps create the conceptual network for the categories obtained from the participants’ responses. The two groups of teachers spoke about the two basic types of assessment: a) learning-process, b) results. In the case of learning process assessment, both groups feel that developing portfolios and coassessment are important, though the Primary school group also points to self-assessment while the Secondary school group favours standards-based assessment. For results-based assessment Secondary school teachers only believe in assessing homework, but the Primary school group also include tests. In short, both Primary and Secondary school teachers believe in the learning process approach, but this belief is stronger for Secondary school teachers.Keywords: assessment, university faculty, teacher training, discussion group.Resumen.Este trabajo se inscribe en una investigación más amplia de la actividad docente desarrollada por el profesorado universitario tras la implantación del EEES, investigación financiada por el Vicerectorado de Investigación y Política científica de la UCM (convocatoria 210-GR35/10). La presente aportación va referida al análisis comparativo de los procedimientos de evaluación que utiliza el profesorado universitario que imparte docencia en distintas titulaciones de Educación. Consideramos que la evaluación es la pieza clave para inferir las concepciones que mantienen los profesores acerca del proceso de enseñanza-aprendizaje. La metodología utilizada ha sido la del grupo de discusión. La muestra está configurada por dos grupos de profesores que imparten docencia en la titulación de Maestro de Primaria y en el Master de Secundaria procedentes de Universidades Públicas de la Comunidad de Madrid: Complutense, Autónoma y Alcalá de Henares. Al tratamiento de la información se realizó mediante un análisis de contenido apoyado en el programa informático Atlas-ti 0.5 que facilita establecer la red conceptual para las categorías derivadas de los relatos de los participantes. Los dos grupos de profesores aludieron a los 2 tipos fundamentales de evaluación: a) Orientada al proceso de aprendizaje, b) Orientación sumativa, o de producto. Respecto a la evaluación orientada al aprendizaje, los dos grupos distinguen la elaboración de portafolios y la co-evaluación, mientras que los de Primaria tienen en cuenta también la autoevaluación y los de Secundaria la evaluación por criterio. Respecto a la evaluación sumativa los profesores de Secundaria sólo tienen en cuenta la evaluación de trabajos; pero los de Primaria, además efectúan exámenes. En síntesis tanto los profesores de Primaria como los de Secundaria se decantan hacia la orientación centrada en el aprendizaje, más específicamente los de Secundaria.Palabras Clave: evaluación, profesorado universitario, formación del profesorado, grupo de discusión.

scholarly journals Analysis of pre-service and in-service views of evolution of Serbian teachers

2015 ◽  
Vol 67 (1) ◽  
pp. 317-329
Author(s):  
Jelena Stanisavljevic ◽  
Dragan Djuric ◽  
Ljubisa Stanisavljevic ◽  
Pierre Clément
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Secondary School Teachers ◽  
Religion And Politics ◽  
Primary Teachers ◽  
Science And Religion ◽  
Evolution Theory ◽  
School Teachers ◽  
Biology Teachers ◽  
Primary School Teachers

We analysed the potential differences between the conceptions of Serbian pre-service and in-service teachers using controlled parameters such as acceptance of the evolution theory. Our sample includes Primary School teachers as well as Secondary School teachers of Biology and of Language. We show that the ideas of pre-service (PreB) and in-service biology teachers (InB) are more evolutionary than those of their colleagues. In contrast, most creationist responses came from the groups of pre-service language (PreL) and pre-service primary teachers (PreP). The agnostic teachers are more evolutionist than other teachers. The more a teacher believes in God and practices religion, the more creationist he or she is, but a great number of teachers who believe in God are evolutionist or simultaneously evolutionist and creationist. There is a positive correlation between evolutionist answers and the attitude that ?Science and religion should be separated?, and ?religion and politics should be separated?.

scholarly journals Examination of the Classroom Management Profiles of Secondary and Primary School Teachers

2017 ◽  
Vol 13 (28) ◽  
pp. 66
Author(s):  
Malik Beyleroglu ◽  
Sakir Bezcı ◽  
Muhsin Hazar ◽  
Emre Ozan Tıngaz ◽  
Hacer Ozge Baydar
Keyword(s):  
Elementary Teachers ◽  
Secondary School ◽  
Classroom Management ◽  
Primary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group 4 ◽  
Significant Difference ◽  
Group 5

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

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. 

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

scholarly journals Perception of Secondary School Teachers for the Importance of Implementing the Ivan Illich's Deschooling Principles in the Educational Learning Process in Jordan

2018 ◽  
Vol 12 (4) ◽  
pp. 98
Author(s):  
Mohammad Saleem Al-Zboon ◽  
Lina Majed Al-Maalouf ◽  
Ghunaim Humoud AlTashah ◽  
Abdel Salam Fahad Al Awamrah
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Secondary School Teachers ◽  
Descriptive Analysis ◽  
School Teachers ◽  
Significant Difference ◽  
Comprehensive Development ◽  
Development Processes ◽  
And Gender ◽  
Social Environmental

This study aimed at exploring the perception of secondary school teachers for the importance of implementing the Ivan Illich's Deschooling principles in the educational learning process in Jordan. For that the researchers adopted the descriptive analysis methodology through the use of the questionnaire as a study tool on a sample of (100) secondary school teachers in the three regions of Jordan (Middle Region, North Region and South Region). The study concluded that there is no significant difference between the levels of educational qualification and gender at the level of (α=0.05) in the degree of secondary school teachers' perception of the importance of applying the Deschooling principles of Ivan Illich in the educational learning process. And the researchers recommended that to re-examine the objectives of education in the light of a renewed vision for sustainable human and social development that is equitable and can be applied together, and in this vision we should take into account the social, environmental and economic dimensions of the comprehensive development processes and linking them to education processes.

scholarly journals INCIDENCIA Y MEDIDAS PREVENTIVAS DE HIPERTENSIÓN ARTERIAL EN DOCENTES DE INSTITUCIONES EDUCATIVAS BÁSICA, MEDIA Y SUPERIOR (UPSE) DE LOS CANTONES SALINAS Y LA LIBERTAD EN LA PROVINCIA DE SANTA ELENA. (2008 -2009)

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Bertha Maggi Garcés ◽  
Juan Monserrate Cervantes
Keyword(s):  
Secondary School ◽  
Arterial Hypertension ◽  
Primary School ◽  
Secondary School Teachers ◽  
Public Health Problem ◽  
Preventive Measure ◽  
Secondary Hypertension ◽  
School Teachers ◽  
Primary School Teachers ◽  
Santa Elena

La hipertensión arterial (HTA) es  problema de Salud Pública a nivel mundial, la provincia de Santa Elena no es la excepción, considerando el avance espectacular de esta patología nos parece pertinente estudiar la incidencia y  medidas preventivas de  hipertensión arterial en nuestra población. Participan del estudio docentes de establecimientos educativos básicos y medio de los cantones Salinas y La Libertad, y docentes de la Universidad Estatal Península de Santa Elena,  periodo 06/ 2008 – 04/ 2009. Los métodos: histórico lógico, deductivo, analítico comparativo y matemático. Universo y muestra  1725 docentes. Resultados, mayor incidencia de HTA en mujeres que  varones, la población más afectada es entre 40 y 60 años. En el cantón La Libertad, de 419 docentes de educación media 76 (18%) son hipertensos, de ellos 63 (83%) son hipertensos secundarios y 13 (17 %)  primarios.  De  491docen¬tes de educación básica  43 (9%) son hipertensos, de ellos 3 (7%) tienen HTA primaria y 40 (93%) secundaria. En la UPSE de 285 docentes, 45 tienen HTA,  de ellos, 3 (7%) tienen HTA primaria y  42 (93%) secundaria. En el cantón Salinas, de 366 docentes de educación básica, 32 (9%) tienen HTA, de ellos 6 (19%) son primarios y  26 (81%) son secundarios. De  164 docentes de educación media 16 (10%) son hipertensos, de ellos 6 (37.5%) son primarios y 10 (62.5%) secundarios. Conclusión: Hay mayor incidencia de HTA en los docentes del cantón La Libertad que en los de Salinas. Dentro de las medidas preventivas se proyectó un programa de capacitación.   Palabras clave: Hipertensión  Arterial, Hipertensión primaria, Hipertensión secundaria.   ABSTRACT   Arterial hypertension (HBP) is a world public health problem; the province of San- ta Elena is no exception, due to the spectacular progress of this disease it seems pertinent to study the incidence and preventive measures of hypertension in our population. Teachers participating in the study come from primary and secondary schools of Salinas and La Libertad, and from the State University Peninsula de Santa Elena, 06/2008-04/2009 academic period.  The methods:  historical, logical, deductive, comparative analytic and mathematical.  Universeand sample: 1725 teachers. Results: greater incidence of HBP in women than in men.  The most affected population is between 40 and 60 years old.  In La Libertad, out of 419 secondary school teachers, 76 (18%) are hypertensive, 63 of them (83%) are secondary hypertensive and 13 (18%) are primary hypertensive. Out of 491 primary school teachers, 49 (9%) are hypertensive, 3 of them (7%) have primary HBP, and 40 (7%) secondary HBP. In UPSE, out of 285 teachers, 45 have HBP, 3 of them are primary hypertensive (6,7%) and 42 (93.3%) are secondary hypertensive.  In Salinas, out of 366 primary school teachers , 32 (9%) have HBP, 6 of them (19%) are primary and 26 are secondary (81%).    Out of 164 secondary school teachers, there were 16 cases with HBP (10%), 6 of them are primary (37.5%) and 10 are secondary (62.5%). Conclusion: There is more incidence of HBP in teachers from La Libertad than Salinas. A training program has been planned as a preventive measure, among others.   Keywords: Arterial hypertension, primary hypertension, secondary hypertension. Recibido: junio, 2012 Aprobado: septiembre, 2012

scholarly journals The Impact of School’s Resource Center on Teaching and Learning Process

2011 ◽  
Vol 3 (1) ◽  
pp. 14-18
Author(s):  
Hamidah Hamidah ◽  
Abd Razak . ◽  
Yunus .
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Sample Selection ◽  
School Teachers ◽  
Resource Center ◽  
Factors Influencing ◽  
The Impact ◽  
Reading Interest

The general objective of this study is to examine the impact of School’s Resource Center (SRC) on teaching and learning process among secondary school teachers. The specific objectives are; to identify factors influencing the utilization of the SRC and the problems associated with it. In general, 100 school teachers from three secondary schools in Tanjung Malim, Perak were selected as our respondents. Sample selection was made based on purposive sampling and the data obtained were processed by using quantitative method. The results obtained reported that, on average teachers used the SRC twice a week. The reasons for the usage are; to make use the printing and non-printing media available at the SRC, and to participate in various activities and programs organized at the center. In terms of problems, there was no indication on the presence of any serious problem except the SRC should sustain its resources. In particular, the SRC must continuously upgrade the collections of printing and non-printing media with most updated and contemporary issues. Apart of that, the SRC must make available technical assistant(s) to help out the SRC users (students and teachers) anytime needed. In terms of effect, the utilization of SRC encourages group study among students and this approach not only helped to improve students understanding and to inspire their reading interest, but also offered motivation to students in understanding the content of a particular subject better.

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