scholarly journals Promoting Practice-Oriented Training of Primary School Teachers in Bachelor’s Programmes in Educational Psychology

2017 ◽  
Vol 22 (2) ◽  
pp. 40-53 ◽  
Author(s):  
V.A. Guruzhapov
Keyword(s):  
Primary School ◽  
Educational Psychology ◽  
Primary Schools ◽  
Natural Sciences ◽  
Primary School Children ◽  
Mathematical Tasks ◽  
Learning Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Mathematics

The paper considers possible examples of promoting practice-oriented training of primary school teachers studying natural sciences and mathematics in the bachelor’s programme in Educational Psychology.The key to making theoretical education more practically oriented is hidden in the part of learning activity where the sensual form of object is transformed into the model; where the most important characteristics of the object become recognized; and where the model undergoes certain transformations for the general laws of phenomenon to become revealed.The paper provides some examples of how students can possibly work out the principles of symmetry in diagnostic tasks for primary school children as well as analyse set-theoretic concepts in mathematical tasks for primary schools.

scholarly journals Future Primary School Teachers Training for the Implementation of «Daily 3» Technology

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 127-133
Author(s):  
Oksana Dudnik ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Ability To Work ◽  
School Students ◽  
Primary School Teachers ◽  
And Mathematics ◽  
Teachers Training ◽  
Educational Field

The article deals with the conceptual provisions of innovative pedagogical technology of teaching mathematics to primary school students «Daily 3», which considers students' interest in mathematics, developing their skills of independence, ability to work in a team and communicate by engaging in various activities. Theoretical principles of conducting mathematics independently, mathematics with a friend and mathematics writing are revealed. The generalized algorithm of conducting «Daily 3» is given and the structure of such lesson is presented. Factors that prevent the full implementation of the technology «Daily 3» in Ukrainian primary schools are analyzed. The optimal way of future primary school teachers training for realization of this technology is offered. It consists in considering within the discipline «Methods of teaching the educational field of mathematics» its elements, and while studying the discipline of free choice «Methods of teaching mathematics: technological approach» detailed disclosure of didactic and methodological foundations of mathematics independently, mathematics with a friend and mathematics in writing.

scholarly journals Entrepreneurship Education in Mathematics Education for Future Primary School Teachers

2019 ◽  
Vol 10 (2) ◽  
pp. 89-99
Author(s):  
Anita Summer
Keyword(s):  
Primary School ◽  
School Children ◽  
Role Models ◽  
Entrepreneurship Education ◽  
Primary School Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Mathematics ◽  
The University

Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementation of a course at the University College of Teacher Education Vienna/Krems as taught since 2015.

A Virtual Laboratory of Mathematics Education

2011 ◽  
pp. 1797-1804
Author(s):  
Pedro Palhares ◽  
Alexandra Gomes
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Primary School Children ◽  
Virtual Laboratory ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Virtual Laboratories

Virtual laboratories are increasing for all areas of scientific domains. However, the concept of such laboratories can be extended to include educational activities. But the point is, how to do it? We have been involved in the development of a virtual laboratory on mathematics education for the past 15 months. Our institution is involved in the training of primary school teachers. On their final year, our students go to primary schools and teach there in some supervised classes. Our idea is to create an instrument that can be used with primary school children by our students, during the earlier-mentioned practice in schools. Therefore it has to be an instrument with features that include being appealing to children, easy to use, and helpful to novice primary school teachers.

Can Implementation of a Resilience Program for Primary School Children Enhance the Mental Health of Teachers?

2009 ◽  
Vol 19 (2) ◽  
pp. 116-130 ◽  
Author(s):  
Orla Tyson ◽  
Clare M. Roberts ◽  
Robert Kane
Keyword(s):  
Mental Health ◽  
Teacher Training ◽  
Primary School ◽  
Usual Care ◽  
Primary Schools ◽  
Primary School Children ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Usual Care Control Group

AbstractThis study investigated whether a mental health promotion program delivered by primary school teachers to prevent internalising problems in children had any impact on the teachers' job-related affective wellbeing. Teacher job-related anxiety and job-related depression were measured before teaching the Aussie Optimism program, and after implementation at 12 and 24 months. Schools and teachers were randomised to one of three groups: Aussie Optimism with Teacher Training; Aussie Optimism with Teacher Training and Coaching; or the Usual Care control group, which implemented the regular Western Australian Health Education Curriculum. In all three groups, teachers taught lessons to promote student self-management and interpersonal skills during the last two years of primary school. Teachers in schools in the control group received training in Aussie Optimism after the first year of intervention. Data was collected from 405 primary school teachers in 63 government primary schools. Multiple hierarchical regression analyses showed partial support for the hypotheses, with teachers in the Training and Coaching intervention group reporting significantly lower levels of job-related anxiety at the 12-month assessment and depression at both the 12- and 24-month assessments when compared to teachers in the Usual Care control group. There were no significant differences between teachers in the Training only group and the control group after intervention.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals CHILDREN’S FOOD PREFERENCES INCLUDED AND OFFERED IN THE „SCHOOL SCHEME”

2018 ◽  
Vol XX (6) ◽  
pp. 262-266
Author(s):  
Sławomir Wawrzyniak ◽  
Krystyna Krzyżanowska
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Dairy Products ◽  
Fruits And Vegetables ◽  
Food Preferences ◽  
Sweet Pepper ◽  
Cottage Cheese ◽  
School Teachers ◽  
Primary School Teachers

The aim of the studies was to gather the primary school teachers’ opinion about the „School Scheme” and its effectiveness, as well as children’s food preferences and the reasons, why some of the schools didn’t take part in the program. The empiric studies were conducted in 2017 and 6,413 teachers from primary schools took part in them. The results show that students prefer to eat fruits than vegetables. If some of them chose vegetables, they ate tomatoes, radish, carrot rather than kohlrabi or sweet pepper. When it comes to dairy products, they took: milk and cottage cheese. Some of the Polish schools didn’t take part in the program, because they claim not to have enough suitable place to store fruits and vegetables at their entities and children’s parents weren’t interested in that matter.

scholarly journals A snapshot of the use of reading methods in primary schools in three provinces of South Africa

Per Linguam ◽  
2021 ◽  
Vol 37 (1) ◽  
pp. 28-44
Author(s):  
Anna Johanna Hugo
Keyword(s):  
South Africa ◽  
Learning Styles ◽  
Primary School ◽  
Primary Schools ◽  
Intermediate Phase ◽  
School Teachers ◽  
Primary School Teachers ◽  
Know How ◽  
Reading Methods ◽  
Teaching Of Reading

The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school teachers in three provinces – is discussed. The data revealed that most of the Grade 1 to 7 teachers who participated in the research knew and used some of the six reading methods under discussion. However, the results did not indicate how well the teachers applied these methods and how versatile they were in using the different reading methods. The data revealed that Foundation phase teachers used some of the methods statistically significantly more often than the comparison group of Intermediate phase teachers in a nonexperimental static-group observational design study. According to Spaull (McBride 2019:1), a well-known researcher in South Africa, one of the three main reasons why Foundation phase readers are struggling with reading is that their teachers do not know how to teach reading systematically. Teachers do not know how to change and adapt the methods that they use to teach reading and not enough research has been done to address the problems with the teaching of reading in the classroom specifically. Often the reading problems experienced in the Foundation phase are carried over to the Intermediate phase.

scholarly journals Effect of Implementing a Training Program on the Performance of Primary School Teachers Regarding Disaster Management in Al Malikeyeh - Syria

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Basem Essa Abozeed ◽  
Zakia Toma Toama ◽  
Amina Ahmad Mohamed ◽  
Alyaa Farouk Abd El-Fattah Ibrahim
Keyword(s):  
Primary School ◽  
Training Program ◽  
Disaster Management ◽  
Primary Schools ◽  
Management Practice ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Awareness Campaigns

Background: Disasters are a global problem, concern every community and no community is immune from it, schools all over the world suffer from disasters, which affect children health and safety. Teachers play essential roles in child protection so, teachers’ training is very significant for effective school disaster management. The study aimed to evaluate. The effectiveness of implementing a training program on the performance of primary school teachers in Al Malikeyeh regarding disaster management. Methods: Design: Quasi-experimental design. Setting: the current study conducted in six primary schools at Al-Malikeyeh distracts. Sample: 78 school teachers. Tool of the study: Teacher's knowledge and practice about disaster management structured interview questionnaire which contained three parts: part (I): Socioeconomic data, part (II): knowledge of the teachers, part (III): practice of the teachers .Results: about 35.8% of teachers had good knowledge pre program; meanwhile post and follow up the program this percent was increased respectively 87.2 % and79.5%. Also the findings observed that 30.8% of teachers had satisfactory practice, whereas, respectively 84.6% and 76.9 of them gained satisfactory disaster management practice post and follow up the program,. Conclusion: Implementing the training program had statistically significant improvement on knowledge and skills of primary school teachers in Al-Malikyeh regarding disaster management. Recommended: Training programs and workshops about disaster issues should be organized for the school teachers and key teams on regular basis, in addition to, awareness campaigns should be implementing with employing mass and social media technologies.

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

scholarly journals Teacher Preparedness and Implementation of the Competency Based Curriculum in Public Pre-Primary Schools in Nairobi City County, Kenya

2021 ◽  
Vol 5 (3) ◽  
pp. 32-53
Author(s):  
Harriet Isaboke ◽  
Maureen Mweru ◽  
Gladwell Wambiri
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Target Population ◽  
Learning Approaches ◽  
School Teachers ◽  
Chi Square ◽  
Head Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Competency Based

Globalization and demand for twenty first century skills has led countries to adapt Competency Based Curriculum (CBC). Kenya embarked on curriculum reforms from content based to CBC in 2018. Studies have reported minimal use of CBC teaching-learning approaches in pre-primary schools in Nairobi City County. Teachers are the key implementers of the Curriculum, yet their preparedness to implement the Curriculum in public pre-primary schools remains unknown. Therefore, this study purposed to establish the preparedness of pre-primary school teachers in implementing the CBC in public pre-primary schools in the County. The Concern-Based Adoption Model by Hall, Hord and Rutherford (2006) was used in this study.  The study targeted a population of 900 comprising of 450 pre-primary school teachers, 225 ECD Center Managers and 225 head teachers in all the 225 public pre-primary schools in Nairobi City County. Twenty percent of the target population was sampled to participate in the study; therefore the study had a sample size of 180, which comprised of 45 head teachers, 45 center managers and 90 pre-primary school teachers. A Questionnaire, interview schedules, observation checklist and a document analysis guide were used to collect data. Pilot study was conducted in two public pre-primary schools in the County, validity of the research instruments was determined through expert judgment whereas reliability of the questionnaires was determined through split-half method and a Cronbach’s alpha coefficient of 0.799 was obtained. Qualitative data was analyzed thematically whereas quantitative data was summarized using percentages and frequencies and Chi-square test was used to test the hypotheses. This was facilitated by the Statistical Package for Social Sciences Version 21. Findings showed that majority (65.9%) of the teachers had not received any training on CBC, whereas 34.1% of the teachers were trained. The study established a significant relationship between the teachers’ extent of training in CBC and their ability to implement the curriculum with a significance value of p=0.000<0.05. The study concluded that the teachers were not adequately prepared to implement the Curriculum. Thus, recommended that the Ministry of Education in collaboration with the Nairobi City County Government should adequately create a regular in-service training program to equip teachers with necessary knowledge and skills that will help them implement the curriculum effectively.

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