scholarly journals Case-Designed Lesson Plans as a Means of Assessing Methodological Competency of Pedagogical Students and Primary School Teachers

2018 ◽  
Vol 20 (9) ◽  
pp. 159-182
Author(s):  
N. N. Demeneva ◽  
O. V. Kolesova
Keyword(s):  
Primary School ◽  
Work Experience ◽  
Assessment Tool ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Practical Significance ◽  
Practical Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Competency Based

Introduction. The implementation of competency-based approach in the university requires the development of evaluation tools, which contribute to assessing the formation of professional competencies. Diagnostic materials should reflect the real school practice, the experience of teachers, as well as the existing methodological problems and difficulties when organising the activities of teachers.The aim of the research was to assess the effectiveness of case-note as an assessment tool, which allows us to judge the methodological competency both of a university graduate and a practising teacher.Methodology and research methods. The research was carried out employing activity and competency-based approaches related to the application of methods of modelling and comparative analysis.Results and scientific novelty. As a means of a diagnostic methodology, a case-designed lesson plan presented by the authors combines the characteristics of a traditional lesson plan and a case-structured assignment. The features of the case-designed lesson plan and its content specificity were thoroughly analysed; specific examples were provided.The approbation of methodology was carried out among the students enrolled in “Psychology and Pedagogy of Primary Education” direction and primary school teachers, who attended advanced training courses. The results of performing tasks in Mathematics case-designed lesson plans were analysed by different categories of examinees, who participated in the research. The indicators determined in the groups of teachers were ranged according to the qualification category and work experience of teachers. Problems, typical challenges and mistakes made were commented on. On the basis of comparing the data obtained in groups of teachers and students, it was concluded that a case-designed lesson plan can serve as an effective tool for diagnosing the methodological readiness of future teachers and practising teachers for professional work. The recommendations on drafting case-designed lesson plans were proposed.Practical significance. The materials of the research can be useful for university teacher-methodologists when developing tools for diagnosing graduates’ readiness for professional pedagogical activity. Case-designed lesson plans can be used as a didactic material in the course of practical training of university students or further training of teachers.

scholarly journals PELATIHAN PENYUSUNAN RPP TEMATIK BAGI GURU SEKOLAH DASAR DI KECAMATAN SIAK HULU KABUPATEN KAMPAR

2018 ◽  
pp. 183
Author(s):  
Dea Mustika ◽  
Elpri Darta Putra ◽  
Dyara Atmy Febriyanti
Keyword(s):  
Primary School ◽  
Community Service ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Classical Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Individual Approach ◽  
New Knowledge ◽  
The Individual

Abstrak: Pengabdian kepada masyarakat ini bertujuan untuk membantu guru sekolah dasar dalam merancang dan menyusun RPP tematik. Kegiatan pengabdian dilakukan di kecamatan siak hulu kabupaten Kampar, Riau. Pendekatan yang digunakan adalah pendekatan individu dan pendekatan klasikal. Pendekatan individu dilakukan dengan mengadakan workshop berupa penyampaian materi, sedangkan pendekatan klasikal dilakukan  dengan membimbing peserta menyusun RPP tematik.iv  Hasil dari pengabdian ini adalah guru-guru sekolah dasar yang menjadi peserta pengabdian dapat memahami penyusunan RPP tematik sesuai dengan panduan yang telah ada. Selain itu, dengan adanya pengabdian ini dapat memberi konsep pengetahuan baru bagi peserta agar dapat melaksanakan pembelajaran yang lebih baik di kelas-kelas sekolah dasar.Abstract: This community service aims to help primary school teachers in designing and compiling thematic lesson plans. Service activities carried out in the Siak Hulu sub-district, Kampar district, Riau. The approach used is an individual approach and a classical approach. The individual approach is carried out by holding a workshop and the classical approach is carried out by guiding participants to develop a thematic lesson plan. The results of this service are participants can understand the preparation of thematic lesson plans in accordance with existing guidelines. In addition, with this community service can provide new knowledge concepts for participants to be able to carry out better learning in primary school classes

scholarly journals PECULIARITIES OF PREPARING FUTURE PRIMARY SCHOOL TEACHERS FOR USING MIND MAPS IN MATHEMATICS LESSONS

2019 ◽  
Author(s):  
Nina Rudenko
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Lesson Plan ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Research Institutes ◽  
Primary School Student ◽  
Mind Maps

A great deal of information can be covered up by means of mind maps. This concept, on the basis of which the technology of mind maps was created, was introduced in the 70's by Anthony "Tony" Peter Buzan. The author believed that the use of mind maps was most suitable for higher education and research institutes but their application is so convenient and efficient in covering up information that they are easy to use in mathematics lessons in a primary school in different ways: 1) for creating an interactive lesson plan by a teacher (a mind map that you follow during the lesson) using ICT resources; 2) creating students' own mind maps to cover the theme of the lesson. In the article the technique of preparing future primary school teachers for using mind maps in mathematics lessons to create interactive lesson plans is substantiated. Software resources for creating mind maps are described, in particular FreeMind, Bubbl.us, MindMeister, which are useful in creating mind maps in mathematics lessons in a primary school, their positive and negative sides are identified; the algorithm of creating mind maps for a primary school student is given.

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.

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.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

scholarly journals Initial Practical Training Trends of Primary School Teachers: The Private School Model. Comparative Study in Mediterranean Europe

2008 ◽  
Vol 8 ◽  
Author(s):  
Leoncio Vega Gil ◽  
J. María Hernández Diaz ◽  
Clementina García Crespo ◽  
L. Belén Espejo Villar ◽  
Bienvenido Martín Fraile ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Comparative Study ◽  
Primary School ◽  
Private School ◽  
Practical Training ◽  
Initial Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mediterranean Europe ◽  
Private Management

This paper analyzes from a comparative perspective the initial training of primary school teachers in four Mediterranean European countries (France, Italy, Spain and Portugal). These four countries present certain common characteristics of cultural, social, political and economic order, but also remarkable differences in their education systems and in their approaches to teacher training. This study focuses on practical training as a key element in teacher preparation, which often does not receive the level of attention it deserves. Training paradigms and their inclusion in private management and administration systems are also taken into account.

scholarly journals Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta

2021 ◽  
Vol 17 (34) ◽  
pp. 13-27
Author(s):  
Snježana Dobrota ◽  
Antonija Vrančić ◽  
Ivana Križanac
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Work Experience ◽  
Leisure Time ◽  
Classical Music ◽  
School Teachers ◽  
School Subject ◽  
Primary School Teachers ◽  
Music Activities

The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work experience have more positive attitudes toward the Curriculum of Music Education for Primary Schools and for Grammar Schools in the Republic of Croatia, while in other aspects of attitudes no difference was found. Furthermore, no differences were found in the attitudes of primary school teachers toward the subject Music with regard to their professional qualifications. Primary education teachers who have attended additional music classes, who engage in music activities in leisure time and who often attend theatre/classical music concerts, consider Music to be an important school subject that relaxes the students, and consider themselves more competent to teach music. The obtained results have significant implications in terms of music pedagogy, with regard to organizing the music education of preservice primary teachers and their lifelong learning.

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