Teachers’ perceptions of teacher‑student relations in primary education

2021 ◽  
Keyword(s):  
Primary Education ◽  
Teachers Perceptions ◽  
Teacher Student

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

scholarly journals CLIL TEACHERS’ PERCEPTIONS OF INTERCULTURAL COMPETENCE IN PRIMARY EDUCATION

2017 ◽  
pp. 82-99 ◽  
Author(s):  
Elisa Pérez Gracia ◽  
Ma. Elena Gómez Parra ◽  
Rocío Serrano Rodríguez
Keyword(s):  
Primary Education ◽  
Intercultural Competence ◽  
Conceptual Analysis ◽  
Qualitative Data ◽  
Linguistic Competence ◽  
Teachers Perceptions ◽  
Intercultural Awareness ◽  
Quantitative Data Analysis ◽  
Open Question ◽  
Question Survey

CLIL (Content and Language Integrated Learning) includes the development of intercultural awareness as one of its main axes. Therefore, the main objective of this research is to examine the perceptions that CLIL teachers have regarding Intercultural Competence (IC) and the elements that contribute to its development. Through an open-question survey, we analysed the opinions of 59 Primary Education CLIL teachers from Cordoba. For the analysis of the qualitative data, Atlas.ti has been used on its two options: the textual and the conceptual analysis, thus generating the corresponding networks. On the other hand, SPSS v. 21 was used for the quantitative data analysis. The results show that CLIL teachers define IC closely linked to linguistic competence, and that communicative activities play an important role.

Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship

2020 ◽  
pp. 239-263
Author(s):  
Cosme Jesús Gómez Carrasco ◽  
Ramón López Facal ◽  
Belen María Castro Fernandez
Keyword(s):  
Primary Education ◽  
Teaching Practice ◽  
Critical Education ◽  
History Teaching ◽  
Santiago De Compostela ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Active Teaching ◽  
Implicit Model ◽  
Critical Model

This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.

scholarly journals ‘Perhaps a Bit Different to What We Did Twenty Years Ago’: Senior Teachers' Perceptions of Outdoor Adventure within Primary Education in England.

Sports ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 92
Author(s):  
Webber ◽  
Hardwell
Keyword(s):  
Primary Education ◽  
National Curriculum ◽  
Leadership Teams ◽  
Full Potential ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Approach To Learning ◽  
Teachers Perceptions ◽  
The Subject ◽  
Northern City

Outdoor and adventurous activities (OAA) are now a compulsory component of the primary education curriculum in England, with senior leadership teams exerting significant influence on its delivery in schools. This study considers senior teachers’ perceptions and value of the OAA strand of the Physical Education (PE) National Curriculum (NC) in primary education. Six senior teachers from across a large northern city took part in semi-structured interviews. Data was analysed using an interpretivist paradigm incorporating a multistage thematic coding process. Findings centred on the lack of guidance given by the NC within OAA and ensuing issues for experienced and less confident teachers of the subject. Different interpretations of OAA were prevalent from traditional skills-based activities to personal and social development through basic activities delivered outside the classroom. Finally, all senior staff highly regarded OAA and offered a strong rationale for its inclusion within curriculum time. The full potential of OAA as a cross-curricular approach to learning in primary education is not being realised and can be partially mitigated by more purposeful integration within teacher education programmes.

Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being

2020 ◽  
Vol 41 (6) ◽  
pp. 499-521
Author(s):  
Maria S. Poulou
Keyword(s):  
Teaching Experience ◽  
Well Being ◽  
Need Satisfaction ◽  
Strengths And Difficulties Questionnaire ◽  
Behavioral Difficulties ◽  
Student Relationships ◽  
Teachers Perceptions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Strengths And Difficulties

This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers’ perceptions of need satisfaction and students’ perceptions of well-being were not associated with students’ emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed.

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