scholarly journals Meta Cognitive Strategy Usage and Epistemological Beliefs of Primary School Teacher Trainees: An Explorative Study

2013 ◽  
Vol 9 ◽  
pp. 1-10
Author(s):  
Prakash Chandra Jena ◽  
Latif Ahmad
Keyword(s):  
Primary School ◽  
Epistemological Beliefs ◽  
School Teacher ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Primary School Teacher ◽  
Jammu And Kashmir ◽  
Explorative Study ◽  
Teacher Trainees ◽  
Different Levels

The main purpose of the study is to identify different levels of metacognition and epistemological beliefs of primary school teacher trainees. The investigator has taken 300 primary school teacher trainees from three districts of Jammu and Kashmir by using simple random sampling technique. For collection of data the investigator has used Metacognitive Inventory (MCI) by Punita Govil and Epistemological Belief Questionnaire (EBQ) constructed and standardized by the investigators. For analyses and interpretation of data the investigator has used percentage and Pearson’s Co-efficient of Correlation.

scholarly journals Mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in Indonesia

2017 ◽  
Vol 2 (2) ◽  
pp. 78 ◽  
Author(s):  
Alwen Bentri
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Learning Strategy ◽  
School Teacher ◽  
Sampling Technique ◽  
Quantitative Approach ◽  
Primary School Teacher ◽  
Teacher Pedagogy ◽  
Purposive Sampling ◽  
Pedagogical Competence

This study aims to examine how the mastery of teacher pedagogy competence in the implementation of the curriculum 2013 in the Padang city. This research uses quantitative approach by using purposive sampling technique. Piloting school in question is spread over a number of districts in Padang with a sample of 45 peoples. The results showed that in the mastery of pedagogy competence as 52.00% of teachers have ready for the implementation of the curriculum 2013. Traced deeper through interview obtained results that are weakness of teachers less able in; (1) managing the class, (2) enabling students in the learning process, (3) varying the learning strategy. It is recommended that the training provided to teachers more intensive and sustainable so that the mastery of pedagogical competence is more optimal.

The Predictive Validity of the Twelfth Grade Achievement Test for Primary School Teacher Trainees in Kenya

1986 ◽  
Vol 63 (1) ◽  
pp. 103-108 ◽  
Author(s):  
Ezra K. Arap-Maritim
Keyword(s):  
Primary School ◽  
Predictive Validity ◽  
School Teacher ◽  
Achievement Test ◽  
Primary Teacher ◽  
Primary School Teacher ◽  
Predictive Utility ◽  
Teacher Trainees ◽  
Twelfth Grade ◽  
Grade Achievement

This research was conducted to determine the predictive utility of the twelfth grade scores on the scores achieved by 363 primary teacher trainees in different courses. For related topics the validity coefficients were small but significant.

The Ideal Primary School Teacher

2011 ◽  
Vol 39 (8) ◽  
pp. 1113-1125 ◽  
Author(s):  
Hülya çermik
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
Frequency Analysis ◽  
Scientific Knowledge ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching Skills ◽  
Teacher Trainees ◽  
Personal Qualities ◽  
The Ideal

The qualities that an ideal primary school teacher has to have according to the view of 109 teacher trainees were investigated. Data were collected from an open-ended question in which the participants' views about the ideal primary school teacher and the reasoning behind those views were explored. Content analysis, frequency analysis, and percentage techniques of the collected data resulted in 6 themes: ethical and humanistic values; teaching skills; cultural and scientific knowledge; personal qualities; interaction with society, environment, and parents; and self-values.

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

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