scholarly journals Assessment of the knowledge, attitude and practice of oral hygiene among primary school teachers in Navi Mumbai

2021 ◽  
Vol 8 (11) ◽  
pp. 5345
Author(s):  
Ojaswee D. Nakhawa ◽  
Manjusha S. Hindalekar ◽  
Ankita V. Deshmukh ◽  
Vaibhav P. Thakkar ◽  
Chinmayee V. Kulkarni
Keyword(s):  
Primary School ◽  
Oral Hygiene ◽  
Professional Training ◽  
Teaching Experience ◽  
Oral Diseases ◽  
School Teachers ◽  
Public Health Importance ◽  
Primary School Teachers ◽  
Global Issues ◽  
Years Of Teaching Experience

Background: School age is an important stage in an individual’s development. Early education of oral hygiene by teachers can cause lifelong benefits to students since teachers are closely involved in children during their developmental stages. Oral diseases are becoming global issues and should be considered of public health importance. Yet, oral diseases are a neglected issue, rarely seen as a priority in health policy.Methods: This study is a descriptive cross-sectional study conducted in primary school teachers from Navi Mumbai, Maharashtra. Total 400 school teachers, selected by stratified sampling technique, had participated in this study. Participants were given self-structured questionnaires with 16 dichotomous questions.Results: 67.5% of teachers expressed that they have never received any demonstrations/lectures in maintaining oral hygiene while 82.8% never had any professional training regarding oral hygiene. For the question, Have you received training by a professional on oral health care and hygiene? teachers with less than 1 year of teaching experience 68.8% responded negatively, 78.8% with 1-5 years of experience reported with ‘no’ and 85.4% and 89.4% were negative responses from teachers with 6-10 years of teaching experience and 11-35 years of teaching experience respectively, showing significant value of p=0.026.Conclusions: From this study we understood that, some degree of awareness is seen in younger aged primary school teachers, but it is not satisfactory, suggesting that teachers still have to undergo training for the same. It is hoped that this survey will help in implementation of training programs.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

scholarly journals Causes of Indiscipline Among Students as Viewed by Primary School Teachers in Nigeria

2019 ◽  
Vol 6 (1) ◽  
pp. 126
Author(s):  
Aminat Adeola Odebode
Keyword(s):  
Primary School ◽  
Psychometric Properties ◽  
School Administrators ◽  
Teaching Experience ◽  
Survey Method ◽  
School Teachers ◽  
Physical Damage ◽  
Primary School Teachers ◽  
Years Of Teaching Experience ◽  
Descriptive Survey

Indiscipline among students in Nigerian schools remained a source of great concern to stakeholders as it had caused a lot of mental, emotional and physical damage in the society. This research investigated the causes of indiscipline among students as viewed by primary school teachers in Nigeria. The research also examined the influence of gender, school locale, years of teaching experience and educational attainment on the respondents’ views. In addition, this research employed a descriptive survey method. A total of 200 primary school teachers in Nigeria participated in the research. They responded to a researcher-designed questionnaire entitled ‘Causes of Indiscipline Questionnaire’ (CIQ). Then, the psychometric properties of the instrument were established and the collected data were analyzed using both descriptive and inferential statistics. Furthermore, the findings showed that the causes of indiscipline among students as viewed by primary school teachers in Nigeria were societal, governmental, parental, school and students factors respectively. In view of the findings, it is recommended that government and school administrators should formulate policies in schools to curb indiscipline among students.

scholarly journals Social Success of Future Primary School Teachers in the Process of Professional Training

2015 ◽  
Author(s):  
Marfuga Absatova ◽  
Аkkenzhe Ussenova ◽  
Alma Ordahanova ◽  
Аdlet Kariyev ◽  
Ainur Duisenbayeva
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Success

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ ДО САМОРЕАЛІЗАЦІЇ В СУСПІЛЬСТВІ СПОЖИВАННЯ

2021 ◽  
pp. 288-291
Author(s):  
М. О. Семенова
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Training ◽  
Market Reforms ◽  
Main Task ◽  
Digital Environment ◽  
School Teachers ◽  
Primary School Teachers

As Ukraine embarks on the path of market reforms, this process also affects education, which for the most part turns into market-oriented education, and in a digital environment. In such conditions, the professional training of future primary school teachers acquires a new meaning, although his preparation for self-realization is the main task of higher education at all levels.

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