Predicting Reflective thinking among Saudi Elementary School Teachers in Riyadh Public Schools

The purpose of this study is to reveal the professional and organizational socialization experiences of elementary school teachers of Ankara Province. The study was conducted through phenomenological design and the data, based on descriptive and content analysis, collected through a semi-structured interview form. The participants comprised of five public and five private elementary school teachers, having at least five years of professional experience were selected through “maximum variation” and “criterion” sampling methods. The finding of study revealed that before starting their job, the teachers had optimistic expectations such as school administrations’ providing guidance, cooperative colleagues, ambitious students and supportive parents. In the entry stage of socialization, teachers have reality shock. In adaptation of teachers to their profession and the school, colleague responses are prominent as well as individual activities. In metamorphosis stage, private schools exert more efforts than public schools do in their adaption. The participants suggest that MoNE should assign suitable councelling teachers and develop the control mechanism for more effective socialization process. In light of the findings, internet-based programs should be developed to provide materials and to have e-courses. For colleague interaction, systems such as mentoring and coaching should be actively implemented.

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Saudi School Education During the COVID-19 Pandemic: The Madrasati Platform

Humanities and Management Sciences - Scientific Journal of King Faisal University ◽

10.37575/h/edu/210026 ◽

2021 ◽

Vol 22 (2) ◽

pp. 1-9

Author(s):

Fawzia Alubthane

Keyword(s):

Elementary School ◽

Public Schools ◽

Elementary School Teachers ◽

Computer Skills ◽

Structured Interviews ◽

School Teachers ◽

Technical Problems ◽

Female Teachers ◽

Quantitative Results ◽

Teachers Perspectives

This study aimed to evaluate the Madrasati Electronic Platform (MEP) from female teachers’ perspectives in public schools in Riyadh. It also investigated whether students’ educational level or teachers’ computer skills significantly affected teachers’ views. The study applied the mixed-method approach, whereby a questionnaire was distributed to a random sample of 384 teachers, and semi-structured interviews were conducted with five teachers. Quantitative data were analyzed via appropriate statistical methods, while thematic analysis was used to interpret the interviews and comments. The quantitative and qualitative results indicated that MEP and its tools are effective and appropriate. Technical problems, internet interruptions and difficulties with evaluating students' learning represented the most common challenges. Teachers’ suggestions focused on solving technical problems, increasing internet speed, providing internet incentive packages, training teachers and educating parents. The quantitative results demonstrated significant differences amongst teachers’ views of the challenges in favor of elementary school teachers, and the qualitative results showed that some elementary school teachers oppose distance learning at this stage. The outcomes revealed significant differences amongst teachers with respect to their views of MEP’s effectiveness and challenges stemming from their varied computer skills.

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Analysis of the Multimedia Use of Primary Schools

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i3.673 ◽

2021 ◽

Vol 13 (3) ◽

pp. 2535-2544

Author(s):

Hendra Nelva Saputra ◽

Salim Salim

Keyword(s):

Elementary School ◽

Public Schools ◽

Primary School ◽

Elementary School Teachers ◽

Private School ◽

Primary Schools ◽

Multimedia Learning ◽

School Teachers ◽

Primary School Teachers ◽

School Accreditation

Multimedia in learning could make the learning atmosphere more attractive for student attention and student interactions. The objectives of this research were: (1) describe the use of multimedia learning by elementary school teachers in Kendari City; (2) analyze the comparison of the use of multimedia learning in terms of school accreditation by the teacher at elementary school in Kendari City; (3) analyze aspects of obstacles in the use of multimedia learning for elementary school teachers in Kendari City. This research used mixed methods with a sequential exploratory strategy held at the Kendari City Elementary School. The school sample was determined using the random cluster sampling technique selecting 3 schools from 11 sub-districts. Each sub-district took 2 accredited A and non-A public schools and 1 accredited private school so that the total respondents were 66 people. Research data was collected through observation forms and interviews. The results of this research showed that: (1) multimedia learning use by primary school teachers in Kendari City was still good; (2) there was a meaningful comparison of the use of multimedia learning by elementary school teachers in Kendari City in terms of school accreditation; (3) aspects of barriers to the use of multimedia learning by primary school teachers in Kendari City include: (a) teachers 'lack competence in IT, (b) teachers' misconceptions about learning multimedia, (c) the lack of support structures and infrastructures, (d)) the lack of training on multimedia learning means, (e) the lack of involvement of the educational software used by teachers to support learning activities.

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Elementary school teachers’ knowledge on dyslexia

Revista CEFAC ◽

10.1590/1982-021620182019117 ◽

2018 ◽

Vol 20 (1) ◽

pp. 87-94 ◽

Cited By ~ 1

Author(s):

Isabelly Silva do Nascimento ◽

Angélica Galindo Carneiro Rosal ◽

Bianca Arruda Manchester de Queiroga

Keyword(s):

Elementary School ◽

Public Schools ◽

Elementary Education ◽

Elementary School Teachers ◽

Postgraduate Education ◽

Structured Interview ◽

Literacy Teachers ◽

School Teachers ◽

Education Network ◽

Lack Of Knowledge

ABSTRACT Objective: to describe the knowledge of elementary school teachers on child dyslexia. Methods: 10 teachers from the 1st to the 5th year of elementary education in public schools in the municipality of Abreu e Lima, Pernambuco, Brazil, participated in the study. A semi-structured interview was conducted with each teacher, individually, in the school itself and was based on some guiding questions. Results: content analysis allowed the identification of three thematic categories: 1. Teacher training does not address dyslexia; 2. Feelings and difficulties of the literacy teacher facing the challenges of literacy; 3. Lack of knowledge about dyslexia: school management of possibly dyslexic children. Conclusion: the research revealed the lack of knowledge of literacy teachers on dyslexia, despite having undergraduate and postgraduate education, as well as that of teachers who participated in training offered by the municipal education network.

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KESIAPAN GURU SD DALAM PELAKSANAAN PEMBELAJARAN TEMATIK-INTEGRATIF PADA KURIKULUM 2013 DI DIY

Jurnal Prima Edukasia ◽

10.21831/jpe.v2i2.2717 ◽

2014 ◽

Vol 2 (2) ◽

pp. 175 ◽

Cited By ~ 1

Author(s):

Muhammad Nur Wangid ◽

Ali Mustadi ◽

Vera Yuli Erviana ◽

Slamet Arifin

Keyword(s):

Elementary School ◽

Public Schools ◽

Elementary School Teachers ◽

Teaching And Learning ◽

Pilot Project ◽

Survey Study ◽

Integrative Learning ◽

School Teachers ◽

Cognitive Readiness ◽

Research Population

Penelitian ini bertujuan untuk mendeskripsikan kesiapan guru Sekolah Dasar (SD) dalam menerapkan Kurikulum 2013 khususnya dalam pembelajaran tematik-integratif di Daerah Istimewa Yogyakarta (DIY). Jenis penelitian yang digunakan yaitu penelitian survei. Populasi penelitian adalah guru kelas I dan IV yang terdapat di wilayah DIY. Jumlah sampel yang diambil dalam penelitian ini adalah sebanyak 182 guru SD yang berasal dari 49 SD negeri dan 15 SD swasta yang dijadikan pilot project berdasarkan data dari Kemdikbud DIY. Hasil penelitan menunjukkan bahwa persentase kesiapan guru SD di DIY dalam melaksanakan pembelajaran tematik-integratif pada Kurikulum 2013 sebesar 75,85% (siap), dilihat dari aspek kesiapan yaitu aspek Behavioral Readiness diperoleh persentase sebesar 80% (sangat siap), aspek Emotive-Ettitudinal sebesar 78,39% (sangat siap) dan aspek Cognitive Readiness sebesar 71,18% (siap). Sedangkan kesiapan guru SD di setiap kabupaten diperoleh hasil persentase sebagai berikut: Sleman 76,13% (sangat siap), Yogyakarta 78,72% (sangat siap), Bantul 73,16% (siap), Gunungkidul 75,54% (siap), dan Kulon Progo 75,42% (siap). ___________________________________________________________________________________________________________________________________________________________________________________________ THE STUDY ON THE ELEMANTARY SCHOOL TEACHERS READINESS IN IMPLEMENTING THEMATIC-INTEGRATIVE TEACHING AND LEARNING IN CURRICULUM 2013, YOGYAKARTA ABSTRACT This study aims to describe the readiness of elementary school teachers in implementing curriculum 2013, based on thematic-integrative learning in Yogyakarta Province. This is a survey study. The research population were elemantary school teachers of class I and IV in DIY. The research sample consisted of 289 elemantary school teachers from 49 public schools and 15 private elementary schools which used as pilot project based on the data from Kemdikbud. The result shows that the percentage of elementary school teachers readiness in to implementing thematic-integrative learning is 75.85% (ready): the precentage of readiness behavioral aspects is 80% (well prepared), emotive ettitudinal aspect is 78.39% (well prepared) and cognitive readiness aspects is 71.18% (ready). While the readiness of elementary school teachers in each district are follows: Sleman 76.13% in the category of (well prepared), Yogyakarta 78.72% in the category of (well prepared), Bantul 73.16% in the category of (ready), Gunungkidul 75.54% in the category of (prepared ), and Kulon Progo 75.42% in the category of (ready). Keywords: Elemantary school teachers readiness, thematic-integrative, kurikulum 2013

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