scholarly journals Children’s Problems During the Preschool Transition: Views of Mexican Teachers

2018 ◽  
Vol 14 (22) ◽  
pp. 154
Author(s):  
Angel Urbina-Garcia ◽  
Chris Kyriacou
Keyword(s):  
Primary School ◽  
Latin American ◽  
First Grade ◽  
Developed Countries ◽  
School Teachers ◽  
Policy And Practice ◽  
Primary School Teachers ◽  
Mexican Children ◽  
Common Problems ◽  
Preschool Transition

Transitioning from preschool to primary school, has been shown to be particularly challenging for children who must adapt to a new environment, set of rules, demands, behaviours and expectations. A number of studies in developed countries have shown that children consistently show problems during this transition, however research is scarce in developing countries. A sample of 30 Mexican teachers from preschool and first grade was recruited to examine common problems children face during this transition to primary school. Results revealed that teachers were somewhat to very concerned about this transition. Preschool teachers reported children showing behaviour problems and having difficulty following directions as the most common problems, while primary school teachers reported the same problems in addition to children showing difficulty taking turns. Teachers’ characteristics were associated to a number of children’s problems. Overall, Mexican children show similar problems to those reported in the international literature, however further studies are needed in Latin American contexts. Implications for policy and practice are discussed.

scholarly journals Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

2020 ◽  
Vol 1 (2) ◽  
pp. 87-102
Author(s):  
Zoi Apostolou ◽  
Nektarios Stellakis
Keyword(s):  
Primary School ◽  
First Grade ◽  
Research Data ◽  
Kindergarten Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Common Goals ◽  
Conventional School ◽  
Goals And Objectives

The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at the time of this study the first-grade of primary school in two Greek prefectures. Research data has shown that first-grade teachers appear to be more positive than kindergarten teachers towards integrating the two curricula. Both kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten.

ORGANIZATION OF PRACTICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF CULTURAL COMPETENCE FORMATION

2020 ◽  
pp. 7-19
Author(s):  
Nataliia Grechanyk
Keyword(s):  
Primary School ◽  
Educational Practice ◽  
First Grade ◽  
The United States ◽  
Pedagogical Practices ◽  
Practical Training ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Uk

The author examines the types and duration of pedagogical practices in the UK, characterizes the main objectives of pedagogical practice in the United States in the context of the national objective to train an “effective multicultural teacher”. Based on the analysis of educational and professional programs of higher education institutions of Ukraine, the author characterizes such types of pedagogical practice of future primary school teachers as: the extra-curricular and out-of-school educational practice, the pedagogical practice in children's recreation camps, the educational and nurturing practice in the first grade, the teaching and educational practice.

scholarly journals PERSEPSI GURU SD TERHADAP PENELITIAN TINDAKAN KELAS

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Lungguh Puri Pramswari
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Sixth Grade ◽  
First Grade ◽  
Survey Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Grade One

<em>This study was set out of curiosity to know what kind of the perception of elementary school teachers, in understanding and implementing classroom action research (CAR) to solve pedagogical-didactical problems that faced in the learning process. By survey method, this study is conducted to 63 the primary school teachers from first grade class up to sixth grade one, derived from the three districts/city in West Java Province. In general, can be described that all teachers stated how important CAR is, but most feel still constrained in implementing it. </em>

scholarly journals Determination of the undesirable student behaviors observed by the first grade primary school teachers in their classroomsBirinci sınıf öğretmenlerinin sınıflarında gözlemledikleri istenmeyen öğrenci davranışlarının belirlenmesi

2019 ◽  
Vol 15 (4) ◽  
pp. 2602 ◽  
Author(s):  
Sibel Yoleri
Keyword(s):  
Primary School ◽  
Problem Behaviors ◽  
Teaching Experience ◽  
First Grade ◽  
Study Data ◽  
English Summary ◽  
Survey Method ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers

The purpose of the study is to investigate students’ problem behaviors observed by primary school teachers and to determine the relationship between these behaviors and teacher’s gender, age and teaching experience. 100 primary school teachers from Diyarbakır, Mardin and Aydın provinces were participated in this research study. The sample group for the study was selected using a random sampling method. A relational survey method was used for this study. Data were collected through the use of two instruments: Students’ Misbehaviour in Class Scale (Balcı, Çapri, Çelikkaleli & Büte, 2006) and Demographic Information Form. According to results, "not talking without permission”, “disturbing other students”, “disturbing others by wiggling” and “throwing things to classmates” are reported by teachers as most frequently observed misbehaviors. On the other hand, not significant relationships were found among teachers’ views on primary school students’ classroom problem behaviors according to their gender, age, and teaching experience.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu araştırma, ilkokul birinci sınıf öğretmenlerinin sınıfta gözlemledikleri problem davranışları ve bu davranışların öğretmenlerin yaş, cinsiyet gibi değişkenlerle ilişkisini belirlemek amacıyla yapılmıştır. Araştırma, 2015-2016 eğitim öğretim yılında Diyarbakır, Mardin ve Aydın illerinde tesadüfî örnekleme yöntemi ile seçilen 15 ilkokulda görev yapan 100 sınıf öğretmeni ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak, öğretmenlerin demografik özelliklerinin yer aldığı Kişisel Bilgi Formu ve Balcı, Çapri, Çelikkaleli ve Büte (2006) tarafından geliştirilmiş olan “İlköğretim Okulları İstenmeyen Öğrenci Davranışları Ölçeği’nin Sınıf İçi İstenmeyen Öğrenci Davranışları” alt ölçeği kullanılmıştır. Verilerin analizinde SPSS 20.0 programı kullanılmıştır. Araştırma sonucunda sınıflarında en sık gözlenen problem davranışlar öğretmenler tarafından; “Söz verilmeden konuşma”, “Arkadaşlarının dikkatini dağıtacak biçimde kıpırdanıp durma”, “Yanındaki ya da arkasındaki öğrenciyi rahatsız etme” ve “Derste dersi takip edemeyecek bir biçimde fısıldama ya da gizli konuşma” olarak ifade edilmiştir. Öte yandan araştırma sonucunda öğretmenlerin cinsiyet, yaş ve mesleki deneyim değişkenleri ile sınıf içindeki olumsuz davranışlara ilişkin görüşleri arasında anlamlı bir farklılık bulunmamıştır. 

scholarly journals First Grade Teachers’ Expectations of Children’s Skills in Transition to Primary School

2020 ◽  
Vol 2 (1) ◽  
pp. 51-63
Author(s):  
Lara Fridani
Keyword(s):  
Primary School ◽  
Group Discussion ◽  
First Grade ◽  
Capital City ◽  
First Year ◽  
Framework Analysis ◽  
School Teachers ◽  
Primary School Teachers ◽  
Key Variables ◽  
Teachers Professional Development

This study investigated first grade primary school teachers’ expectations of children’s skills entering primary school in Jakarta, the capital city of Indonesia. The aim of the study was to provide some reasons or beliefs that form teachers’ expectations regarding children’s competency and learning in their first year of primary school. The study was conducted using a qualitative approach which involved 30 first grade primary school teachers across Jakarta’s regions (Centre, East, West, South, and North).  The Focus Group Discussion was used as an instrument that provides a forum for teachers to describe their expectations. The study employed the Ritchie and Spencer’s qualitative analysis framework analysis approach (1994) which involved five key stages: familiarization, identifying a thematic framework, indexing, charting and mapping, and interpretation. The results showed that expected academic skills, teachers’ competency, and educational policy were the key variables that informed teachers’ expectations. The findings of this study have demonstrated that it is crucial to support teachers professional development as their knowledge and expectation may greatly affect the way teachers treat their students.

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