Why are we all women? An exploratory approach on the incidence of gender mandates in the formative experience of students of a primary education teaching staff

Article has actual scientific issues associated with the detection capabilities of technology monitoring self-identity in the context of quality management of modern education. The article raises the question of design, implementation and monitoring technology sense of self-development of younger schoolboys in the development of GEF primary education in extracurricular activities, the methodology and technology tools for its implementation. The proposed self-monitoring technology students in extracurricular activities under the GEF primary education takes into account the requirements of the Government of the Russian Federation "On the implementation of the monitoring system of education" and the requirements for the results of development of the basic educational program of primary education, as reflected in the standards. In the construction of monitoring technology self-development of students in extracurricular activities is reflected not only the elements of the external, but internal components of the evaluation of the quality of education, not only standardized procedures (tests, the test work, etc.), but also new methods of assessment that reflect personal achievement and personal growth of the child. The article demonstrates in detail the sequence of technological development of self-monitoring technology in children´s extracurricular activities, spelled out the procedural part of the study. The author suggests a diagnostic toolkit self-development of students for various educational programs; authoring: route book pupil, which made monitoring data and recommendations are fixed educator and psychologist; student book "I Know thyself", its analysis will allow psychologists and educators to make the route of individual self-development of the child. Their use in the practice of the educational process will produce trending self-identity of the student and to determine effective means to ensure that emphasizes the importance of the results obtained in relation to each child. The implementation of self-monitoring technology students in extracurricular activities under the GEF implementing primary education will improve the quality of students´ extracurricular activities, as well as provide the ability to control the process of self-development based on analysis of data obtained from monitoring. The developed technology has found its application in the educational space of non-formal education of the city of Kaluga and Kaluga region. The article may be of interest to elementary school teachers, employees of additional education of children, psychologists, teaching staff of educational organizations implementing self-monitoring of students.

Download Full-text

The influence of the sex of the teaching staff on the perception of inclusion

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v7i3.5239 ◽

2020 ◽

Vol 7 (3) ◽

pp. 104-111

Author(s):

Marta Medina Garcia ◽

Maria Lina Higueras-Rodriguez

Keyword(s):

Primary Education ◽

Research Problem ◽

Bivariate Analysis ◽

Teaching Staff ◽

Education Systems ◽

Chi Square ◽

Male Sex ◽

Keywords Education ◽

Educational Inclusion

The greatest challenge facing education systems today is ensuring educational inclusion. This means treating all students in terms of fairness and justice. The research problem that we ask ourselves is the following: Are there differences in the perception of inclusion according to the sex of the teaching staff? The sample comprises 133 teachers from the Spanish field of secondary and primary education. The methodology used is bivariate analysis through independent sample tests and association using chi-square. The results show that sex is not a decisive variable when determining the degree of inclusion. However, there are some significant differences in relation to diversity strategies and information on inclusion, mainly. Women have a higher degree of inclusion. Therefore, educational centres and inclusion policies must achieve greater awareness in the case of the male sex. Keywords: Education, inclusion, sex, teachers.

Download Full-text

Changing minds at the earliest opportunity

Psychiatric Bulletin ◽

10.1192/pb.28.6.213 ◽

2004 ◽

Vol 28 (6) ◽

pp. 213-215 ◽

Cited By ~ 14

Author(s):

Nisha Shah

Keyword(s):

Mental Illness ◽

Primary School ◽

Primary Education ◽

School Children ◽

Primary School Children ◽

Teaching Staff ◽

Older Children ◽

Negative Attitudes ◽

Mixed Responses ◽

Lack Of Knowledge

Stigmatising attitudes towards mental illness are reinforced by lack of knowledge, and it would seem logical to tackle this from the earliest possible age. A series of talks about mental illness to primary school children were enthusiastically received by the pupils, and revealed that negative attitudes were already present among the older children. The mixed responses of teaching staff supported the idea that increasing awareness of mental illness may have a place in primary education.

Download Full-text

Meeting the socio-emotional dimension of gifted students based on Vygotsky

Culture & Psychology ◽

10.1177/1354067x20936929 ◽

2020 ◽

pp. 1354067X2093692

Author(s):

Fernanda Hellen Ribeiro Piske ◽

Tania Stoltz

Keyword(s):

School Context ◽

Gifted Students ◽

Teaching Staff ◽

Regular Classroom ◽

Structured Interviews ◽

Social And Emotional ◽

Exploratory Approach ◽

Emotional Dimension ◽

Emotional Aspects ◽

Education Of Students

This research seeks to investigate the senses and meanings that gifted students and their families and teachers have in relation to social and emotional aspects of their development in the school context. This research takes a qualitative and exploratory approach. Participants in this research are five gifted students, five families (one representative from each family) and four teachers, three from the regular classroom and one from the resource room.Data collection took place through semi-structured interviews and observations made with gifted students, their families and their teachers. It is concluded that there is a need for personal and material investment in the education of students with high potential as well as support for their families, but this support does not always occur on a regular basis and when it does occur, teaching staff are not sufficiently well prepared to deal with this demand.

Download Full-text

La promoción y la enseñanza de las habilidades del pensamiento profundo y visible en las sesiones de Educación Física en Educación Primaria (The promotion and teaching of deep and visible thinking skills in Physical Education sessions in Primary Educat

Retos ◽

10.47197/retos.v0i41.84139 ◽

2021 ◽

pp. 387-398

Author(s):

Manuel Cañas Encinas ◽

Ruth Pinedo González ◽

Noelia García Martín

Keyword(s):

Physical Education ◽

Primary Education ◽

Thinking Skills ◽

Teaching Staff ◽

Structured Interviews ◽

Teachers Perceptions ◽

Qualitative Phenomenological ◽

Educación Primaria ◽

Phenomenological Design ◽

Visible Thinking

El siglo XXI demanda desarrollar en el alumnado competencias vinculadas con el pensamiento crítico, la resolución de problemas, la creatividad, etc. Por ello, enseñar a pensar de forma eficaz debe ser el eje vertebrador de la acción educativa para conseguir que el alumnado desarrolle aprendizajes profundos. Diversas herramientas metodológicas se pueden emplear para la consecución de este fin, entre ellas el enfoque del pensamiento visible. El objetivo de este estudio es conocer la percepción del profesorado sobre la promoción y la enseñanza del pensamiento en Educación Física (EF, en adelante) de Educación Primaria. Se ha seguido un diseño cualitativo fenomenológico mediante la realización de entrevistas semiestructuradas a profesores de EF vinculados con la etapa de Educación Primaria. Los principales resultados reflejan que el profesorado considera necesario potenciar el pensamiento del alumnado en EF, aunque a veces no se le otorga demasiada importancia debido a la herencia negativa del área, a la falta de formación docente y a la inseguridad del profesorado. Asimismo, predomina el desconocimiento del pensamiento visible, el cual puede convertirse en un marco global desde el cual instaurar una cultura del pensamiento en las sesiones de EF, a la vez que se enseña al alumnado a pensar de forma eficaz. Por ello, se finaliza el artículo realizando diversas recomendaciones para introducir el enfoque señalado en las sesiones de EF. Abstract. A competence-based education model for 21st century requires to develop critical thinking, problem solving and creativity. A principal objective of a quality curriculum is teaching to think effectively to develop deep learnings. Several methodologies and strategies can promote deeper learnings in schools, as the visible thinking approach. In light of this, the present study aims to explore teachers' perceptions of the promotion and teaching of thinking in Physical Education (PE) in Primary Education. The research involved a qualitative phenomenological design that employed semi-structured interviews with a purposeful sample of experienced teachers linked to Primary Education level. Overall, teachers consider it necessary to strengthen the thinking of the students in EF, although sometimes it is not given much importance due to the negative legacy of the area, the lack of teacher training and the insecurity of the teaching staff. The majority of teachers reported that they were unaware of the visible thinking approach. This approach could become a global framework to promote a culture of thinking in EF. Therefore, the article finishes with recommendations to introduce the visible thinking approach into EF sessions.

Download Full-text

Validity and reliability of an instrument to evaluate the digital competence of teachers in relation to online tutorials in the stages of Early Childhood Education and Primary Education

Revista de Educación a Distancia (RED) ◽

10.6018/red.474981 ◽

2021 ◽

Vol 21 (67) ◽

Author(s):

Francisco D. Guillen-Gamez ◽

Maria J. Mayorga-Fernández ◽

Jose A. Contreras-Rosado

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Primary Education ◽

Factorial Invariance ◽

Teaching Staff ◽

Validity And Reliability ◽

Digital Competence ◽

Childhood Education ◽

Online Tutorials ◽

Educación Primaria

El artículo presenta la validez y fiabilidad de un instrumento para evaluar el nivel de competencia digital del profesorado de Educación Infantil y de Educación Primaria para llevar a cabo la acción tutorial a través de recursos TIC como parte del proceso educativo en tiempos de COVID-19. El instrumento cuenta con 35 ítems clasificados en cinco dimensiones (A- funciones del tutor con el alumnado, B- funciones del tutor con el profesorado, C- funciones del tutor con la familia, D-Formación en TIC y transferencia, E- Uso de recursos TIC). El instrumento fue aplicado a una muestra de 1098 profesores en activo procedentes de 14 comunidades autónomas de España. La fiabilidad fue medida a través de Alfa de Cronbach, Coeficiente de Spearman-Brown, Dos mitades de Guttman, Omega McDonald y fiabilidad Compuesta. Para comprobar la validez del instrumento, fue analizado la validez de comprensión, exploración de la dimensionalidad mediante Análisis-Factorial-Exploratorio (AFE), y se fue ajustando el instrumento a través de diferentes modelos a través del análisis factorial confirmatorio (AFC). Además, fue analizada la invarianza factorial por la variable sexo (masculino-femenino), tipo de centro (público-concertado) y tipo de profesorado (educación infantil-educación primaria), así como la validez externa. Los análisis de fiabilidad fueron altamente satisfactorios y en relación a la validez de constructo, los resultados encontraron un buen ajuste del modelo tanto en la validez interna como en la invarianza factorial, con una versión final del instrumento de 25 ítems. This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Early Childhood Education and Primary Education teachers to carry out online tutorials using ICT resources as part of the educational process during the COVID-19 pandemic. The instrument consists of 35 items classified into five dimensions (A – functions of the tutor with the students; B – functions of the tutor with the teaching staff; C – functions of the tutor with the family; D – training in ICT and transfer; E – use of ICT resources). The instrument was applied to a sample of 1,098 active teachers from 14 autonomous communities located in Spain. Reliability was measured using Cronbach’s Alpha, the Spearman-Brown Coefficient, Guttman Two Halves, Omega McDonald, and for composite reliability. To check the validity of the instrument, we analysed the validity of understanding, and exploration of dimensionality using Factorial-Exploratory Analysis (EFA), and the instrument was adjusted for the different models through Confirmatory Factor Analysis (CFA). In addition, factorial invariance was evaluated based on the variables sex (male/female), type of centre (public/charter school), and type of teaching staff (Early Childhood Education/Primary Education), as well as external validity. The results of the reliability analyses were highly satisfactory and, in relation to the construct validity, the results found a good fit of the model, both in the internal validity and in the factorial invariance. The final version of the instrument consists of 25 items.

Download Full-text

Evaluación de los intereses participativos y necesidades formativas de profesores y padres en los centros escolares de Educación Primaria

REOP - Revista Española de Orientación y Psicopedagogía ◽

10.5944/reop.vol.19.num.2.2008.11422 ◽

2014 ◽

Vol 19 (2) ◽

pp. 149

Author(s):

Rosario Ordóñez Sierra

Keyword(s):

Primary Education ◽

Teaching Staff ◽

Educación Primaria

RESUMENEn este artículo damos a conocer los ámbitos escolares en los que familia y profesorado tienen interés por participar. Analizamos el tipo de ayuda que solicita el profesorado a los padres y las tareas y actividades en las que los padres están interesados en involucrarse. Recogemos información sobre las necesidades formativas que presentan padres y profesores para poder afrontar las exigencias participativas; los medios y profesionales más adecuados para que los formen.Nuestro estudio se ha basado en un método de investigación mediante encuesta, participando 24 centros de Educación Primaria en Sevilla capital.ABSTRACTIn this article we present the scopes scholastic in which family and teaching staff have interest to participate. We analyzed the type of aid that asks for the teaching staff to the parents and the tasks and activities in which the parents are interested in becoming jumbled. We collect on the training necessities that they present parents and professors to be able to confront the participative exigencies; the suitable means and professionals more so that they form them. Our study has been based on a method of investigation by means of survey, participating 24 centers of Primary Education in capital Seville.

Download Full-text

PLURALISME AGAMA MENURUT PERSPEKTIF DOSEN-DOSEN FAKULTAS USHULUDDIN DAN HUMANIORA DAN STT GEREJA KALIMANTAN EVANGELIS (GKE) BANJARMASIN

Jurnal Studia Insania ◽

10.18592/jsi.v3i2.1122 ◽

2015 ◽

Vol 3 (2) ◽

pp. 157

Author(s):

Slamet Karianto

Keyword(s):

High School ◽

Primary Education ◽

Religious Pluralism ◽

Social Issues ◽

Social Conditions ◽

Teaching Staff ◽

Evangelical Church ◽

Islamic Theology ◽

Pluralistic Society

This script writing against the background of social conditions in South Kalimantan diverse in terms of ethnicity, or religion. We take the example of religious pluralism in South Kalimantan. This religious pluralism condition often we term Religious Pluralism. Religious Pluralism succession plays a very important to maintain the diversity and creating understanding of the harmony that lately in various areas, especially in Indonesia being tested. Religious pluralism is a perspective of religious harmony. This understanding of the role in order to be more effective is to educate every student either by teachers, lecturers and other teaching staff in order to achieve that purpose. Both from the Primary Education, Secondary, to university, both from High school and College of General. Results of field interviews showed that religious pluralism is understood by some of the Faculty of Islamic Theology and Humanities IAIN Antasari is a pluralism that if no further interpreted it leads to liberalism even to relativism and nihilism. However, if seen from what has been interpreted by some leaders of Religious Pluralism, then pluralism itself be accepted as a philosophy in building harmony. While others say that sociologically Religious Pluralism has to be accepted by Muslims without having interpreted the deeper, because Pluralism itself is not relativism, or even nihilism. Meanwhile, partially-Lecturer Lecturer STT Borneo Evangelical Church (GKE) views of Religious Pluralism in context pluralistic society will be criticized for some faiths who are intolerant of other religions. While others consider only limited Religious Pluralism understand the differences and cooperation in specific social issues, without any compromise in theology, leading to the elimination of the role of God in life.

Download Full-text

Education: 5. Application of Interactive Methods to Music and Literature Lessons in Primary Classes

Review of Artistic Education ◽

10.2478/rae-2018-0027 ◽

2018 ◽

Vol 16 (1) ◽

pp. 245-252

Author(s):

Tatiana Gînju

Keyword(s):

Music Education ◽

Primary Education ◽

Teaching And Learning ◽

Interactive Methods ◽

Teaching Staff ◽

Music And Literature ◽

Musical Education ◽

Language Courses ◽

Interactive Nature ◽

Romanian Literature

Abstract The author takes over and presents in the context of the action of integrating the literary-artistic education methodologies - the musical education methodologies the epistems that explain the interactive nature of these. This original way of approaching literature and arts methodologies has been applied experimentally in primary education, language courses and romanian literature and music education, thus providing teaching staff with integrated teaching and learning materials of literature and music.

Download Full-text

Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

International and Multidisciplinary Journal of Social Sciences ◽

10.17583/rimcis.8652 ◽

2021 ◽

Vol 10 (3) ◽

Author(s):

Isabel María Gómez-Trigueros ◽

Santiago Ponsoda López de Atalaya ◽

Rocío Díez Ros

Keyword(s):

Primary Education ◽

Experimental Methodology ◽

Teaching Staff ◽

Teaching Skills ◽

Positive Perception ◽

Digital Competence ◽

University Teachers ◽

Teaching Competence ◽

Education Degree ◽

The University

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

Download Full-text