STEM Teaching Skills of Primary School Teachers: The Current Situation in Ho Chi Minh City, Vietnam

2021 ◽  
Vol 8 (2) ◽  
pp. 149-157
Author(s):  
Le Thi Xinh ◽  
Bui Van Hong
Keyword(s):  
Primary School ◽  
Current Situation ◽  
Ho Chi Minh City ◽  
Teaching Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Stem Teaching

scholarly journals The Situation of Forecasting the Number of Children and Students Attending School: An Exploration Study Based on Primary Teachers’ Evaluation in Vietnam

2020 ◽  
pp. 321-324
Author(s):  
Luong Tran
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Current Situation ◽  
School Teachers ◽  
Education Development ◽  
Primary School Teachers ◽  
Number Of Children ◽  
The Mean ◽  
Random Survey

The paper presented the current situation of forecasting the number of children and students attending school in Ca Mau Province, Vietnam. A random survey of 89 primary school teachers in Ca Mau province with a questionnaire about the situation of the work of forecasting the number of children and students attending to school in Ca Mau Province showed that: The mean score of forecasting the number of children and students attending to school is 3.93 - corresponding to often level; the average point of the quality of the task of forecasting the number of children and students attending to school is 3.96 - at a fair level; the ensuring the development of education based on the results of forecasting the number of children and students attending to school with the mean of 2.92 - at a sometimes level. There is no correlation between forecasting the number of children and students attending school and ensuring conditions for education development based on the results of forecasting the number of children and students attending school.

scholarly journals Program Development for Primary School Teachers’ Critical Thinking

2017 ◽  
Vol 10 (2) ◽  
pp. 131 ◽  
Author(s):  
Waraporn Boonjeam ◽  
Kowat Tesaputa ◽  
Anan Sri-ampai
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Development Program ◽  
Work Practice ◽  
Current Situation ◽  
Posttest Score ◽  
School Teachers ◽  
Primary School Teachers ◽  
Thinking Disposition ◽  
High Level

The objectives of this research were: 1) to study the elements and indicators of primary school teachers’ critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers’ critical thinking, 3) to develop the program for developing the primary school teachers’ critical thinking, and 4) to study the findings of usage in development program for primary school teachers’ critical thinking by using Research and Development. The samples were 384 primary school teachers, and 34 volunteered teachers to participate in development by using questionnaire, evaluation form, and tests. The statistic using for data analysis included the percentage, mean, standard deviation, modified priority needs index (PNImodified), and t-test. The research findings found that: 1) the elements and indicators of primary school teachers’ critical thinking consisted of 3 elements and 12 indicators of critical thinking ability, and 6 elements and 24 indicators of critical thinking disposition, 2) the current situation of primary school teachers’ critical thinking was in “High” level, for desirable situation, it was in “The Highest” level, 3) the development program, consisted of: the principles, objectives, contents, and development activities included 4 Parts, Part 1: the readiness preparation, Part 2: training, Part 3: integration with work practice, and Part 4: posttest, and measurement and evaluation. 4. The posttest score was significantly higher than the pretest score at .01 level.

scholarly journals THE USE OF STANDARD ALBANIAN LANGUAGE BY PRIMARY SCHOOL TEACHERS

2021 ◽  
pp. 59-70
Author(s):  
Violeta PLLANA ELEZI
Keyword(s):  
Primary School ◽  
Work Experience ◽  
Current Situation ◽  
Region Of Origin ◽  
School Teachers ◽  
Primary School Teachers ◽  
Research Results ◽  
Written Form ◽  
And Gender ◽  
Formal Communication

This paper investigates the level of standard Albanian use by primary school teachers for grades 1-5 in Kosovo as well as in the cities of Presheva and Bujanoc in Serbia. This paper investigates concrete situations and problems of standard Albanian and other varieties use in school. The research was conducted with a total number of 66 teachers in the form of a questionnaire and test on concrete problems of standard Albanian spelling norm. In order to have an example of a fourdimensional space, information on sociolinguistic factors, such as: work experience, region of origin, education, and gender of respondents were collected intentionally as important dimensions for a language. The research is of a descriptive nature and does not intend to provide assessments of a prescriptive nature nor take a stance on the investigated cases. Instead, in a more complete way, through the survey corpus, it intends to process the data statistically and present the current situation of standard Albanian use in its written form by primary school teachers. According to the research results, standard Albanian is not well mastered by the primary school teachers in Kosovo. However, based on the research results, in school we have a diglossic situation of different varieties use: standard Albanian, literary Gheg, dialectical (local) Gheg, which coexist depending on the situations of formal and informal communication that can occur in school, although in this domain of formal communication it is the high variety that is intended to be used.

scholarly journals THE STYLES OF THINKING AMONG PRIMARY SCHOOL TEACHERS

2021 ◽  
Vol 3 (11) ◽  
pp. 58-67
Author(s):  
Wirawani Kamarulzaman ◽  
Cheng Keat Oo ◽  
Khairul Hamimah Mohd Jodi ◽  
Raziana Che Aziz ◽  
Rosinah Mahmood
Keyword(s):  
Primary School ◽  
Thinking Skills ◽  
Educational Process ◽  
Teaching Skills ◽  
Men Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Male And Female ◽  
Knowledge And Skills ◽  
Female Teachers

According to Malaysian National Philosophy, one of the main goals of education is to help students become well-rounded persons who can think critically. Being aware of how well teachers can impart knowledge and skills is vital because they are the most influential players in the educational process. In other words, the aim of this study is to see if there are any disparities in thinking abilities between male and female professors. 266 primary school teachers in Selangor completed the Teaching Skills Inventory, and the results showed that teachers use executive thinking skills. In spite of the fact that men teachers outperformed female teachers in all of Sternberg's proposed thinking types, a t-test shows that male teachers preferred executive thinking skills. The study's findings were followed up with several recommendations for further investigation.

scholarly journals Professional Qualification of Teachers Influences on Management of Teaching and Fostering Self-directed Learning for Students at District 10, Ho Chi Minh City

2021 ◽  
Vol 9 (2) ◽  
pp. 41
Author(s):  
Truong Phan Nguyen Dong
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Ho Chi Minh City ◽  
School Teachers ◽  
Self Directed Learning ◽  
Primary School Teachers ◽  
Professional Qualification ◽  
Female Teachers ◽  
Directed Learning ◽  
Survey Sample

The research was aimed to investigate on what level of teachers’ professional qualifications influenced the management of teaching and fostering self-directed learning for students in the primary schools in District 10, Ho Chi Minh City, Vietnam. According to Watson (2001), with the total population ranging from 700 to 800 people, with a confidence level of 50%, the appropriate sample size ranges from 255 to 267 people. The total number of primary school teachers in District 10, Ho Chi Minh City was 769 people, thus, the survey sample in this study was 265 people, according to Watson (2001), this sample is appropriate. The survey sample includes 265 primary school teachers, of which 94 male teachers (35.5%) and 171 female teachers (64.5%). The result revealed that the professional qualification of teachers influences significantly on management of teaching and fostering self-directed learning for students at District 10, Ho Chi Minh City.

scholarly journals Self-Efficacy and Teaching Skills Perceptions of Primary School Teachers: A Predictive Study

2021 ◽  
Vol 9 (4) ◽  
pp. 236-246
Author(s):  
Belgin Arslan-Cansever ◽  
Beril Ceylan ◽  
Pınar Çavaş ◽  
Alev Ateş-Çobanoğlu ◽  
Şengül, S. Anagün
Keyword(s):  
Primary School ◽  
21St Century ◽  
21St Century Skills ◽  
Primary Schools ◽  
Goodness Of Fit ◽  
Linear Regression Analysis ◽  
Teaching Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teacher Skills

The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.

scholarly journals HABILIDADES DOCENTES Y ESTILOS DE AFRONTAMIENTO EN PROFESORES DE EDUCACIÓN PRIMARIA

2016 ◽  
Vol 5 (1) ◽  
pp. 215
Author(s):  
Miguel Ángel Carbonero Martín ◽  
José María Román Sánchez ◽  
Luis Jorge Martín Antón ◽  
Juan Antonio Valdivieso Burón ◽  
Natalia Reoyo Serrano ◽  
...  
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Training Programs ◽  
Teaching Skills ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Sense Of Efficacy ◽  
Educación Primaria

Abstract.TEACHING SKILLS AND COPING STYLES IN ELEMENTARY TEACHERSThis research aims to analyze the differences in self-perceived of the efficacy of Primary School teachers according to the self-perceived level of development of teaching skills. In a sample of N = 33 teachers of Primary School teachers in Valladolid was applied to the Likert scale ECAD -EP (Valdivieso, Carbonero & Martín-Antón, 2013) to measure the applied self-assessment of teaching skills in three dimensions (a. Social-emotional , b. Communicative and Relationship, c. Instructional) and a self-assessment of the level of teaching effectiveness rating scale adapted by Sunjin Oh (2011) created by Tschannen-Moran & Woolfolk (2001): Teacher Sense of Efficacy Scale (TSES). Descriptive statistical calculations and mean comparison (U and W tests) were made. The results revealed significant differences in all dimensions, especially in the instructional factor. We conclude the need to develop training programs for teachers in the potential development of teaching skills in order to increase levels of self-efficacy and thereby the development of quality in education.Keywords: Teaching skills, self-efficacy, self-perceived competence, Primary Education, Training programs for teaching.Resumen.Esta investigación tiene como objetivo analizar las diferencias de la autopercepción de la eficacia del profesorado de Educación Primaria según el nivel autopercibido del desarrollo de habilidades docentes. En una muestra de N=33 maestros en activo tomada de centros educativos de Valladolid pertenecientes a la etapa de Primaria, se aplicó la escala de autovaloración tipo Likert ECAD-EP (Valdivieso, Carbonero y Martín-Antón, 2013) para la medición de la autovaloración de habilidades docentes en tres dimensiones (socioemocional, comunicativo-relacional e instruccional) y una escala de autovaloración del nivel de eficacia docente adaptada por Sunjin Oh (2011) del Test Teacher Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk, 2001). Se hicieron cálculos estadísticos descriptivos y de comparación de medias (pruebas U y W), revelando los resultados obtenidos que existen diferencias significativas en todas las dimensiones, especialmente en la instrucional. Se puede concluir la necesidad de desarrollar programas formativos en el profesorado para el desarrollo potencial de habilidades docentes con el fin de incrementar los niveles de autoeficacia y, con ello, el desarrollo de la calidad en los procesos educativos.Palabras Clave: Habilidades docentes, autoeficacia, autopercepción, Educación Primaria, programas de formación del profesorado.

scholarly journals Tingkat Keterampilan Dasar Mengajar Calon Guru Sekolah Dasar Pada Perkuliahan Mikroteaching [Level of Basic Skills for Teaching Prospective Primary School Teachers at Mikroteaching Lectures]

2019 ◽  
Vol 8 (1) ◽  
pp. 69
Author(s):  
Yuanita Yuanita
Keyword(s):  
Primary School ◽  
Basic Skills ◽  
Lesson Plan ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Opening And Closing ◽  
Academic Year

This research is a descriptive qualitative research purposes to identify the level of basic teaching skills of the prospective primary school teachers through microteaching subject and to find out the problems of basic skills mastery of the prospective primary school teachers in STKIP Muhamamdiyah Bangka Belitung. There are 5 basic skills assesed, include: 1) asking skills, 2) strengthening skills, 3) providing variaton skills, 4) explaining lesson skills, 5) opening and closing skills. The subject of this research is 42 college students in fifth semester who took microteaching subjects in academic year of 2018/2019 as sample. This research was conducted for 6 months and the research instruments were in the form of observation sheets and interviews. The identification results of basic teaching skills showed that 1) mean score of asking skills is 80.36, categorized as excellent, 2) mean score of strengthening skills is 84.23, categorized as excellent, 3) mean score of giving variaton skills is 77.20, categorized as excellent, 4) mean score of explaining lesson skills is 75.51, categorized as good, 5) mean score of opening and closing skill is 77.45, categorized as excellent. While, the problems that is faced to the prospective primary school teacher on mastering the basic teaching skills are feeling nervous, thoughtless materials, the teaching process is not based on lesson plan set, and students lack of practice.

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