STORIES WITH MATHEMATICS: A TEACHING EXPERIENCE IN PRIMARY SCHOOL

2020 ◽  
Author(s):  
Helena Campos ◽  
Ana Carolina Pires
Keyword(s):  
Primary School ◽  
Teaching Experience

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.

Primary school principals in Ethiopia: Selection and preparation

2019 ◽  
Vol 48 (4) ◽  
pp. 651-681
Author(s):  
Tesfaye Gemechu Gurmu
Keyword(s):  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Group Discussion ◽  
Teaching Experience ◽  
Structured Interview ◽  
Grade Point ◽  
Primary School Principals ◽  
And Performance ◽  
And Training

The study is an explanatory qualitative research that seeks to investigate the processes of Ethiopian primary school principals’ selection and training for professionalising principals. The participants are seven faculty members, 11 school principals and five education officials. Data are collected through semi-structured interview, focus group discussion and document analysis that are analysed thematically. Findings of the study show that the denial of principalship to professional graduates and political affiliation lens are scenarios that inform principals’ selection for leadership positions. Selection criteria that give emphasis to university degree Grade Point Average (GPA), teaching experience and performance are deciding who is selected for postgraduate diploma in school leadership (PGDSL) training. These indicate the gap the selection processes have in selecting competent leaders for the training. The study also shows that the duration of the primary school principals’ training is short. Its curriculum lacks depth and breadth. Albeit the training helps trainees to be familiarised with school leading, it is deficient in informing principalship professionalisation. The Ministry of Education, therefore, needs to revisit the selection and training processes so that proper criteria and procedures, inform the selection and training of competent professionals needed in the area.

scholarly journals INFLUENCE OF TEACHERS’ TEACHING EXPERIENCE ON TEACHING OF LITERACY SKILLS AMONG GRADE ONE PUPILS IN MOMBASA, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Emelda Juma Olando ◽  
Margaret Mwangi
Keyword(s):  
Early Childhood ◽  
Primary School ◽  
Primary Schools ◽  
Basic Education ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Extensive Experience ◽  
Head Teachers ◽  
Experience Teaching ◽  
Grade One

<p>Early childhood years are crucial in children’s literacy development since the development of language and literacy begins at birth and is a lifelong process. For early childhood education to be a success, teacher experience is imperative for teaching literacy. The teachers’ experience informs the necessary literacy skills for the child which include writing, reading, speaking, listening and drawing. Policies governing basic education in Kenya do emphasize the importance of skilled, experienced teachers in the classroom, including early childhood settings. However, such requirements have not been adhered to and therefore numerous early childhood teachers lack experience in children literacy issues. This study sought to determine how teacher’s experience influences the teaching of literacy skills in primary school in Mbaraki Zone, Mombasa County, Kenya. Descriptive survey design was adopted in the study. The target population for the study comprised of 20 head teachers, 800 Grade one pupils and 40 Grade one teachers of all the twenty primary schools in Mbaraki Zone, Mombasa County, Kenya. Purposive sampling approach was used to obtain the sample for the primary school head teachers and Grade one teachers because they are relatively small. Three learners were sampled randomly from each class that had a participating teacher. The study findings revealed that majority of teachers had more than five years of experience teaching literacy skills. The inferential analysis revealed that the teaching experience had a statistically significant influence on reading (p 0.014), speaking (p 0.021), listening skills (p 0.038) as well as basic skills (p 0.019). The study calls on the ministry of education and the schools to ensure that teachers assigned to grade one should have extensive experience teaching literacy skills to promote teaching of literacy skills in the classes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0975/a.php" alt="Hit counter" /></p>

scholarly journals INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

Education for Sustainability and Pre-Service Teacher Education

2012 ◽  
Vol 28 (1) ◽  
pp. 57-58 ◽  
Author(s):  
Julie Kennelly ◽  
Neil Taylor ◽  
Tom Maxwell ◽  
Pep Serow
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Primary School ◽  
Primary Schools ◽  
Teaching Experience ◽  
Early Career ◽  
Education For Sustainability ◽  
Positive Contribution ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.

scholarly journals STUDY OF PRIMARY SCHOOL TEACHER COMPETENCE IN TANAH BUMBU REGENCY

2017 ◽  
Vol 2 (1) ◽  
pp. 5
Author(s):  
Dwi Atmono ◽  
Muhammad Rahmattullah
Keyword(s):  
Primary School ◽  
Teacher Performance ◽  
School Teacher ◽  
Teaching Experience ◽  
Educational Background ◽  
Average Score ◽  
Primary School Teacher ◽  
Teacher Competence ◽  
School Teachers ◽  
Primary School Teachers

Teacher competence is central factor that influencing teacher performance to create human resources with certain quality. Teacher competence influenced by many factors, such as educational background and teaching experience for his specific subject. This study aims to: 1) map the competence of primary school teachers in Tanah Bumbu Regency, and 2) analyze the effect of educational background and teaching experience to teacher competence. This study used quantitative approach. Population of this research is all primary school teachers in Tanah Bumbu regency which already followed Online Test of Teacher Competence (UKG Online) as many as 1,106 teachers. Samples were taken by using purposive random sampling as much as 20% of the total population that numbered 160 people. Variables of this study are: 1) Teacher Competence, 2) Educational Background and 3) Teaching Experience. This study used quantitative analysis includes percentage technique and multiple linear regressions. The results showed: 1) Primary school teacher competence in Tanah Bumbu Regency is above the national average score of 53.05, but still below the Minimum Competence Standards (SKM) of 55. The average score of pedagogic competence is 48.15 and professional competence is 55.91. 2) There is a significant simultaneous effect of educational background and teaching experience to teacher performance. Partially, only teacher experience variable that that significantly influence the teacher competence.

scholarly journals Identity-related attitude in the child development centres for protecting educational asylum of early childhoods: From rural communities to schooling cities

2021 ◽  
Vol 4 (1) ◽  
pp. 084-092
Author(s):  
Tanwattanakul Jirawon
Keyword(s):  
Early Childhood ◽  
Rural Communities ◽  
Child Development ◽  
Primary School ◽  
Teacher Identity ◽  
Teaching Experience ◽  
School Directors ◽  
Related Attitude ◽  
Small Rural Schools ◽  
Global Identities

The global identities of parents’ popularity in rural communities to make-decision effects of their attitudes to transfer their Early Childhood from Child Development Centres and Local Primary School for moving study into the schooling cities that looks like children’ asylum of their educational conditions, problems, administration’ school directors, teachers, and schools’ environments to protect that described. The involving CDCs’ perceptions got using the 25-item My CDC Identity Inventory (MCDCII) in five scales, three options. Teacher and Caregiver-Early Childhood interactions have assessed with the 30-item Questionnaires on Teacher Identity Interaction (QTII) in five scales on five options. The 10-item Local Identity-Related Attitude (LIRA) has been associated with a sample of 300 children’s parents, teachers, and caregivers. The determination of efficient predictive value (R2) shows that 30% of accepted the identities on cohesiveness, competitiveness, physical indoor and outdoor environmental development, satisfaction, and strong-sense identity. 74% of their CDCs can protect the educational asylum of early childhoods from rural communities. The R2 value shows 49% of the variance in children’s parents’ perceptions was because of the MCDCII have associated. Despite Thailand’s success in expanding educational access, new empirical evidence suggests that much more needs to be done to maximize the potential of its students. The performance gaps among schools have disadvantaged and poorer-performing students have concentrated in small rural village schools. The Thai pre-primary school system is dramatically lacking in qualified the CDCs’ learning environments and achievements, and teachers. It allocated small rural schools teachers with lower qualifications and teaching experience.

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.

Design Basics Learning by Younger Schoolchildren

2015 ◽  
Vol 3 (6) ◽  
pp. 26-32
Author(s):  
Зымалева ◽  
L. Zymaleva
Keyword(s):  
Primary School ◽  
Three Dimensional ◽  
Teaching Experience ◽  
Practical Training ◽  
Age Group ◽  
Two Dimensional ◽  
Aesthetic Development ◽  
Three Dimensional Images ◽  
The Aesthetic ◽  
Primary School Pupils

This article discusses the aesthetic development and labour education of primary school pupils in the process of familiarization with the theoretical basics of design and practical training for the implementation of design works. In view of the teaching experience of the author the technique and the most appropriate training subjects with children of this age group, different techniques of two-dimensional and three-dimensional images creating, the necessary art materials and equipment are described. The lessons notes for section &#34;Basis of print design&#34; on the topic &#34;Logo&#34; are presented.

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