scholarly journals Pre–service and In-service primary teachers’ generic and subject-specific skills On Geometric understanding of symmetry: A case study

2021 ◽  
Author(s):  
Shiva Mafakheri
Keyword(s):  
Symmetry Axis ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Elementary Level ◽  
Mathematical Activity ◽  
Math Teachers ◽  
Teacher Needs ◽  
Service Training ◽  
Prospective Primary Teachers

Abstract According to the curricula all over the world symmetry plays an important role in the teaching geometry at primary levels. Geometry is one of topics that have the most problematic content knowledge for the prospective primary teachers. This paper studies the understanding of the symmetry of shapes among pre-service and in-service teachers to find out their visual perception of the geometric shapes symmetry and the symmetry axis. The aim is to create a symmetrical pattern with symmetry axis of the shapes. Evidence that only content-oriented professional development coursework taken by primary school math teachers appears effective, suggests that relatively more resources ought to be put into content focused training for teachers and that changes are warranted at the elementary level and in pedagogical in-service training generally. The primary teacher needs to be able to modify some proposed problems in order to get a richer mathematical activity, being aware of their mathematical benefits. It should be part of growing the capacity of analyzing didactically the mathematics activity.

scholarly journals Primary teachers’ opinions about the difficulties encountered in the Play and Physical Activities courseSınıf öğretmenlerinin Oyun ve Fiziki Etkinlikler dersinde karşılaştıkları güçlüklere ilişkin görüşleri

2016 ◽  
Vol 13 (3) ◽  
pp. 4917 ◽  
Author(s):  
Seher Bayat ◽  
Melike Nur Kaymak ◽  
Oğuz Balcı
Keyword(s):  
Work Group ◽  
Descriptive Analysis ◽  
Primary Teachers ◽  
Physical Activities ◽  
City Center ◽  
Instrumental Case Study ◽  
Service Training ◽  
Field Information ◽  
Equipment And Instruments

The purpose of this study is to determine the challenges that class teachers face while teaching play and physical activities course. The study is based on the instrumental case study which is one of the qualitative research methods. The work group consists of 12 class teachers who teach at Ordu City center, suburb, and centralized villages. In order to determine the challenges that class teachers face while teaching play and physical activities course, in the study, interview forms, which had been created by researchers, have been employed. During the analysis of the data acquired from the interviews, descriptive analysis method has been used. As a result of the research, it has been determined, according to teachers’ opinions, that pre-service training regarding to Play and Physical activities course that they have taken was inadequate, that they felt need for in-service training regarding to teaching the course, that school equipment and instruments were insufficient, that there were lack of field information and that they have been living challenges caused by curriculum. Additionally, in the study, it has been seen that although teachers think that play and physical activities course is important for physical, social and cognitive development of children, they do not deploy the class hours effectively. ÖzetBu çalışmanın amacı sınıf öğretmenlerinin Oyun ve Fiziki Etkinlikler dersinin öğretiminde karşılaştıkları güçlüklerin belirlenmesidir. Çalışma nitel araştırma yöntemlerinden araçsal durum çalışmasına dayanmaktadır. Çalışma grubunu Ordu İli kent merkezi, kenar mahalle (varoş) ve merkeze bağlı köylerde çalışan 12 sınıf öğretmeni oluşmaktadır. Çalışmada sınıf öğretmenlerinin Oyun ve Fiziki Etkinlikler dersinde yaşadıkları güçlüklerin belirlenmesi için araştırmacılar tarafından geliştirilen öğretmen görüşme formundan yararlanılmıştır. Görüşmeden elde edilen verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırma sonucunda öğretmen görüşlerine göre;  Oyun ve Fiziki Etkinlikler dersine ilişkin aldıkları hizmet öncesi eğitimin yetersiz olduğu, dersin öğretimine ilişkin hizmet içi eğitim ihtiyacı hissettikleri, dersin işlenmesinde okul donanımı, araç-gereç yetersizliği, alan bilgisi eksikliği ve öğretim programından kaynaklanan güçlükler yaşadıkları tespit edilmiştir. Ayrıca araştırmada, öğretmenlerin Oyun ve Fiziki Etkinlikler dersinin çocukların fiziki, sosyal ve bilişsel gelişimi için önemli olduğunu düşünmelerine rağmen ders saatlerini etkin bir şekilde işlemedikleri sonucuna ulaşılmıştır.

scholarly journals The Pedagogical Knowledge Deployed by a Primary Mathematics Teacher Educator in Teaching Symmetry

Mathematics ◽  
2021 ◽  
Vol 9 (11) ◽  
pp. 1241
Author(s):  
Mª Isabel Pascual ◽  
Miguel Montes ◽  
Luis Carlos Contreras
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educator ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Pedagogical Content ◽  
Primary Teacher Education ◽  
Prospective Primary Teachers

Although the knowledge required by mathematics teacher educators is a relatively recent area of research, there has been significant progress in the field over the last few years. The classic distinction of a teacher’s knowledge into content knowledge and pedagogical content knowledge prompts us to reflect in this regard on what should constitute the content of primary teacher education programmes, and how the educator might mediate this content to make it accessible to their prospective teachers. This paper aims to contribute to this progress through a study into the work of Lucas, a teacher educator, during the course of a training session with prospective primary teachers. Critical observation of the video recording brought to the fore salient teaching situations on the topic of symmetry, which led us to explore the pedagogical content knowledge deployed in the session through a guided interview with the educator. Analysis of extracts from this interview enabled us to identify three main categories of this PCK: knowledge about how to teach programme content; knowledge about the characteristics of prospective primary teachers’ learning; and knowledge about the standards and norms of primary teacher education programmes.

scholarly journals Activities Written by Prospective Primary Teachers on Realistic Mathematics Education

2018 ◽  
Vol 7 (3) ◽  
pp. 229
Author(s):  
Hatice Kübra Güler
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Life Problems ◽  
Prospective Primary Teachers

It is important for students to connect with real life in mathematics courses. The aim of this study is to investigate the activities which are written by prospective primary school teachers in the context of Realistic Mathematics Education. This research is a case study of which data were collected by qualitative methods. The participants of the research included 81 prospective primary teachers who are junior students attended primary teacher department. It was asked them to write an activity suitable for primary mathematics curriculum by considering Realistic Mathematics Education principles. They were given one month to write the activities. The activities written by prospective teachers analyzed by descriptive methods in terms of learning domains, types of context and principles of Realistic Mathematics Education. Totally 36 activities were written by prospective teachers. Based on the analysis, it was observed that not all the contexts were exactly real life contexts. It was determined that prospective teacher could not distinguish routine word problems from real life problems. It can be said that theoretical knowledge of Realistic Mathematics Education is inadequate for writing activities and prospective primary teachers need to practice on writing activities regarding the mentioned theory.

scholarly journals Developing pre-service primary teachers’ understanding of engineering through engineering habits of mind and engagement with engineers

2021 ◽  
Author(s):  
Janet R. Hanson ◽  
Sally Hardman ◽  
Sue Luke ◽  
Bill Lucas
Keyword(s):  
Science Teachers ◽  
Primary Teachers ◽  
Habits Of Mind ◽  
Trainee Teachers ◽  
Integrated Stem ◽  
The Status ◽  
Primary Curriculum ◽  
Service Training ◽  
And Mathematics

AbstractThis paper explores how primary teachers might be prepared through their pre-service training to feel more confident to include engineering in their teaching. Prompted by concerns about young people’s lack of interest in STEM subjects and careers, engineering is gradually gaining visibility in the primary curriculum in several forms, particularly through integrated STEM programmes. However, the status of engineering relative to science, technology and mathematics remains contested in schools and engineering has low visibility in pre-service preparation programmes for primary teachers. Therefore, this case-study investigated how two strategies might give students learning to be primary technology, computing and science teachers greater confidence to introduce the concept of engineering into their teaching. By reframing engineering as engineering habits of mind and by giving students experience of engaging with practising engineers, the study found that it was possible to enhance primary trainee teachers’ understanding of the world of engineering and increase their confidence to introduce engineering habits of mind in lessons with primary children. The paper concludes with some implications for practice of this approach.

scholarly journals Management of Primary Teachers according to the Approach of Competency-based Human Resources Management

2021 ◽  
pp. 93-116
Author(s):  
Tien-Hung Nguyen
Keyword(s):  
Human Resources ◽  
Human Resource ◽  
Human Resources Management ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Policy Framework ◽  
Ministry Of Education ◽  
Resources Management ◽  
Competency Based

This research focus on how to ensure primary teacher’s management according to an approach of competency-based human resources management in theories as well as how to apply in the Van Ho District, Son La Province of Vietnam as a case study. Nine criteria and 48 indicators were identified according to the dimensions of human resources management A) Planning; B) Managing the plan; C) Monitoring/assessing the results and providing feedback for improvement. To obtain the data, five hundred people participated in the survey and seventy-seven people were involved in focus groups. The case study focuses on three human resource issues: 1) The primary teacher’s professional standard, which was used in primary teacher’s management in Van Ho (mainly based on professional standards regulated by the Ministry of Education and Training of Vietnam); 2) The policy framework for motivating and encouraging primary teachers regarding the teaching policies of Vietnam; and 3) How the processes of primary teacher professional development could be carried out in the Van Ho context. The results show the human resource potential solutions for resolving the issues.

What makes it science? Primary teacher practices that support learning about science

2014 ◽  
pp. 9-17
Author(s):  
Dayle Anderson
Keyword(s):  
New Zealand ◽  
Nature Of Science ◽  
Primary Schools ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Sociocultural Learning Theory ◽  
Sociocultural Learning ◽  
Multiple Case ◽  
Understanding Of Science

The New Zealand Curriculum [NZC] identifies an understanding of science that supports informed citizenship as a major goal for the Science learning area. The Nature of Science strand, which explores how science itself works, is the overarching and compulsory strand in Science for Years 1–10. New Zealand primary schools vary in their choice of approach to science, but many employ generic inquiry approaches, most commonly aligned to information literacy processes, to address a range of learning areas, including Science. Experiences at primary level are formative for students in terms of their appreciation of science as a discipline. Key reports suggest that many New Zealand primary students’ experience of science is largely information based. This article draws on sociocultural learning theory and a multiple case study of science teaching in New Zealand upper-primary classrooms to propose that primary science educational experiences that reflect the discipline of science provide a range of opportunities for students to understand how science works, as is expected by NZC. Literature and findings from the study are used to suggest ways that primary teachers can support learning about the nature of science as part of their science programme.

scholarly journals The Written School Memories of an Italian primary teacher between Fascism and democracy: an original case study

2018 ◽  
Vol 5 (1) ◽  
pp. 249
Author(s):  
Evelina Scaglia
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Depth Analysis ◽  
Double Function ◽  
Original Case ◽  
Fascist Regime ◽  
Original Interpretation ◽  
Day By Day

The following paper focuses on the original nature of Individual Written School Memories, shown by some commentaries published by the Italian primary teacher Marco Agosti in the Catholic teachers’ magazine «Supplemento pedagogico a Scuola Italiana Moderna» between 1933 and 1938, during the Fascist regime. They dealt with the main results of his educational experimentations in primary school, according to his idea of education as the full development of each human being. An analysis of Marco Agosti’s interventions reveals how they represented an original interpretation of the critica didattica, a new way of documenting research on didactics introduced by the Italian scholar Giuseppe Lombardo Radice, a partner of Giovanni Gentile in the preparation of the Italian School reform during Benito Mussolini’s first government. As recommended by Lombardo Radice to all Italian primary teachers, also Agosti produced day by day some personal notes, which helped him to reflect on his first achievements and to improve upon them on the basis of a pedagogical in-depth analysis. They became a particular form of Individual Written School Memories, «sedimented» during the time he taught at the State Primary School «Camillo Ugoni» in Brescia and conceived for «public use» with a double function – one academic and the other educational, thanks to their publication in a teachers’ magazine.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

scholarly journals Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process

2021 ◽  
Vol 11 (8) ◽  
pp. 391
Author(s):  
Tiiu Leibur ◽  
Katrin Saks ◽  
Irene-Angelica Chounta
Keyword(s):  
Performance Indicators ◽  
Professional Standards ◽  
Application Process ◽  
Professional Qualification ◽  
Constructive Feedback ◽  
Self Confidence ◽  
Teacher Needs ◽  
Service Training ◽  
Confidence Value ◽  
Unambiguous Interpretation

This paper presents the findings of a study into the application process of the professional standards (PS) qualification in Estonia, which is a standard used to identify the level of professionalism of a teacher. The study collected the views of active teachers who have applied for the PS and those of the assessors to understand the shortcomings in the application and the expectations for the application process. The main challenges identified are that teachers lack respective skills to adequately comprehend qualification requirements (unambiguous interpretation of PS) and the lack of evidence-based performance indicators (difficult to prove) and weak self-analysis skills; hence, the teacher needs assistance. The research found that teachers need collaborative support, motivation and constructive feedback on their professional development (PD), both from colleagues and at school and national levels. Based on this research, it can be said that teachers who have gone through the application process have gained greater self-confidence, value themselves as teachers and continue their in-service training.

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