scholarly journals Primary school pre-service teachers’ technology self-efficacy in creating e-learning content using CourseLab 2.4

2019 ◽  
Vol 6 (2) ◽  
pp. 159-170
Author(s):  
Theresia Yunia Setyawan
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
School Teacher ◽  
Self Report ◽  
Primary School Teacher ◽  
General Description ◽  
Learning Content ◽  
E Learning

This was descriptive research aiming at providing a general description of primary school pre-service teachers’ technology self-efficacy in creating e-learning content using CourseLab 2.4. The main instrument of this research was a self-report questionnaire consisting of both scaled and free-response items. The questionnaire was distributed to 46 sophomores of Primary School Teacher Education Program of Sanata Dharma University taking Media Pembelajaran Berbasis ICT (MPB ICT) course as one of their compulsory courses. The analysis of the data gathered from the questionnaire responses showed that 58.7% of the primary school pre-service teachers of Sanata Dharma University had ‘average’ technology self-efficacy in creating e-learning content using CourseLab 2.4 while only 41.3% having ‘high’ self-efficacy in using the same software. The average technology self-efficacy was attributed to their unfamiliarity to the authoring software and their limited experience in course content development as well as in coding in general. The student teachers, however, credited the software for providing them with tools and machinery to create their own tests or quizzes for any learning materials they had previously created.Keywords: Pre-service teachers, primary school, self-efficacy, CourseLab 2.4

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

scholarly journals PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS

2016 ◽  
Vol 69 (1) ◽  
pp. 37-56
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen ◽  
Markus Hähkiöniemi ◽  
Sami Lehesvuori ◽  
...  
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Student Teachers ◽  
School Teacher ◽  
Primary School Teacher ◽  
Education Student ◽  
Classroom Talk ◽  
Teacher Education Student ◽  
Primary School Student ◽  
Response Feedback

In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.

ANALIS MINAT BELAJAR MAHASISWA PGSD PADA MATA KULIAH STRATEGI PEMBELAJARAN BERBASIS E-LEARNING

2018 ◽  
Vol 1 (01) ◽  
pp. 19-25
Author(s):  
Fitri Siti Sundari ◽  
Elly Sukmanasa
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Learning Strategy ◽  
School Teacher ◽  
Primary School Teacher ◽  
Study Program ◽  
E Learning ◽  
Data Source ◽  
Primary School Teacher Education ◽  
Learning Interest

This research uses qualitative method with descriptive design. The purpose of this study is to identify the studentss learning interest in the courses of learning strategy based E-Learning. This research was conducted to the students of primary school teacher education in faculty of teacher training and education study program, Pakuan University, Bogor. The data source of this research is the lecturers of the subjects of learning strategy in the Primary School Teacher Education. Informants in this study are the students of the primary school teacher education which registered as active student for academic 2013/2014. The results showed that all indicators of learning interest is well achieved. The involvement scored 4.2. the attention scored 4.2; the interest scored 4.1; and happiness scored 4.3. Based on the results of the percent, the results of all learning interest indicators achieved more than 60% of the involvement score is 67% , the attention is 86%; the interest is 75% ; and happiness is the highest result. It got 90%.Keywords: learning interest, e-learning based learning strategy.

scholarly journals Training of future primary teachers for innovation in the context of the updated content of education

2021 ◽  
Vol 13 (4) ◽  
pp. 967-979
Author(s):  
Hazira Stambekova ◽  
Aziya Zhumabayeva ◽  
Uaidullakyzy Elmira ◽  
Kaziyev Karas ◽  
Ablyazimova Nurzhamal ◽  
...  
Keyword(s):  
Primary School ◽  
School Teacher ◽  
General Purpose ◽  
Alternative Methods ◽  
Measurement Tool ◽  
Primary School Teacher ◽  
School Teachers ◽  
Scanning Method ◽  
Primary School Teachers ◽  
E Learning

In this information age, it is seen that the limitation of education and training, with space and time have started to be discussed and alternative methods and approaches have been suggested for students. The general purpose of this study is to plan the training of future primary school teachers in e-learning environments within the current education. 380 volunteer primary school teachers who continue to teach in Kazakhstan participated in the research in the spring term of 2020-2021. Scanning method was used in the research. General opinion measurement tool for e-learning, which was developed by the researchers was used. The collected data were analyzed using a spss program. One Way Anova and T-test were applied to analyze the data obtained from the e-learning measurement tool. According to the results of the research,  primary school teachers had high e-learning levels. There was no difference in e-learning levels according to their professional seniority. Keywords: Primary School ,Teacher, E-Learning, Distance Education,Training

Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

2015 ◽  
Vol 32 (3) ◽  
pp. 259-271
Author(s):  
Sithulisiwe Bhebhe ◽  
Tawanda Runhare ◽  
Ratau John Monobe
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Teacher ◽  
Case Study Research ◽  
School Level ◽  
Primary School Teacher ◽  
Music Student ◽  
Music Specialist

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

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