Factors influencing primary school teachers’ reading strategy instruction in social studies classes: Applying the theory of planned behaviour

2021 ◽  
Vol 21 (3) ◽  
pp. 1031-1049
Author(s):  
Jungsoon Choi ◽  
Su Yon Yim
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Theory Of Planned Behaviour ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
School Teachers ◽  
Planned Behaviour ◽  
Primary School Teachers ◽  
Reading Strategy Instruction ◽  
Factors Influencing

scholarly journals Aesthetics and aesthetic creativity in social studies

2019 ◽  
Vol 9 (3) ◽  
pp. 913-944
Author(s):  
Sevda Dolapçıoğlu ◽  
Burcu Gürkan ◽  
Memet Karakuş
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Emotional Development ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Aesthetic Education ◽  
School Teachers ◽  
Scientific Creativity ◽  
Primary School Teachers ◽  
Content Analysis Method

This study’s aim is to investigate the primary school teachers’ views on the applications of aesthetic and aesthetic creativity in social studies class. It was designed as a phenomenological study as one of the qualitative research methods. The participants of the study consisted of 8 primary school teachers working in schools with different socio-economic substructure in Adana and Hatay in the 2017-2018 academic year. The data were collected through semi-structured interview form, and analysed following content analysis method. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; they consider that aesthetic creativity is as important as scientific creativity; that aesthetic education contributes to mental and emotional development of the students; that social studies class is effective in gaining creativity; and accordingly, they have included aesthetic education in their courses. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; that they consider that aesthetic creativity is as important as scientific creativity; they believe aesthetic education contributes to mental and emotional development of the students; that they think social studies class is effective in gaining creativity; and, therefore, they include aesthetic education in various ways in their courses.

scholarly journals The analysis of the relation between social studies and primary school teachers ' levels of liking of children and their job satisfaction in terms of diverse variable

2016 ◽  
Vol 13 (3) ◽  
pp. 4861
Author(s):  
Melike Faiz ◽  
Melek Körükçü ◽  
Oğuzhan Karadeniz
Keyword(s):  
Job Satisfaction ◽  
Social Studies ◽  
Primary School ◽  
Survey Methods ◽  
Social Studies Teachers ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

It is required for teachers to become individuals who love children, carry out their jobs with job satisfaction in order to raise individuals who are in tune with the times, effective, creative and produce suitable solutions to the challenges in the face of rapid changes that are experienced. In this research, within the scope of which the relation between social studies and primary school teachers' levels of liking of children and their job satisfaction is analyzed, The research is a descriptive study in comparative survey methods. In the research, it has been analyzed whether a statistically significant relation between social studies teachers' levels of liking of children and their job satisfaction exists or not, in terms of diverse variable. The study group of the research consists of totally 117 teachers, 57 of whom perform as social studies teachers and 60 as primary school teacher. Research data has been gathered by applying the "Barnett Liking of Children Scale" and "Job Satisfaction Scale" to the teachers participated in the research. In the analysis of data, Kruskal-Wallis H Test for independent samples, Mann-Whitney U Test for independent samples, simple correlation, Kolmogorov-Smirnov and Shapiro-Wilk normality tests have been used. In consequence of the research, any significant difference has not been found between teachers' levels of loving children and their ages and job seniorities. It has been determined that female teachers' levels of loving children are higher as compared to that of male teachers and primary school teachers have a stronger liking for children than social studies teachers. The result that their job satisfaction does not vary according to the teachers' age, seniority and field of study and according to gender, female teachers have experienced much job satisfaction than the male ones has been reached.

Factors Influencing Primary Teachers' Conceptualisations of Literacy

2022 ◽  
pp. 1596-1618
Author(s):  
Raquel Fernández-Fernández
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Primary Teachers ◽  
Significant Variable ◽  
Autonomous Community ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Factors Influencing ◽  
Bilingual Teacher

This chapter tries to discover how primary school teachers understand what literacy is and to what extent this conceptualisation is influenced by factors indicated by previous literature, such as training, previous experiences, or beliefs (see Korthagen, 2001; and Pozo et al., 2006), while also considering whether working in a bilingual context or being a bilingual teacher may be influential to produce certain types of definitions. Data was gathered using an online questionnaire directed to teachers in Years 3 and 4 in the Madrid Autonomous Community. The responses from the participants (n=115) were categorised and analysed using SPSS. The findings indicate that most definitions rarely fulfil the requirements to be considered complete or entirely accurate. Results also show that only age is a significant variable in producing better definitions. Finally, the study recommends reshaping and offering appropriate teacher training on literacy to update teachers' knowledge and ultimately boost leads to better learning in the classrooms.

Factors Influencing Primary Teachers' Conceptualisations of Literacy

2020 ◽  
pp. 21-43
Author(s):  
Raquel Fernández-Fernández
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Primary Teachers ◽  
Significant Variable ◽  
Autonomous Community ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Factors Influencing ◽  
Bilingual Teacher

This chapter tries to discover how primary school teachers understand what literacy is and to what extent this conceptualisation is influenced by factors indicated by previous literature, such as training, previous experiences, or beliefs (see Korthagen, 2001; and Pozo et al., 2006), while also considering whether working in a bilingual context or being a bilingual teacher may be influential to produce certain types of definitions. Data was gathered using an online questionnaire directed to teachers in Years 3 and 4 in the Madrid Autonomous Community. The responses from the participants (n=115) were categorised and analysed using SPSS. The findings indicate that most definitions rarely fulfil the requirements to be considered complete or entirely accurate. Results also show that only age is a significant variable in producing better definitions. Finally, the study recommends reshaping and offering appropriate teacher training on literacy to update teachers' knowledge and ultimately boost leads to better learning in the classrooms.

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