scholarly journals Manifestation and encouragement of creativity in primary school from the teachers’ perspective

2013 ◽  
Vol 45 (1) ◽  
pp. 108-130 ◽  
Author(s):  
Bojana Bodroza ◽  
Slavica Maksic ◽  
Jelena Pavlovic
Keyword(s):  
Primary School ◽  
Personality Traits ◽  
Modern Society ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Intellectual Abilities ◽  
High Esteem ◽  
Development Of Students ◽  
Primary School Level

The modern society holds creativity in high esteem while criticizing education for not investing sufficient efforts in accomplishing this valuable goal. Teachers? opinions about the manifestation and development of creativity can significantly affect the extent to which they recognize the importance of creativity and are prepared to encourage it in their work. This paper reports the results of research into teachers? opinions on the forms of manifestation of creativity at the primary school level and the ways in which the school can contribute to the development of students? creativity. Primary school teachers from Serbia (N=144) filled out a questionnaire, and the obtained data were analyzed both qualitatively and quantitatively. The findings indicate that teachers described creativity through creative activities, originality, intellectual abilities, motivation and personality traits. The majority of teachers were of the opinion that the school can largely contribute to the development of students? creativity. According to teachers, creativity can primarily be nurtured at the level of class, and then at the level of the education system and the society as a whole. It has been concluded that teachers most often perceive students? creativity through their activities and personality traits, while seeing the school?s role in the development of creativity in the domain of their own activities in the classroom. Research results indicate that teachers? concepts of creativity largely overlap with the expert ones. The concluding part discusses the reasons why teachers? positive and activist attitudes towards creativity are not transferred into school practice, as well as the prerequisites that have to be fulfilled for this to be accomplished.

scholarly journals The Main Curricular Characteristics of the Health Education Programs and Interventions from the Romanian Primary School Educational System

Educatia 21 ◽  
2020 ◽  
pp. 51-58
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Health Education ◽  
Primary School ◽  
School Level ◽  
Education Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Attitudes ◽  
Educational Partnership ◽  
Online Searches ◽  
Primary School Level

Within this study, we proposed to accomplish an analysis of the main health education programs implemented in our country during the last 20 years. In this regard, a series of health education programs and projects implemented at the primary school level of the educational units in our country were analyzed. We proposed to establish an inventory of the most frequently encountered topics of these programs, in addition to the identification of these programs, their initiators and their main partners. Thus, online searches were conducted in order to identify international, national, regional and local educational programs and projects. The main goal of these programs was the formation and development of health education related behaviors, knowledge, and attitudes. Moreover, a series of documents made by primary school teachers were analyzed, in order to conclude which are the main topics of these educational/ partnership projects initiated in the scope of health education. The study highlights the importance of implementing such interventions, by identifying effective measures that can be taken in order to successfully organize and implement such programs.

scholarly journals Child’s creativity in transition from pre-school to school

2005 ◽  
Vol 37 (2) ◽  
pp. 82-98 ◽  
Author(s):  
Emina Kopas-Vukasinovic
Keyword(s):  
Primary School ◽  
Longitudinal Research ◽  
School Level ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers ◽  
Theoretical Assumptions ◽  
Teachers Attitudes ◽  
Creativity Task ◽  
Primary School Level

This longitudinal research started from the conclusion reached by different authors. According to them the time when a child leaves a pre-school institution to start primary school is marked by stagnation of and decrease in child?s creativity, seen as a personality potential. The aim of the research was to establish creativity levels shown by children in both pre-school institution and primary school, and then to conclude if difference between pre-school and school teachers` attitudes influence the development of a child?s creativity. Data was collected from a judgment scale given to pre-school and school teachers and arts creativity task given to children. It was concluded that the level of children?s creativity started to drop after they started primary school. Different understanding of the idea of creativity between pre-school and primary school teachers could be a possible reason leading to the phenomenon of decreasing creative expression in children starting primary school. On the basis of previous theoretical assumptions and the research results it is possible to define measures to be taken in view of teacher training, both at pre-school and primary school level. It is also important to check the validity of suggested measures in future research.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

THE DEVELOPMENT OF FUTURE TEACHERS’ METHODOLOGICAL COMPETENCE IN PRIMARY SCHOOL WHEN LEARNING INTEGRATED COURSES IN THE NETWORK COMMUNITIES

2019 ◽  
Vol 5 ◽  
pp. 488
Author(s):  
Larisa Sergeeva
Keyword(s):  
Primary School ◽  
Positive Impact ◽  
Integrated Approach ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Network Communities ◽  
Tools And Methods ◽  
Development Of Students

The purpose of the article is to describe a study of the possibilities of network communities for the development of students' methodological competence in studying integrated courses. The article substantiates the advantages of using the integrated approach for the formation future primary school teachers’ methodological competence. It’s revealed the didactic potential of network communities in the formation and development of students' methodological competence. There are tools and methods that ensure the development of the methodological competence in the integrated courses study. The research allowed establishing the positive impact of the selected methods and tools implementation when studying integrated courses using the network communities to develop students' methodological competence. 

scholarly journals LEARNING AND TEACHING IN THE CONTEXT OF THE VALUE-BASED APPROACH AT THE YOUNGER SCHOOL LEVEL

2013 ◽  
Vol 57 (1) ◽  
pp. 142-152
Author(s):  
Leida Talts ◽  
Airi Kukk
Keyword(s):  
Primary School ◽  
Five Factor Model ◽  
Teaching Style ◽  
Social Constructivist ◽  
School Level ◽  
Constructivist Approach ◽  
School Teachers ◽  
Primary School Teachers ◽  
Approach To Learning ◽  
Learning And Teaching

This study aims to ascertain primary school teachers’ views on learning and teaching in the context of the value-based approach and to explore the values teachers rely on in their daily work. The theoretical framework of the study draws on the principles of social constructivist approach to learning, which also constitutes the basis of the new National Curriculum for Basic Schools of the Republic of Estonia. The study is based on the survey of 359 primary school teachers. The analysis produced a five-factor model, showing satisfactory factor loadings for each. The study revealed that teachers’ beliefs about traditional and constructivist teaching styles are somewhat contradictory, expressing on the one hand support to the constructivist approach to learning, but admitting at the same time that for both themselves and their students the traditional teaching style is more convenient. However, the majority of teachers believe that adherence to social constructivist learning principles yields better knowledge and practical skills. In primary school teachers’ approach to learning and teaching the most important key point is the acquisition of knowledge and useful skills, implemented through cooperation and favourable learning environment. Key words: social constructivist and traditional approach to learning, value-centeredness, views on learning and teaching.

scholarly journals EFL in Primary Classrooms of Choco: A Challenge for In-service Teachers and Educational Authorities

2019 ◽  
Vol 11 (2) ◽  
pp. 58-70
Author(s):  
Alexander Córdoba Mosquera
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Research Work ◽  
Point Of View ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Academic Factors ◽  
Quantitative And Qualitative Research ◽  
Data Collection Instrument

The following study explored choices and methods to improve professional training and development among primary school teachers from Chocó in order to enhance English teaching at the basic school level. The research work was an analyticaldescriptive study undertaken with in-service primary school teachers from ChocóColombia. The investigation analyzed the situation faced by primary school teachers from Chocó when teaching EFL (English as a Foreign Language) in the primary school classroom. Furthermore, the study, to some extent, describes the existence of social, cultural, political and academic factors which may intervene in the EFL context of Chocó’s primary education as well. Both quantitative and qualitative research methods were applied in the development of the investigation. A questionnaire was implemented as the quantitative data collection instrument and the interview as the qualitative one. Additionally, classroom observation was also used as an instrument to gather data. The study has revealed that in-service primary teachers from Chocó lack the knowledge they need to teach English to young children as they are trained neither from a linguistic nor from a methodological point of view.

scholarly journals THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Nina Inayati ◽  
Erlyna Abidasari ◽  
Kharisma Naidi W.S.
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Writing Process ◽  
School Level ◽  
Publication Ethics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Supervision Process ◽  
Textbook Writing

Although English Language subject is no longer compulsory for primary school level in Indonesia based on the current Curriculum 2013, some regions still consider it essential for their area development and thus making it a compulsory local content subject—Batu Municipality is one of them. Therefore, more efforts are needed to assist English teachers as resources for teaching English is limited due to the lack of support from the national policy level, thus the reasoning for the current project. This paper aims to describe the process of writing and supervising of Bright English Textbook, which is a specifically targeted English textbook for primary schools in Batu, East Java, Indonesia. Qualitative descriptive method was used in this study, involving four primary school teachers as the subjects in the collaborative textbook writing project. The finding presents the step-by-step process from the description during the training process, the actual writing process, until the illustration and lay-outing process. Besides, it also describes the supervision process as well as the problems and solutions related to it. Some highlights and implications of the study are also discussed, with suggestions offered in the form of combined online and face-to-face supervision process and sufficient writing and publication ethics training provided before the writing process begins. It is expected that this study could benefit other teachers and researchers who want to embark on a collaborative textbook writing process to improve their project effectiveness.

scholarly journals Selection and Application of graphical and numerical statistical tools by prospective primary school teachers

2019 ◽  
Vol 21 (6) ◽  
pp. 82-97
Author(s):  
José António Fernandes ◽  
Adelaide Freitas
Keyword(s):  
Primary School ◽  
Basic Education ◽  
Early Years ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Third ◽  
Statistical Measures ◽  
Statistics Course ◽  
Probability And Statistics

Teaching statistics in the early years requires that teachers at this school level develop skills to analyze small collections of data. Given a collection of quantitative data (12 observations), in this paper we looked at how students and prospective primary school teachers select and make appropriate graphs and identify and determine statistical measures suitable for summarizing the data, including the interpretation of the third quartile. The study involved 50 students who were attending the 2nd year of the Basic Education Bachelor’s program at a university in northern Portugal. The collected data correspond to the answers given by the students in a formal examination in a Probability and Statistics course. An analysis of the answers showed that the students had difficulties in both the selection and application of statistical methods, which were more pronounced when they had to identify the appropriate graphs to represent the data and to determine the quartiles and to interpret the third quartile, and less pronounced in the case of determining other statistical measures.

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