scholarly journals Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning

Teachers Work ◽  
2015 ◽  
Vol 12 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Margaret Clare Kitchen ◽  
Maree Jeurissen ◽  
Susan Gray
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Reading Attitudes ◽  
First Year ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Affecting ◽  
Speakers Of Other Languages ◽  
Teacher Professional ◽  
Professional Reading

Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.

scholarly journals Levels of Integrating the ASSURE Model in Lesson Delivery of Selected Primary School Teachers in Nigeria

2021 ◽  
Vol 12 (1) ◽  
pp. 177
Author(s):  
Adeyemi Adedapo ◽  
Bolanle T. Opoola
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Capacity Building ◽  
Teacher Professional Development ◽  
Instructional Media ◽  
School Teachers ◽  
Primary School Teachers ◽  
Development Capacity ◽  
Lesson Delivery ◽  
Teacher Professional

Scholars are aware of the fact that there have been many instances of teaching with no learning. One plausible reason for learning not to have taken place is when a teacher fails to design and creates conducive learning environments where changes in psychomotor, cognitive and affective behaviours can be accomplished effectively. But this can be corrected using the ASSURE model. Thus, the ASSURE model was investigated in this study as a method of lesson delivery to assess how far primary school teachers have gone in analyzing learners' characteristics, stating lesson objectives and utilizing instructional media. Three research questions guided the study. Fifty primary school teachers were purposively sampled and responded to a questionnaire during the 2016 FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshop.  An appraisal of the sit-in-observations of this workshop shows the need for assessing the use of integrating the ASSURE model in lesson delivery. Results show that primary school teachers were below the average in terms of analyzing their pupils’ characteristics before beginning their lessons and slightly above averages in the areas of systematically defining the lesson objectives and utilization of instructional media. It is recommended that the FGN-UBEC/OYO-SUBEB Teacher Professional Development Capacity Building workshops be extended to all categories of teachers in the UBEC scheme to update their knowledge to ensure effective teaching and learning situations.

scholarly journals PREPARATION OF FUTURE PRIMARY SCHOOL TEACHERS FOR THE FORMATION OF STUDENTS' SKILLS IN WORKING WITH A GRAPHIC EDITOR

2021 ◽  
pp. 197-204
Author(s):  
Olha Komar ◽  
Yevhenii Harashchuk
Keyword(s):  
Primary School ◽  
Professional Training ◽  
The State ◽  
Future Teachers ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Graphic Editor ◽  
Teacher Professional ◽  
Training Professional

The article analyses the state of modern research on professional training of future primary school teachers to form students' skills to work with a graphic editor. The study uses scientific methods of analysis, synthesis, and comparison to identify the state of modern research on this topic. The authors analyse the views of leading Ukrainian scientists and Ukrainian and foreign founding teachers on the professional training of future teachers. The study highlights the basic definitions of training and vocational training. The content of the concepts of training and professional training is specified. The graphic editor as a component of information and communication competence is described by the authors. Some peculiarities and differences of pupils’ and students’ usage of the graphic editor in primary school are mentioned in the article. The authors describe the main stages of studying the graphic editor by primary school students and analyse the works of outstanding scientists on the professional training of future primary school teachers for students to study the graphic editor. The main mistakes of teachers in studying the graphic editor by students are described, and the further prospects of studying the researched problem is determined. As a result, it is outlined that the works of domestic and foreign scientists are mainly focused on the history of the concepts but not on the disclosure of the main features of training. It is determined that the professional training of future teachers has been studied quite widely, but there are many aspects of training, in particular, the preparation of future teachers for the use of graphic editors by students has not been studied enough. Keywords: training, professional training, professional training of future teacher, professional skills, pedagogical activity, primary school, formation of skills, computer graphics, graphic editor.

scholarly journals Assessment of the Development Level of Future Primary School Teachers’ Special Competences at the University

2021 ◽  
Vol 14 (9) ◽  
pp. 1266-1276
Author(s):  
Gulsum S. Ayapbergenova ◽  
◽  
Arna Zh. Aplashova ◽  
Nagima A. Bissembayeva ◽  
Nazymgul S. Assenova ◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
School Teacher ◽  
Primary School Teacher ◽  
First Year ◽  
School Teachers ◽  
First Year Students ◽  
Primary School Teachers ◽  
Low Level

The authors investigate the leading problem of the formation of future primary school teachers’ special competences in the process of professional training. This study was conducted to identify the initial level of special competences the future primary school teachers of Karaganda Buketov University have. The results of the study have shown that the students demonstrate a generally low level of formation of special competences, which can significantly complicate the process of improving the quality of training a future primary school teacher of a new type for the pedagogical activity in the 21st century. The study has revealed that the first-year students with low academic performance and lack of knowledge, skills and abilities necessary for future pedagogical activity have a low level of formation of the components of future primary school teachers’ special competences, which confirms our hypothesis. The article argues that the low level of special competencies of students cannot contribute to the successful formation of the professional competence of graduates of higher educational institutions

scholarly journals By design: Professional learning ecologies to develop primary school teachers’ makerspaces pedagogical capabilities

2019 ◽  
Vol 50 (3) ◽  
pp. 1260-1274 ◽  
Author(s):  
Michael Stevenson ◽  
Matt Bower ◽  
Garry Falloon ◽  
Anne Forbes ◽  
Maria Hatzigianni
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Ecologies

scholarly journals Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

2021 ◽  
Vol 24 (2) ◽  
pp. 163-182
Author(s):  
Katarina Mićić ◽  
Tünde Kovács-Cerović ◽  
Selena Vračar
Keyword(s):  
Primary School ◽  
Narrative Analysis ◽  
First Year ◽  
Third Wave ◽  
Policy Recommendations ◽  
School Teachers ◽  
Primary School Teachers ◽  
Comprehensive Picture ◽  
One Year ◽  
Second Wave

The purpose of the study is to explore the experiences shared by primary school teachers in three waves of data collection. Teachers' narratives about their experiences of schooling during the COVID-19 pandemic were elicited online. In three instances, a total of 116 participants were prompted to narrate in story and letter genres, providing 233 narratives. We conducted the values analysis and additionally analysed data statistically in order to compare the values teachers expressed at three key turning points for education in the first year of the COVID-19 pandemic in Serbia. Altogether, three major values and nine value codes were identified. This multi-genre three-wave approach provided a nuanced and comprehensive picture of teachers' most important impressions, concerns, and strategies in the new reality, in particular as the emphasis changed over the course of one year of the pandemic. Teachers who took part in the first wave mostly focused on health and prevention issues, their duties, the workload, and the strategies for coping with the new normal. In the second wave, as the threat eased, teachers expressed increased awareness of schooling related issues. Teachers' narratives in the third wave primarily focused on the learning process and outcomes. Based on the conducted analyses, the paper draws policy recommendations.

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