scholarly journals Prospective preschool and primary school teachers’ knowledge and opinion about gamification

2021 ◽  
Vol 14 (1) ◽  
pp. 104-114
Author(s):  
Edina-Tímea OPRIȘ ◽  
Éva BÁLINT-SVELLA ◽  
Iuliana ZSOLDOS-MARCHIȘ
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Time Allocation ◽  
Negative Attitude ◽  
Point Of View ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Open Questions ◽  
High Level

Abstract. Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from BabeșBolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babeș-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson. As obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains of the curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.

scholarly journals TECHNOLOGY TO INCREASE THE MANAGEMENT COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS

2021 ◽  
Vol 02 (08) ◽  
pp. 27-33
Author(s):  
Feruza Damirovna Qodirova ◽  
Keyword(s):  
Primary School ◽  
Point Of View ◽  
Topical Issue ◽  
School Teachers ◽  
Primary School Teachers

The concept of management competence is a topical issue from a scientific point of view. This article discusses management competence, its components, the functions of management competence and how to form this competence in primary school teachers.

scholarly journals The Tendency of Primary School Teachers towards Teaching the Profession in Light of Some Variables

2021 ◽  
Vol 11 (6) ◽  
pp. 255
Author(s):  
Amaal Al Masri ◽  
Mutaib Al-Otaibi
Keyword(s):  
Primary School ◽  
Random Sample ◽  
Negative Attitude ◽  
Teaching Profession ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Study Results ◽  
Significant Difference

The study aimed to reveal attitudes in primary school teachers and their female teachers in the Mubarak Al-Kabeer educational district in Kuwait towards the teaching profession in light of some variables. To achieve the study's objectives, the researcher chose a random sample consisting of (400) teachers, and the researcher also designed a questionnaire consisting of (50) A paragraph that was judged, and the necessary honesty and consistency were given to it. The study found that all members of the study sample had a negative attitude towards the teaching profession and found no statistically significant difference between the average grades of primary school teachers and their teachers according to their literary and scientific specializations in the direction towards the teaching profession. In contrast, the study results showed that there are statistically significant differences between the average grades of teachers and the degrees of teachers towards the teaching profession and for the benefit of female teachers. The results also showed statistically significant differences for years of experience and in favor of those with experience (less than five years) in the direction towards the teaching profession. Therefore, the study recommended that the opportunity for teachers with long experience be given encouraging opportunities, motivation, and working to inform them of their importance, assigning them to tasks that satisfy their needs and desires, as well as spreading the spirit of respect for the teaching profession in the hearts of members of society as well as in the hearts of teachers who practice the profession of teaching.   Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 5 November 2021

scholarly journals Primary School Teachers’ Conceptions about the Use of Robotics in Mathematics

Mathematics ◽  
2021 ◽  
Vol 9 (24) ◽  
pp. 3186
Author(s):  
María José Seckel ◽  
Adriana Breda ◽  
Vicenç Font ◽  
Claudia Vásquez
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning And Teaching ◽  
Open Questions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Reduced Space ◽  
Educational Robots

Learning about the conceptions used by primary school teachers towards the use of robotics in class is essential as the first step towards its application in the classroom. Therefore, with the purpose of describing the understanding applied when teaching and learning mathematics use educational robots, research was conducted by means of mixed methods using a descriptive design by survey. Such research consisted of closed questions (Likert-type scale from 1 to 5) and open questions, given to 83 primary school teachers who currently teach students in the first years of school (First to Fourth grade) in two Chilean districts. The results showed that in general, there is a positive predisposition towards the addition of robots in the learning and teaching of mathematic processes during the first years of school, even though teachers claim there is a struggle to incorporate robots in their lessons due to the high number of students and the reduced space in their classrooms.

scholarly journals Attitudes of primary school teachers towards e-learning in teaching Arabic and the obstacles they face

2022 ◽  
pp. 133-149
Author(s):  
أنس عدنان عضيبات ◽  
مشاعل محمد الرياحنة
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Arabic Language ◽  
Point Of View ◽  
School Teachers ◽  
Primary School Teachers ◽  
Male And Female ◽  
Arithmetic Average ◽  
Female Teachers ◽  
E Learning

The study aimed to identify the trends of primary stage laborers towards e-learning in teaching the Arabic language, and the obstacles they face from their point of view. The study relied on the descriptive and analytical approach, and the study population consisted of (170) male and female teachers working in public schools in Jerash governorate. The study sample (75) male and female teachers, who were chosen randomly. The results of the study showed that the attitudes of primary school teachers towards e-learning came at a positive level, with an arithmetic average (3.61), and the obstacles facing primary school teachers in e-learning came with a high degree, with an arithmetic average (3.84). The study recommended giving attention to providing electronic learning tools to include all schools, connecting all schools to the Internet and providing computers in proportion to the number of students in schools, and the study also recommended the necessity of dissolving all obstacles in e-learning, in terms of providing Internet labs in schools in proportion to the number of students and courses Scholastic.

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 Organizational Climate and Job Anxiety of Primary School Teachers with Special Reference to Coimbatore District

2021 ◽  
Vol 9 (12) ◽  
pp. 863-869
Author(s):  
Dr. P. Natarajan ◽  
Prathiba R
Keyword(s):  
Primary School ◽  
Organizational Climate ◽  
Primary Schools ◽  
Negative Impact ◽  
Moderate Level ◽  
School Teachers ◽  
Public And Private ◽  
Primary School Teachers ◽  
Coefficient Corrélation ◽  
High Level

The number of workloads borne by the teacher will result a negative impact. An organizational climate is crucial because it can generate a comfortable working condition for teachers. Otherwise, an unfavorable organizational climate can impact poor working conditions that affect teachers to experience job Anxiety. This study aimed to determine the effect of workload and organizational climate on the work Anxiety of primary school teachers in Coimbatore. In this study an attempts has been made to find out the relationship between organizational climate and job anxiety of primary school teachers. The sample consisted of 60 teachers selected randomly from various public and private primary schools. A set of tools containing organizational climate and job anxiety was used to gather information. The data were analyzed by t-test and person’s coefficient correlation. The results revealed that (43.3%) of the respondents are moderate level of organizational climate, (40%) of the respondents are good level of organizational climate and (16.7%) of the respondents are poor level of organizational climate and (43.3%) of the respondents are low level of job anxiety, (40%) of the respondents are moderate level of job anxiety and (17%) of the respondents are high level of job anxiety.

scholarly journals Psychological distress, burnout, and coping strategies among Nigerian primary school teachers: a school-based cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Eyuche Lawretta Ozoemena ◽  
Olaoluwa Samson Agbaje ◽  
Levi Ogundu ◽  
Amaka Harry Ononuju ◽  
Prince Christian Iheanachor Umoke ◽  
...  
Keyword(s):  
Psychological Distress ◽  
Primary School ◽  
Coping Strategies ◽  
Emotional Exhaustion ◽  
Associated Factors ◽  
Personal Accomplishment ◽  
School Teachers ◽  
Primary School Teachers ◽  
High Level ◽  
And Coping

Abstract Background The teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers’ use of coping styles becomes imperative. However, relatively little is known about primary school teachers’ psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria. Methods A total of 264 teachers aged 20–59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson’s correlation, Chi-square test, and hierarchical linear regression analysis. Results Of 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = − 0.338), academic qualification (β = − 0.210), and income level (β = − 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively. Conclusions The high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers’ training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.

scholarly journals FORMATION OF DIGITAL AND INNOVATIVE COMPETENCIES IN FUTURE TEACHERS OF PRIMARY SCHOOL USING TECHNIQUE EBRU

2021 ◽  
pp. 201-214
Author(s):  
Oleksandra Shkurenko ◽  
Olena Sakaljuk ◽  
Serhii Stetsyk
Keyword(s):  
Primary School ◽  
Educational Process ◽  
Innovative Activity ◽  
Creative Activity ◽  
Future Teachers ◽  
Digital Competence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Digital Competencies ◽  
High Level

The article contains a review of modern approaches to the formation of innovative and digital competencies of future primary school teachers; the essence of the concept of "innovative competence of a teacher" is revealed; the indicators of readiness of the future primary school teacher for introduction of innovations at school are defined, the classification of levels of innovative activity of future teachers is considered. The need for innovations in the activities of future primary school teachers is justified. This will lead to qualitative changes in the educational process in educational institutions, as well as the approximation of the results of their activities to the standards of the European educational space. The authors of the article pay attention to the description of digital competence of a teacher in accordance with the Education Development Concept and the European Framework of Reference on Digital Competence. It is stressed upon the importance of introducing scientific and technological, creative and informational innovations into the pedagogical process. It is forcasted the necessity of forming of primary school teachers' professional readiness for innovative activity. Optimal conditions for future teachers to search, to select and to use digital and innovative tools in the educational process are defined. The practical lesson helps: to form the knowledge of future primary school teachers about the technique of ebru as a technology of drawing on water; ability to formulate creative ideas; to develop artistic and technical talent, technical thinking in the process of creative activity, artistic perception (sense of colour, shape, emotional expressiveness of the object); ability to apply knowledge of ebru technology when planning their own professional activities. The lesson gives an opportunity to possess polytechnic skills as to organize the workplace, to plan the work process, to carry out technological operations using ICT tools to exchange messages and to organize cooperation in solving educational, research and practical tasks. The authors searched for and implemented the formation of digital and innovative competencies of primary school teachers the technique of drawing on the water ebru. Achieving a high level of future primary school teachers formation of innovative and digital competencies is possible when there are having the following qualities: high level of creativity, creative potential of teachers; the existence of professional and motivational readiness for innovation in education; performance of a set of educational tasks aimed at increasing the creative activity of students. The method of formation of innovative and digital competencies presented in the article can be adapted to the use of other technologies and techniques, such as origami, isothread, vapplique, embroidery, etc. Finding out the levels of awareness of students about the use of water painting techniques at the beginning and at the end of the lesson allow the authors to confirm the successful achievement of the purpose and objectives of the lesson.

scholarly journals The Criterias, indicators and levels of preparedness of primary school teachers for integrated learning

2019 ◽  
Vol 66 (3) ◽  
pp. 178-185
Author(s):  
Olena Murashchenko
Keyword(s):  
Primary School ◽  
Cognitive Activity ◽  
Evaluation Criteria ◽  
Point Of View ◽  
Diagnostic Methods ◽  
Professional Activity ◽  
Integrated Learning ◽  
School Teachers ◽  
Primary School Teachers ◽  
Scientific Results

The article presents and theoretically substantiates the criterias, indicators and levels of preparedness of primary school teachers for integrated learning as one of the leading innovative activities on the modernization of the educational system in Ukraine, analyzes different approaches to determining the components and criterias of teachers' readiness for various aspects of activity in the research of domestic and foreign scientists. Based on the analysis, the author states that there is no single approach to determining the criterias of teachers' readiness for professional activity and the tendency of most scholars to choose criterias from the point of view of motivational, personal, cognitive, activity, and reflective structural components. Due to this connection, it is proposed to distinguish axiological-motivational, personality-creative, cognitive-epistemological, operationalactivity and reflexive-evaluation criteria of the readiness of primary school teachers to integrate learning and to characterize their indicators, to identify and adapt their indicators, heuristic-search, and creative-productive levels of professional readiness. The obtained scientific results are organized into a single table "The Criterias, indicators and levels of readiness of primary school teachers for integrated learning", which visualizes the findings of the study and focuses on the certain logic of the proposed components. The author has been provided the prospect of further scientific researches in the creation of diagnostic methods for the effective evaluation of indicators of professional readiness and organization of pedagogical experiment for their implementation in the practice of postgraduate pedagogical education.

scholarly journals Program Development for Primary School Teachers’ Critical Thinking

2017 ◽  
Vol 10 (2) ◽  
pp. 131 ◽  
Author(s):  
Waraporn Boonjeam ◽  
Kowat Tesaputa ◽  
Anan Sri-ampai
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Development Program ◽  
Work Practice ◽  
Current Situation ◽  
Posttest Score ◽  
School Teachers ◽  
Primary School Teachers ◽  
Thinking Disposition ◽  
High Level

The objectives of this research were: 1) to study the elements and indicators of primary school teachers’ critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers’ critical thinking, 3) to develop the program for developing the primary school teachers’ critical thinking, and 4) to study the findings of usage in development program for primary school teachers’ critical thinking by using Research and Development. The samples were 384 primary school teachers, and 34 volunteered teachers to participate in development by using questionnaire, evaluation form, and tests. The statistic using for data analysis included the percentage, mean, standard deviation, modified priority needs index (PNImodified), and t-test. The research findings found that: 1) the elements and indicators of primary school teachers’ critical thinking consisted of 3 elements and 12 indicators of critical thinking ability, and 6 elements and 24 indicators of critical thinking disposition, 2) the current situation of primary school teachers’ critical thinking was in “High” level, for desirable situation, it was in “The Highest” level, 3) the development program, consisted of: the principles, objectives, contents, and development activities included 4 Parts, Part 1: the readiness preparation, Part 2: training, Part 3: integration with work practice, and Part 4: posttest, and measurement and evaluation. 4. The posttest score was significantly higher than the pretest score at .01 level.

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