scholarly journals Opinions of primary education teachers on the advantages and disadvantages of on-line teaching

Educatia 21 ◽  
2020 ◽  
pp. 143-147
Author(s):  
Delia Muste
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Educational Process ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Advantages And Disadvantages ◽  
Online Platforms ◽  
Local Decision ◽  
On Line

"In Romania, schools were closed, courses were suspended on March 11, 2020. The Ministry of Education and Research sent teachers the recommendation to conduct online courses at home. Over the following weeks, this recommendation was supplemented by others, the Ministry recommend that teachers take online courses, without making them compulsory. On March 20, 2020, the Ministry of Education approved the Methodology on the distance continuation of the educational process in quarantine conditions that establishes the way to continue the educational process in primary, secondary and high school institutions in quarantine conditions. The methodology establishes the obligation to conduct distance learning courses through various online platforms (eg Viber, Whatsapp, Facebook, Google Classroom, Zoom, etc.) and allows the assessment of students during this period and the registration of grades in the catalog. The large number of platforms available online for conducting such courses, as well as the lack of a national or local decision on the use of a single platform, has generated quite a bit of confusion among teachers and especially among students. We wanted to find out the opinions of primary school teachers regarding the advantages and disadvantages they perceive regarding online teaching, through interviews with them."

scholarly journals Formation of professional readiness of future primary school teachers to ensure social partnership with parents in the nomadic school of the far north

2020 ◽  
pp. 79-89
Author(s):  
N. M. Nuzhnova
Keyword(s):  
Primary School ◽  
Legal Regulation ◽  
Educational Process ◽  
Ministry Of Education ◽  
Joint Work ◽  
School Teachers ◽  
Primary School Teachers ◽  
Social Partnership ◽  
Joint Activities ◽  
Far North

The article deals with the formation of professional readiness of future primary school teachers to ensure and implement social partnership with parents of students in the Far North. The article focuses on the relevance of the project „Nomadic school” in modern conditions, shows the trends of modernization of education, in particular, the proposals of the Ministry of education of Russia in the field of legal regulation in nomadic education. The advantages of teaching children in primary classes of nomadic school, concerning the issues of adaptation process to primary education, preservation of traditional family education, native language and national culture are substantiated. In the context of successfully carried out training of primary school teachers to work in nomadic schools of the Yamal-Nenets Autonomous District, the content of training sessions with students studying at Herzen State Pedagogical University of Russia is revealed when mastering the disciplines of the module „Social Partnership with Parents”. The author believes that the joint work of the teacher with the parents can lead the latter to change their position from an observer to an active assistant, partner of the educational process in the quality of education and upbringing of children in their nomadic places. The presented forms of work with students make it possible to increase their motivation to organize and ensure social partnership with parents, to develop certain skills related to the application of technologies of organization of joint activities with parents in the field of education of students, demonstrate its achievements in organizing a social partnership between the nomadic school and parents.

scholarly journals CHALLENGES OF ONLINE TEACHING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 2 ◽  
pp. 330-339
Author(s):  
Martina Malogorski Jurjević ◽  
Marina Đuranović ◽  
Diana Olčar
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Online Teaching ◽  
Initial Step ◽  
Teaching Profession ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Level Of Education ◽  
Teachers Perceptions

The teaching profession has always been complex and dynamic, but now the challenges are posed to a society as a whole by the COVID-19 pandemic. The purpose of the research was to determine teachers' perceptions of the challenges of conducting online teaching during the COVID-19 pandemic. 413 teachers from Croatia participated in the research. Respondents were distributed according to the level of education at which they work in three groups (primary school teachers - grades 1st to 4th, subject teachers – grades 5th to 8th of primary school, subject teachers - secondary school). According to the results of the research, teachers estimated that difficulties in online teaching generally occur occasionally. There were statistically significant differences in some of the items in the perception of the challenges in online teaching among teachers depending on the level of education at which they work. Still, in general, teachers at all three levels of education experienced approximately the same amount of challenges. More challenges in online teaching have been related to a higher level of burnout and correlated positively with higher numbers of students to teach. Age has been unrelated to challenges in online teaching. Since difficulties in conducting online teaching hinder the educational process, this research could serve as an indicator of problems and an initial step to solving them.  

scholarly journals DEVELOPMENT OF DIAMONOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
Vol 1 ◽  
pp. 395-405
Author(s):  
Iryna Lapshyna ◽  
Lyudmila Lyubchak ◽  
Nataliia Franchuk ◽  
Alla Vasylyuk ◽  
Nadiia Komarivska
Keyword(s):  
Primary School ◽  
Personal Growth ◽  
Professional Training ◽  
Large Scale ◽  
Group Discussion ◽  
Age Groups ◽  
Educational Process ◽  
School Teachers ◽  
Developmental Potential ◽  
Primary School Teachers

The implementation of active forms and methods of group interaction in the educational process is recognized as a perspective means of developing future teachers’ communication. From the authors’ standpoint, it is necessary to re-evaluate the developmental potential of such specific methods as discussion methods (group discussion, analysis and commentary of situations); play methods (role-, director-, and counterplays) and play psychotherapy, trainings of interpersonal sensitivity, personal growth, techniques of non-verbal interaction and others. The topicality of such re-evaluation is caused not only by the reform processes in the education system of Ukraine, but also by the modern challenge to the whole system of world education - the need for large-scale implementation of distance forms of the educational process organization in connection with the pandemic situation. The survey of future primary school teachers conducted by the authors, indicates a low readiness of modern teachers to use active teaching methods for training schoolchildren of different age groups, to organize speech interaction with students based on emotional involvement in work, critical re-evaluating of self-position, frank and reasoned expression of thoughts and feelings. In this regard, the issues of the development of diamonological competence of the higher education institutions students acquire additional relevance in the pedagogical discussion. 

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 17-41
Author(s):  
Amani M Allouh ◽  
Saba M Qadhi ◽  
Mahmood A Hasan ◽  
Xiangyun Du
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Self Efficacy ◽  
Online Teaching ◽  
Professional Training ◽  
Efficacy Beliefs ◽  
Survey Method ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers

This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

scholarly journals IMPROVEMENTS IN TEACHERS' KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES

2020 ◽  
Vol 19 (6) ◽  
pp. 1020-1033
Author(s):  
Katarina Susman ◽  
Jerneja Pavlin
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Knowledge Test ◽  
Primary School Teachers ◽  
Moon Phases ◽  
University Teachers ◽  
Advantages And Disadvantages ◽  
Poor Understanding ◽  
Before And After ◽  
Astronomy Concepts

Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers. Keywords: astronomy education, didactic games, in-service primary school teachers, Moon phases

scholarly journals THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

2017 ◽  
Vol 2 ◽  
pp. 265 ◽  
Author(s):  
Victoria Guseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Learning Activities ◽  
Primary School Children ◽  
School Teachers ◽  
Pedagogical Tools ◽  
Primary School Teachers ◽  
Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

Implications of Using Corpus Tools in Primary and Secondary Education

2020 ◽  
pp. 179-190
Keyword(s):  
Secondary Education ◽  
Primary School ◽  
Language Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Levels ◽  
Teaching Activities ◽  
Advantages And Disadvantages ◽  
The Given

This chapter will give a comparison of using computer corpora in primary and in secondary schools. It will compare information that was collected from primary school teachers and secondary school teachers about using computer corpora for language subjects on primary and secondary educational levels. Based on the given information, the chapter will provide an explanation of the advantages and disadvantages of using computer corpora in language learning on those two educational levels. The chapter will explore which educational levels have more possibilities for incorporating computer corpora in their teaching activities and how it can be used in the classroom with students.

scholarly journals MODERN MODEL OF PRACTICAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 21-27
Author(s):  
M. M. Mashovets ◽  
N. Golota ◽  
A. Karnaukhova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Training ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities

The task of vocational education at the present stage of development of society is to train competitive professionals with professional mobility, skills of rapid adaptation to changing conditions of society, methods of self-education, improving the quality of their own professional activities and its product. The article analyzes the modern model of practical training of teachers, namely: future educators of preschool education and primary school teachers in the educational process of the Pedagogical Institute of Borys Grinchenko Kyiv University. The current modernization of the domestic education system creates increased requirements for the quality of training of modern teachers, which is not only to modernize the content of profile-oriented disciplines, but also requires appropriate organization of various types of pedagogical practice. The authors investigate various aspects of training future teachers to carry out professional activities in preschool and primary schools. In particular, the activities of the Center for Self-Knowledge and Self-Development, the Center for Innovative Educational Technologies (ICR), the Educational Laboratory of Creative Pedagogy are substantiated, providing a combination of scientific achievements and practice in the educational process. It is in the process of training in these centers that students have the opportunity to model different components of future pedagogical activities and choose different ways to solve them given the proposed features of the pedagogical situation, which will further contribute to the formation of future teachers holistic perception of professional activity. all participants in the educational process, the ability to make independent decisions and respond quickly to the challenges of everyday teaching. The peculiarities of students’ work in the centers in classroom and extracurricular classes are revealed, in the process of which future preschool educators and primary school teachers have the opportunity to participate in interdisciplinary projects, trainings, master innovative and digital teaching tools. component of the educational process and ensures the competitiveness of young professionals. The article identifies tools for information and educational environment that should be used in working with students (STEAM-education, storytelling, kahoot, answergarden), which will promote the development of future teachers’ ability to self-presentation, the effective formation of their professional competence. Key words: preschool institution, general secondary education institution, model, practical training, pedagogical production practice, professional activity, students.

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