scholarly journals Teachers’ Perceptions of Consumer Education in Primary Schools in Finland

2019 ◽  
Vol 10 (2) ◽  
pp. 72-88
Author(s):  
Kati Pajari ◽  
Sari Harmoinen
Keyword(s):  
Primary Schools ◽  
Information Overload ◽  
Consumer Education ◽  
Teacher Interviews ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Consumer Organisations ◽  
Analyse Data ◽  
Teachers Perspectives ◽  
Shed Light

Abstract Operating in today’s markets is challenging due to information overload and an expanding choice of products. Children also encounter these complex markets at an early age. Providing consumer education in schools is an excellent opportunity to enhance their ability to think critically and increase their awareness. However, it would be a mistake to ignore the interconnections between consumer education and entrepreneurship education, since active and innovative people are also a prerequisite for future development. Taking advantage of the opportunity to provide consumer education in schools requires teachers to be familiar with consumer issues. This article aims to discuss the perceptions and experiences that primary school teachers in Finland have regarding children’s consumer education in schools. This study was conducted using the phenomenographic qualitative method to analyse data from teacher interviews. The analysis revealed a set of categories that describes the various ways the participants perceive and experience children’s consumer education in schools. These categories include themes, actors, teaching methods and the challenges and expectations teachers relate to children’s consumer education. The findings of this study are worth exploring when planning how to support teachers’ consumer educational competences for a sustainable future. The authors consider that this article is especially valuable for curriculum planners, educators, consumer organisations and parents’ associations, because it shed light on teachers’ perspectives about consumer education.

scholarly journals Directions of improving the quality of in-service teacher training in Serbia: the perspective of primary school teachers

2013 ◽  
Vol 45 (1) ◽  
pp. 86-107
Author(s):  
Dejan Stankovic ◽  
Ivana Djeric ◽  
Vladeta Milin
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Primary Schools ◽  
School Setting ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Service Training

This paper presents one part of the findings of a research that deals with teachers? perceptions of educational reforms in Serbia. More specifically, the paper focuses on the segment of the research that was aimed at exploring teachers? views on the ways of improving the system and practice of in-service teacher training. Pursuing this topic is very important since the findings of recent studies have shown that this aspect of education system needs considerable improvement, while the authors who deal with educational change point to the importance of consulting the teachers in the development of the new system solutions. The questionnaire was used to collect the data from 326 teachers from 125 Serbian primary schools. The teachers provided answers to open-ended questions on what needs to be done in order to improve the quality of their in-service training. Content analysis was used to process the data - response categories were created inductively on the basis of teachers? answers, and then their frequency was established. The results indicate that, according to teachers, in-service teacher training has to be improved, primarily through increased funding, higher quality of programmes/seminars, diversification of types of training, as well as through creating a more encouraging system and school setting for in-service teacher training. These results are significant from the aspect of the in-service training system since they point to developmental priorities, as well as to the necessity of a more complex and comprehensive approach to the reform of this segment of education system.

Malaysian Primary Teachers’ Perceptions on Dyscalculia

2021 ◽  
Vol 2 (6) ◽  
pp. 125-136
Author(s):  
Yoong Soo May ◽  
Fu Sai Hoe ◽  
Wong Wei Lun ◽  
Lijuan Shen
Keyword(s):  
Survey Data ◽  
Primary Schools ◽  
Primary Teachers ◽  
Difficulty Level ◽  
Ministry Of Education ◽  
Learning Abilities ◽  
Learning Capability ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Significant Difference

This study aims to examine the perceptions of primary school teachers in Malaysia regarding dyscalculia using a survey. The researchers conducted the study using a quantitative design. The survey data had been collected using a questionnaire. The survey data were analysed using descriptive and inferential statistics. The questionnaire was adapted from Chinn’s (2020) checklist for dyscalculia with permission from Professor Dr. Steve Chinn. Thirty Mathematics teachers from Year One to Year Three in primary schools were randomly chosen. The severity of dyscalculia were analysed by using means and standard deviations. In contrast, independent t-tests were used to compare the severity of dyscalculia between school locations, and analysis of variance (ANOVA) was used to compare the severity of dyscalculia between different school types. According to teachers’ perceptions, the difficulty level for dyscalculic pupils in our country is medium-high (M=3.684, σ=.994). There is no significant difference in dyscalculia severity between school locations (p=.243, p>.05). However, there is a significant difference in dyscalculia severity between school types (p=.007, p.05). Dyscalculic pupils need to be detected since primary schools. The future agenda for this study is to design and develop an instrument in order to detect the dyscalculic pupils among the population. The disparities in dyscalculia severity levels between school types and s are important for the Ministry of Education, educators, teachers, and researchers. This is because it will be useful to determine the allocations of funding and resources so that the learning capability for pupils with different learning abilities can be improved to the maximum.

scholarly journals Primary School Teachers Perceptions Regarding ICT Usage And Equipment In Kuwait

2011 ◽  
Vol 8 (1) ◽  
pp. 55-62
Author(s):  
Ghazwa Alharbi
Keyword(s):  
Communication Technology ◽  
Primary Schools ◽  
Information Communication ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
High Quality Education ◽  
Ict Training ◽  
The Impact

Education institutions around the world have seen rapid advances in ICT (Information Communication Technology) within the classroom since the mid 90s. Kuwait has realized the need for a high quality education system, and has seen huge increases in government funding for schools over the last 10 years. However, Kuwaits spending on technology and ICT has attracted little research regarding the impact it has had on students and teachers. For this reason, this study aimed to discover how useful ICT is within classes in Kuwait. The research used qualitative research to focus on 14 teachers from three different primary schools in Kuwait. The study focused on the amount of ICT that is used within Kuwaiti schools and the quality of ICT training provided for teachers. The study found that teachers lacked sufficient training in ICT usage as a teaching aid. Findings also revealed that programs provided by the primary schools in Kuwait were too basic and that further investment is required

scholarly journals PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICES IN THE SELECTION AND DEVELOPMENT OF ENGLISH LEARNING MATERIALS

LITERA ◽  
2016 ◽  
Vol 15 (2) ◽  
pp. 227-238
Author(s):  
Nurdin Noni
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Teachers ◽  
English Learning ◽  
School Teachers ◽  
Learning Materials ◽  
Primary School Teachers ◽  
Teachers Perceptions

PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICESIN THE SELECTION AND DEVELOPMENTOF ENGLISH LEARNING MATERIALSNurdin NoniFBS Universitas Negeri Makassaremail: [email protected] study aims to describe: (a) teachers’ profiles, (b) teachers’ perceptions of the use oflearning materials, and (c) practices in the selection and development of English learningmaterials by primary school teachers in Makassar City. The study used the descriptivemethod by involving primary school teachers of English. The sample consisted of 15primary school teachers of English, randomly selected from two clusters, namely thecity center and the suburb. The data were collected using a questionnaire. The resultsand discussion include the English teachers’ profiles, perceptions of, and practices in theselection and development of English learning materials for primary schools. In general,it can be concluded that the perceptions of primary school teachers of English are in linewith their practices in the selection and development of learning materials.Keywords: perception and practices, selection and development of English learningmaterialsPERSEPSI DAN PRAKTIK GURU SEKOLAH DASARDALAM PEMILIHAN DAN PENGEMBANGAN MATERI PEMBELAJARANBAHASA INGGRISAbstrakPenelitian ini bertujuan mendeskripsikan: (a) profil guru, (b) persepsi guru terhadappenggunaan materi pembelajaran, dan (c) praktik pemilihan dan pengembangan materipembelajaranbahasa Inggris oleh guru sekolah dasar di Kota Makassar. Metode yangdigunakan adalah metode deskriptif dengan melibatkan 15 guru bahasa Inggris sekolahdasar yang dipilih secara acak dari dua klaster, yakni pusat kota dan daerah pinggirankota. Data dikumpulkan dengan menggunakan angket. Hasil dan pembahasan meliputiprofil guru bahasa Inggris, persepsi, dan praktik pemilihan dan pengembangan bahanajar bahasa Inggris untuk sekolah dasar. Secara umum dapat disimpulkan bahwa persepsiguru bahasa Inggris sekolah dasar memiliki kesesuaian dengan praktik yang merekalakukan dalam pemilihan dan pengembangan bahan ajar.Kata kunci: persepsi dan praktik pembelajaran, pemilihan dan pengembangan materipembelajaranand setting

scholarly journals Teachers’ Perceptions on Factors Influence Adoption of Formative Assessment

2018 ◽  
Vol 8 (1) ◽  
pp. 74
Author(s):  
Khalid Abdullah Alotaibi
Keyword(s):  
Saudi Arabia ◽  
Formative Assessment ◽  
Primary Schools ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Effective Implementation ◽  
Female Teachers ◽  
Study Results ◽  
Assessment Strategies ◽  
The Given

Even though teachers has positive attitude towards formative assessment, their perceptions on factors influence the adoption of formative assessment is crucial to implement various assessment strategies effectively. Therefore, survey conducted on perceptions of primary school teachers in Riyadh province of Saudi Arabia regarding 14 selected factors. By stratified random sampling, data is gathered from the teachers of 15 schools located in the Riyadh province of Saudi Arabia. 210 fully completed questionnaires are received. Interrelated factors also discussed with a sample of 25 teachers. Teachers slightly agreed on all the given factors. However, significant perceptional differences between teachers groups are intervened that mainly attributed to male and female teachers, teachers who attended training and not attended, younger and elder teachers, less tenured and more tenured teachers, and the teachers of different subjects. This study results is noteworthy for understanding the perceptions of teachers on factors influence adoption of formative assessment in primary schools. Factors deliberated in this study are useful to the school management to address the challenges of teachers in formative assessment that would help to minimize the barriers for effective implementation of formative assessment.

Information literacy education in primary schools: A case study

2020 ◽  
pp. 096100062093813
Author(s):  
Sigal Ben Amram ◽  
Noa Aharony ◽  
Judit Bar Ilan
Keyword(s):  
Information Literacy ◽  
Primary Schools ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Technology Program ◽  
Teachers Perceptions ◽  
Teachers Perspectives ◽  
National Information ◽  
Academic Year

This study focuses on teachers’ perspectives concerning information literacy teaching in two primary schools in Israel—one school that joined the national information and communications technology program and a second school that did not. The researchers used a qualitative research method during the 2015 academic year. Eighteen teachers were interviewed. The findings suggest that participation in the national information and communications technology program did not lead to the integration of information literacy in the school’s curriculum. A significant gap was discovered in both schools between the teachers’ perceptions—who understood the importance of teaching information literacy and its actual implementation.

Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi

2021 ◽  
Vol 18 (1) ◽  
pp. 117-147
Author(s):  
Meghna Nag Chowdhuri
Keyword(s):  
Primary Schools ◽  
National Curriculum ◽  
Primary Teachers ◽  
Mathematics Textbooks ◽  
Mathematics Textbook ◽  
Teacher Interviews ◽  
Primary School Teachers ◽  
Curriculum Framework ◽  
Multiple Case

For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.

What Matters?

2021 ◽  
pp. 205-221
Author(s):  
Aihua Hu
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Qualitative Content Analysis ◽  
Primary School Teachers ◽  
Transition Experience ◽  
Overall Performance ◽  
Teachers Perspectives ◽  
Major Data

This chapter uses a case study to explore Chinese primary school teachers' perspectives on students' overall performance in their transition to primary school and what has been and can be done to make the transition experience better for all children. Open-ended questionnaires, documents, and interviews are the major data sources triangulated by observations, photos of the school environment, and displays of activities. Both quantitative and qualitative content analysis are utilized to analyze the collected data. Findings indicate that children's emotional, interpersonal, intrapersonal, and behavioral as well as preschool academic skills matter in transition. Learning habits and self-care abilities are especially identified as what most children lack and the important aspects they need to be equipped with. Besides individual skills, involvement and collaboration of the significant institutions, namely kindergartens, families, and their primary schools, are of great importance. While identifying good practices, the responding teachers also offer suggestions for improvement.

scholarly journals TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)

2020 ◽  
Vol 7 (2) ◽  
pp. 94
Author(s):  
Sri Endang Kusmaryati
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
Teaching English ◽  
School Students ◽  
Primary School Teachers ◽  
Young Learners ◽  
Teachers Perspectives

ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately  taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.

scholarly journals Examining primary school teachers' coping styles with stress according to different variables

2015 ◽  
Vol 5 (1) ◽  
pp. 01-14
Author(s):  
Ali Çağatay Kılınç ◽  
Ergün Recepoğlu ◽  
Serkan Koşar
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Coping Style ◽  
Coping Styles ◽  
Teaching Experience ◽  
School Teachers ◽  
Coping With Stress ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
One Way Anova

The study seeks to explore primary school teachers' coping styles with stress according to such different variables as gender, branch, age, and total teaching experience. A total of 368 teachers employed in 14 primary schools in Ankara participated in the study. "Scale of Coping with Stress" was used to gather data. Independent samples t-test and one-way ANOVA were performed to analyze the data. The results revealed that teachers used self-confident and optimistic coping styles more than others. Results also indicated that teachers' perceptions of coping styles differed significantly on self-confident subscale according to gender variable and that their perceptions differed significantly on optimistic coping style according to both age and total teaching experience variables.

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