scholarly journals Between Retributive and Restorative Compulsory School Teachers’ Discipline Activities

2020 ◽  
Vol 10 (2) ◽  
pp. 101-121
Author(s):  
Katja Jeznik ◽  
Robi Kroflič ◽  
Metka Kuhar
Keyword(s):  
Qualitative Analysis ◽  
Primary School ◽  
Character Education ◽  
Practical Experience ◽  
Discussion Groups ◽  
Negative Effects ◽  
School Teachers ◽  
Group Discussions ◽  
Formal Framework ◽  
Compulsory Schools

In Slovenia, compulsory schools have, since 2009, been obliged to define their own concept of moral and character education under the formal framework of the Primary School Act. Disciplinary measures in schools are underpinned by two main punishment theories: the more traditional retributive responses to undesired conduct, and the more recent restorative approach. The present study explores the views of 109 teachers from 13 compulsory schools regarding disciplinary measures through the prism of this paradigmatic divide. A qualitative analysis of group discussions in which teachers evaluated the disciplinary measures at each of the 13 schools will be presented. Only three discussion groups were predominantly restorative oriented. Given the proven negative effects of retribution-oriented disciplinary measures, the findings are not encouraging. We conclude that schools need a clearer disciplinary framework with systematic acquisition of knowledge and practical experience in the field of educational and discipline strategies, and that teachers must continuously reflect on their own disciplinary practices.

Latvian primary school teachers’ views: Contemporary learner and future society

2016 ◽  
Vol 6 (3) ◽  
pp. 95-103
Author(s):  
Elga Drelinga ◽  
Dzintra Ilisko ◽  
Sandra Zariņa
Keyword(s):  
Primary School ◽  
Global Network ◽  
School Teachers ◽  
Group Discussions ◽  
Primary School Teachers ◽  
Second Stage ◽  
The Future ◽  
Future Society ◽  
The One ◽  
Watching Tv

The paper presents a study of focus groups conducted in schools of Latvia involving teachers of grades 1 – 6 (n=76). The first stage of research presents the analyses of teachers’ discussion what a contemporary learner is like, while at the second stage of the study focuses on finding of what the future society will be like when the present-day primary school learners have left the school, what teachers must change in their work  in  the process of learning to meet the needs of the future.The data and outcomes of  this study are based on the outcomes of focus group discussions and the analysis of the experience in other papers. According to the acquired outcomes of the study, contemporary learners on the one hand are braver, ready for an active action, they use various opportunities, they are aware of their worth, on the other hand, they accept diversity, spend much time watching TV, using the global network, that does not facilitate social communication. Conclusion: For the process of learning to meet the needs of the future, learners must be given an opportunity to construct such knowledge, skills, and attitudes that make it possible to view processes holistically, grasping the mutual interaction of different aspects. 

scholarly journals A Thorough Analysis on the Primary School Teachers’ Belief in Modeling Balinese Local Wisdom of Tri Hita Karana

2021 ◽  
Vol 36 (2) ◽  
pp. 257-264
Author(s):  
Kadek Wirahyuni ◽  
I Nengah Suandi ◽  
I Nengah Martha ◽  
I Nyoman Sudiana ◽  
I Gede Yoga Permana
Keyword(s):  
Primary School ◽  
Character Education ◽  
Elementary School Teachers ◽  
Selection Process ◽  
Selection Procedure ◽  
Learning Activities ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Teachers Perspectives

When there is no selection procedure, the introduction of other cultures as a result of globalization has the potential to diminish the culture of local populations. When a country has a good character basis, the selection process should be carried out. As a reference for education in Indonesia, the 2013 curriculum emphasizes eighteen characteristics derived from native wisdom that must be incorporated into the teaching - learning activities. The present research aims to examine primary school teachers' perspectives on incorporating a Balinese local value known as Tri Hita Karana into character education instruction. It's a survey research that included 94 primary school teachers. The findings indicate that elementary school teachers in Buleleng, Bali are conscious of the importance of incorporating Tri Hita Karana values into learning process; they trust that Tri Hita Karana idea is really in line with character education values, and that incorporating Tri Hita Karana values into the teaching - learning activities will enhance students' personality and national pride.

scholarly journals The ‘weak pupil’ as a social representation: (re)production in dialogue between compulsory school teachers in Sweden

2021 ◽  
Author(s):  
Therese Friberg
Keyword(s):  
Social Representations ◽  
Educational Institution ◽  
Social Representation ◽  
Future Research ◽  
School Teachers ◽  
Group Discussions ◽  
Social Representations Theory ◽  
The Individual ◽  
Compulsory Schools ◽  
Educational Field

AbstractAttributing negative categories such as ‘weak’ to pupils is a common practice in Sweden and a known phenomenon worldwide. While there has been a substantial amount of research on different expressions of ‘deviance’ in the educational arena, the research on how teachers communicate about pupils as ‘weak’ is scarce. In this study, teachers’ communication about pupils as ‘weak’ is examined in dialogues produced in focus group discussions by 29 teachers in six different Swedish compulsory schools. Through the lens of social representations theory and a dialogical perspective, this study suggests that ‘weak pupil’ as a social representation can be characterized by a range of different and sometimes contradicting themes and mainly two themata: normal/deviant and nature/nurture. The results show that ‘weak pupil’ is used as a multifaceted communicative resource to describe pupils who do not perform according to schools’ expectations. In contrast to several previous studies, the use of ‘weak pupil’ is partially challenged by participants who, to some extent, place perceived problems within the educational institution instead of the individual pupil. The study has implications for the understanding of how perceptions of normality might be perceived and collectively (re)produced in communication about pupils as well as for future research using social representations theory within the educational field.

scholarly journals The Character Educators of Future: What Do They Know? What Do They Need?

2016 ◽  
Author(s):  
Ece Yolcu ◽  
Mediha Sarı
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Character Education ◽  
Teacher Educators ◽  
Psychological Characteristics ◽  
Education Department ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Processes ◽  
Pre Service Teacher

Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should  include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education 

scholarly journals Integrating Balinese Local Wisdom of Tri Hita Karana: Primary School Teachers’ Belief

2021 ◽  
Vol 36 (2) ◽  
pp. 132-139
Author(s):  
Kadek Wirahyuni ◽  
I Nengah Suandi ◽  
I Nengah Martha ◽  
I Nyoman Sudiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Character Education ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Selection Process ◽  
Survey Study ◽  
School Teachers ◽  
Primary School Teachers

The arrival of foreign cultures due to globalization will be able to fade the culture of local communities if there is no selection process. Selection process can be done if a nation has a strong character foundation The 2013 curriculum as a reference for education in Indonesia has been emphasizing eighteen characters derived from local wisdom that need to be integrated in the teaching and learning process. The current study intended to explore the believe of primary school teachers on integrating Balinese local value called Tri Hita Karana in teaching character education. This study was a survey study followed by 94 elementary school teachers. The results show that elementary school teachers in Buleleng, Bali are aware of the significances of inserting the values of Tri Hita Karana in the learning process, they believe that the Tri Hita Karana concept is very much in accordance with the values of character education, and the integration of Tri Hita Karana values into the teaching and learning process will strengthen the students’ character and national identity.

scholarly journals Students’ Resistance Behaviors: What Do Turkish Primary Teachers Face?

2020 ◽  
Vol 10 (2) ◽  
pp. 1-25
Author(s):  
Mediha Sarı ◽  
Ece Yolcu
Keyword(s):  
Primary School ◽  
Descriptive Analysis ◽  
Primary Teachers ◽  
Educational Process ◽  
Negative Effects ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teacher Interview ◽  
Teachers Perceptions ◽  
Teacher Authority

AbstractIntroduction:Students could react to the learning activities, teachers, or administrators knowingly and willfully, many times intentionally by resisting in various ways. A detailed analysis of this definition indicates that unlike naughty behaviors, resistance behaviors do not develop suddenly, they are often planned beforehand by the student, and they contain some messages to the person or institution they are directed at. These kinds of behaviors could have negative effects not only on students’ academic, social, and psychological development but also on teachers’ professional satisfaction. Therefore, these issues should be elaborated carefully. However, despite the importance indicated in the literature, students’ resistance behaviors are one of the neglected issues that are not investigated adequately. With reference to this need, the presented study aims to identify perceptions of primary school teachers about students’ resistance behaviors.Methods:The participants were 152 primary school teachers. Data were collected through the Student Resistance Behaviors Scale for Teachers (SRBS-T) and Teacher Interview Form. In addition to descriptive statistics, data were analyzed using t-test and one-way ANOVA. Also, a qualitative descriptive analysis was conducted regarding qualitative data of the study.Results:Results show that the mean scores for SRBS were “medium” on a 5-point Likert scale. While teachers’ perceptions about resistance behaviors showed no significant differences according to gender and the type of school they graduated from, scores showed significant differences in terms of teachers’ years of seniority. According to the teachers, the most encountered resistant behaviors were gathered under the themes of resistance to teacher authority and hostile attitudes towards the teacher/peers.Discussion:Through discussion, the results obtained by the scale and interviews were discussed. All the findings showed that teachers are important receivers of resistance behaviors and they are facing with different types of resistance in the classroom.Limitations:It is obvious that these results were limited to the reached primary school teachers. Another limitation was that the data within the study collected via SRBS-T and interviews.Conclusions:The study showed that teachers and students are the key components of the educational process and students could show resistance to both the process and teachers in different ways. As this study only focused on primary teachers’ experiences, more studies could be organized through understanding the resistance middle and high school teachers face with as well. Further research could be conducted with students to see how they feel and behave when they feel resistance as well as with other teachers working at various levels of education and in various institutions.

scholarly journals Dissemination: Education Teacher Based on Gatra Eka Dharma Catur

2018 ◽  
Vol 1 (1) ◽  
pp. 28
Author(s):  
Marzuki Marzuki ◽  
Sri Utami ◽  
Suhardi Marli
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Character Education ◽  
Elementary School Teachers ◽  
Primary Schools ◽  
Traditional Teaching ◽  
Teacher Competence ◽  
Committee Chairman ◽  
School Teachers ◽  
Education Teacher

The problem of learning in primary schools is still prevalent in Melawi Regency is the image of teaching teachers who are still not integrated and cultivate the values contained in Catur Gatra (Pancasila, Teacher Hymn, Teacher Competence and Professionalism). Basically, this gatra catur is a unity of noble devotion. To practice and practice it requires a change of mindset - the teacher changes the paradigm of traditional teaching patterns to the mindset and act of educating contemporaries called change "teaching to learning". The purpose of this dissemination is to ground and practice catur gatra eka dharma teachers in Melawi. The method used is lecture, question and answer and simulation. Participants of the principals' dissemination activities, elementary school teachers, MI as many as 427 people, consisting of 225 women and 2002 men. The result of the questionnaire of dissemination activities distributed by the Committee Chairman is (1) the participants are very enthusiastic about the elimination of Catur Gatra (proven overflow of participants/teachers who previously prepared only 300 seats turned out to increase to 427) (2) teachers feel new insights about Chatur Gatra Eka Dharma as a form of noble devotion; (3) Through the descriptions of Catur Gatra it is expected that teachers can develop character education in Primary School / Madrasah Ibtida'iyah.

scholarly journals PENGEMBANGAN BAHAN BELAJAR “PENDIDIKAN KARAKATER ANAK USIA SEKOLAH DASAR” UNTUK ORANG TUA

2013 ◽  
Vol 27 (1) ◽  
pp. 52
Author(s):  
Suprayekti Suprayekti
Keyword(s):  
Primary School ◽  
Character Education ◽  
Instructional Material ◽  
Sampling Technique ◽  
Material Design ◽  
Design Development ◽  
School Teachers ◽  
Learning Materials ◽  
Primary School Teachers ◽  
Social And Emotional

Abstrak: Character education aims at improving religiuos, social, and emotional intelligence. To meet the aim notonly the school is responsible but also the parents are responsible for building the children’s character. The purposeof this research, therefore, is to produce the design development of character value determined by the parents and thelearning material appearnce. Applying development method, the research was conducted in Jakarta as from Aprilthrough December 2012. As a development research, it included the development design, prototype, and evaluationof the learning materials. Data were collected by observation, interview, and questionair. The respondents, selectedby accidental sampling technique, consisted of 10 parents and 10 primary school teachers. The result of the researchshowed the religious value was choosen as the main value of character education for the primary school studentsof grade 1-3 and honesty value for grade 4 -5. Keywords: learning materials, character education, instructional material design

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