scholarly journals Developing Confidence: Visual Art Teaching in a Primary School

2021 ◽  
Author(s):  
◽  
Ian Bowell
Keyword(s):  
Primary School ◽  
Visual Art ◽  
Assessment System ◽  
Collaborative Group ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Collaborative Groups ◽  
The Arts ◽  
One Year

<p>In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated to primary school teachers has also been reduced. As a result teachers' confidence in teaching visual art is under threat. This study focused on a group of generalist primary school teachers as they worked to develop their confidence in the teaching of visual art. They worked as a non-hierarchical collaborative group, using action research to analyse the voices of the children in their school, and to reflect on their own practice. Following their reflections they used their developed confidence to develop a visual art self-assessment system. Their developed confidence in teaching visual art enabled them to offer support in the teaching of visual art to other teachers within the school. However, the narrow focus of the study did not allow exploration of why the participants were motivated to develop their expertise in the teaching of visual art. The limitations of the data also failed to reveal whether the participants were able to sustain their collaborative working relationship after the study ended. The study recommends further research into the long-term sustainability of teacher collaborative groups and the motivation that enables teachers to develop their confidence in the teaching of visual art.</p>

scholarly journals Developing Confidence: Visual Art Teaching in a Primary School

2021 ◽  
Author(s):  
◽  
Ian Bowell
Keyword(s):  
Primary School ◽  
Visual Art ◽  
Assessment System ◽  
Collaborative Group ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Collaborative Groups ◽  
The Arts ◽  
One Year

<p>In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated to primary school teachers has also been reduced. As a result teachers' confidence in teaching visual art is under threat. This study focused on a group of generalist primary school teachers as they worked to develop their confidence in the teaching of visual art. They worked as a non-hierarchical collaborative group, using action research to analyse the voices of the children in their school, and to reflect on their own practice. Following their reflections they used their developed confidence to develop a visual art self-assessment system. Their developed confidence in teaching visual art enabled them to offer support in the teaching of visual art to other teachers within the school. However, the narrow focus of the study did not allow exploration of why the participants were motivated to develop their expertise in the teaching of visual art. The limitations of the data also failed to reveal whether the participants were able to sustain their collaborative working relationship after the study ended. The study recommends further research into the long-term sustainability of teacher collaborative groups and the motivation that enables teachers to develop their confidence in the teaching of visual art.</p>

scholarly journals Eportfolio, Alternative Assessment and Student Self-Assessment: Exploration of the Correlation in Primary Education

2018 ◽  
Vol 8 (2) ◽  
pp. 80
Author(s):  
Angelos Konstantinou Haralabous ◽  
Maria Darra
Keyword(s):  
Primary School ◽  
Alternative Assessment ◽  
Student Assessment ◽  
Assessment System ◽  
Alternative Form ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
School Year ◽  
Questionnaire Method

The main purpose of this study is to explore and register the trends and perceptions of primary school teachers about the implementation of the eportfolio as an alternative form of student assessment and as a tool for self-assessment by students. The survey was carried out during the second semester of the school year 2016-2017 using the anonymous written questionnaire method, which was answered by 215 primary school teachers of all subjects from the first educational area of Athens, the capital of Greece. The results of the survey show that most respondents believe that it is necessary to completely change the existing student assessment system, to apply alternative forms of assessment and to abolish the quantitative assessment. Regarding the exploration of the eportfolio for students’ evaluation and self-evaluation, the respondents in their overwhelming majority state that they have little or no knowledge of the subject. Also, they state that they do not apply at all or make little use of the eportfolio, although two thirds of the teachers consider that eportfolio’s practical application quite important as an alternative form of assessment and self-assessment of the student.

scholarly journals Promoting Citizenship Education through Collaborative Groups of School Leaders

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Maria Karadimou ◽  
Kostis Tsioumis
Keyword(s):  
Primary School ◽  
Civic Education ◽  
Citizenship Education ◽  
School Administration ◽  
Kindergarten Teachers ◽  
Collaborative Networks ◽  
Point Scale ◽  
School Teachers ◽  
Primary School Teachers ◽  
Collaborative Groups

The purpose of this study is to examine whether there is a correlation between the leader's collaborative networks (teachers, students, and the community) and the civic education provided to students in their school unit. The survey was conducted in July 2020 using a closed questionnaire. The research involved 122 primary school teachers (kindergarten teachers, teachers, and expertise teachers) who were asked to choose from a five-point scale, or from multiple answers. The survey based on the assumption that the existence of a collective and democratic climate of school administration helps to encourage teachers to address issues of education in the capacity of citizen. The results of the survey lead us to confirm our initial thought, which was the springboard for conducting this research, that those teachers who work in an environment characterised with respect and collectivity, it makes sense to be them who embrace the principles of citizenship education and consider it important to convey them on to their students.

scholarly journals Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers

2021 ◽  
Vol 25 (3) ◽  
pp. 463-481
Author(s):  
Vladimir A. Mazilov ◽  
Yurii N. Slepko
Keyword(s):  
College Students ◽  
University Students ◽  
Primary School ◽  
Test Methods ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
College And University ◽  
Psychological System ◽  
Developing System

Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.

scholarly journals Features of the Transition From the Traditional to the Criterial Assessment in Schools of Kazakhstan

2020 ◽  
Vol 8 (3) ◽  
pp. 73-81
Author(s):  
Roza Kenzhetaeva ◽  
◽  
Sazhila Nurzhanova ◽  
Aigul Beimisheva ◽  
Assel Stambekova ◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Empirical Studies ◽  
Monitoring And Evaluation ◽  
Assessment System ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Vision

This study discusses the features of the transition from the traditional assessment system to the criteria-based assessment in schools of Kazakhstan. The use of criterion assessment in schools in Kazakhstan contributes to the crowding out of traditional methods of assessment and leads to a new vision of the methods and technologies of the system for evaluating educational achievements. In connection with the modernization of Kazakhstan’s education, significant changes are occurring in the control and assessment activities of Kazakhstan schools, its goals, content, and technologies are changing. The problem of assessment activity is one of the most urgent problems both in pedagogical theory and in pedagogical practice. This study presents the results of empirical studies and the features of the transition to a new criteria-based assessment system for Kazakhstan. According to the results of the study, the problem of the need for professional training of future primary school teachers for the criteria-based assessment system was revealed. Results also showed that there are difficulties of applying criteria-based assessment in the practice of primary school teachers. The question of what professional knowledge, skills, and abilities an elementary school teacher must possess to successfully perform the monitoring and evaluation function was investigated. Particular attention is paid to the study of the influence of criteria-based assessment on learning motivation in primary school.

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.

scholarly journals Education of students by means of national and cultural heritage

2021 ◽  
pp. 428-438
Author(s):  
Irina Vasilyevna Terentyeva ◽  
Lyubov Grigorevna Chumarova ◽  
Anastasia Viktorovna Fakhrutdinova ◽  
Marina Anatolevna Mefodeva ◽  
Guzel Rafkatovna Fassakhova
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
English Language ◽  
Native Language ◽  
School Teachers ◽  
Communicative Skills ◽  
Primary School Teachers ◽  
The Future ◽  
One Year ◽  
Education Of Students

The usage of national cultural peculiarities for university students, i.e. the native language (Russian and Tatar) folklore in teaching a foreign language at Kazan Federal University is considered. The research aimed to study the pedagogical potential of folklore of the native language in the training of future primary school teachers. The students of the 5th year of the Institute of Psychology and Education took part in the experiment. The work lasted for one year. The authors held the English language classes where they used the genres of the folklore (Russian and Tatar) for different educational purposes. The results of the study were the creation of some interesting exercises which helped students master their communicative skills, improve their pronunciation, grammar, and expand their vocabulary. The future primary school teachers actively participated in the research and creation of the exercises. Students were involved into the atmosphere of studying history and culture of the country they live in by reading, retelling, and analyzing fairy tales, myths, legends, baits. Translating folklore genres from their native language into a foreign one, students developed and improved their vocabulary, communication, and translation skills. According to the experience the future primary school teachers worked hard in self-development, they tried to find and use additional sources: dictionaries, literature, textbooks, encyclopedias and publications.

scholarly journals Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

2019 ◽  
Author(s):  
Zlata Tomljenović ◽  
Svetlana Novaković
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Visual Arts ◽  
Professional Training ◽  
The Self ◽  
Teaching Methodology ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Significant Difference

 In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.

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