scholarly journals Readyness formation of primary school teachers to the usage of electronic educational resources in the process of pedagogical practice

2020 ◽  
Vol 26 (4) ◽  
Author(s):  
K. Shamunova ◽  
Keyword(s):  
Primary School ◽  
Educational Resources ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals Exploring the Reflective Learning Experiences of Primary School Teachers during the use of Open Educational Resources

2015 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
S. O. Essuman
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Reflective Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills

<p class="2M-body">This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching.</p>

scholarly journals PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS

2020 ◽  
Vol 66 (2) ◽  
pp. 198-204
Author(s):  
A.A. Kdyrbaeva ◽  
◽  
E.V. Ryabova ◽  
A.O. Abdykadyrov ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Effective Means ◽  
Special Role ◽  
Pedagogical Practice ◽  
Creative Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
The University ◽  
The Relationship

This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.

scholarly journals FORMATION OF PROFESSIONAL AND MORAL COMPETENCIES IN THE PROCESS OF PEDAGOGICAL PRACTICE OF FUTURE PRIMARY SCHOOL TEACHERS

2020 ◽  
pp. 164-174
Author(s):  
Татьяна Алексеевна Креславская ◽  
Галина Викторовна Иванова ◽  
Светлана Анатольевна Травина
Keyword(s):  
Primary School ◽  
Value Orientations ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Moral Competence ◽  
Primary School Teachers

Рассматривается педагогическая практика как один из способов формирования профессионально-нравственных компетенций студентов, будущих учителей начальных классов. На основе диагностики указанной категории респондентов представлены результаты, включающие в себя индивидуально-личностную систему нравственных аспектов и ценностных ориентаций, которые составляют основу профессионально-нравственной компетентности педагога. The article considers pedagogical practice as one of the ways to form professional and moral competencies of students and future primary school teachers. Based on the diagnosis of this category of respondents, the results are presented, including an individual-personal system of moral aspects and value orientations, which form the basis of professional and moral competence of the teacher.

scholarly journals DESIGNING DIGITAL EDUCATIONAL RESOURCES WITH THE DIGITAL TECHNOLOGIES TOOLS

2018 ◽  
pp. 58-62
Author(s):  
V. HRYNKO
Keyword(s):  
Educational Technology ◽  
Primary School ◽  
Digital Technology ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Resources ◽  
Professional Activity ◽  
Educational Resource ◽  
School Teachers ◽  
Primary School Teachers

Designing digital educational resources with the digital technologies tools while training future primary school teachers is considered by the author as one of the ways of solving the problem of insufficient level of implementing digital educational resources in the educational process of educational institutions.The author clarifies the essence of the concept of “digital educational technology” and its interconnection with the notion of “digital educational resources” and notes that the term “digital technology” is used to describe the technology of creating, transmitting and storing information messages, which envisages coding their contents with figures, and the term “digital resource” is used to describe information carriers created by using digital technologies.If the use of digital technology and digital resources is carried out for the implementation of educational tasks, the author advises to use such categories as “digital educational technology” and “digital educational resource”. It is noted that the design of digital educational resources is the important task of using digital educational technologies.The process of using digital technologies for designing a digital educational resource on the example of the digital educational resource “Interactive poster” is considered. Eight stages have been identified, during which the following functions of digital technology are implemented: visual, operational and creative, correctional, communication, collaborative, demonstrative and presentational.It is noted that designing digital educational resources with the digital technologies tools while training future primary school teachers provides for the organization of activities aimed at improving the ability to use digital technologies to create effective cognitive and active educational process, which is attractive for students, to critically evaluate digital educational resources in the aspect of expediency of their application in professional activity, as well as the capacity for lifelong learning to use technological innovation.

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.

ORGANIZATION OF PRACTICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF CULTURAL COMPETENCE FORMATION

2020 ◽  
pp. 7-19
Author(s):  
Nataliia Grechanyk
Keyword(s):  
Primary School ◽  
Educational Practice ◽  
First Grade ◽  
The United States ◽  
Pedagogical Practices ◽  
Practical Training ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Uk

The author examines the types and duration of pedagogical practices in the UK, characterizes the main objectives of pedagogical practice in the United States in the context of the national objective to train an “effective multicultural teacher”. Based on the analysis of educational and professional programs of higher education institutions of Ukraine, the author characterizes such types of pedagogical practice of future primary school teachers as: the extra-curricular and out-of-school educational practice, the pedagogical practice in children's recreation camps, the educational and nurturing practice in the first grade, the teaching and educational practice.

scholarly journals Tarefas Investigativas nos Anos Iniciais: Estratégias e Conjecturas Desenvolvidas Pelas Crianças

2021 ◽  
Vol 14 (2) ◽  
pp. 163-172
Author(s):  
Márcia Jussara Hepp Rehfeldt ◽  
Bruna Zanoni Ruthner ◽  
Ieda Maria Giongo ◽  
Marli Teresinha Quartieri ◽  
Sônia Elisa Gonzatti
Keyword(s):  
Primary School ◽  
Elementary Students ◽  
First Year ◽  
Pedagogical Practice ◽  
Task Sequence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group Activities ◽  
Written Assignments ◽  
5Th Grade

ResumoA Investigação Matemática é uma tendência de ensino cada vez mais explorada nas aulas de matemática dos anos iniciais. Sendo assim, este artigo tem como objetivo relatar as estratégias e conjecturas desenvolvidas por alunos de 1º, 2º, 3º e 5º anos do Ensino Fundamental quando foram desafiados a resolver tarefas de cunho exploratório-investigativo. Estas foram desenvolvidas em parceria com as professoras dos anos iniciais e, posteriormente, exploradas com alunos no segundo semestre de 2018. A prática foi realizada em duas escolas, sendo as tarefas exploradas pelas pesquisadoras, auxiliadas pelas docentes dos anos iniciais. Tal exploração seguiu os quatro momentos propostos por Ponte, Brocardo e Oliveira (2009). O material de análise foi coletado por meio de tarefas escritas dos discentes e imagens oriundas de fotografias. Os resultados apontam que as conjecturas e estratégias apresentadas pelas turmas de 1º, 2º, 3º e 5º anos, nas duas tarefas, foram distintas e mais elaboradas conforme a escolaridade dos alunos. Na primeira (copos e canudos), os estudantes propuseram padrões de repetição (1º ano); adição de canudos (2º ano); ideia dos números pares e ímpares (3º ano) e a tabuada do três (5º ano). Na segunda, a sequência de flechas e as conjecturas perpassaram por repetições de blocos (1º ano); uso de distintas direções (2º ano) e adições do número de setas dentro dos quadrados. Em contrapartida, observou-se alguma dificuldade na realização das tarefas em grupo (1º ano) e uma certa dispersão. Palavras-chave: Investigação Matemática. Anos Iniciais. Tarefa Investigativa. AbstractMathematical Investigation is becoming a widespread teaching trend in primary school math classes. Therefore, this article aims to report the strategies and conjectures employed by 1st, 2nd, 3rd and 5th grade elementary students to solve exploratory-investigative tasks. These tasks were created in collaboration with Primary School teachers and later explored with students during the second semester of 2018. The pedagogical practice took place in two schools. The researchers explored the tasks with the assistance of the Primary School teachers. This investigation is based on the concepts suggested by Ponte, Brocardo, and Oliveira (2009). The students' written assignments and photographs were used to collect the material. The results of both tasks indicate that the conjectures and methods used by 1st, 2nd, 3rd and 5th grade elementary students were distinct and more elaborated as the students' grade increased. In the first challenge (cups and straws), students proposed repetition patterns (1st year); addition of straws (2nd year); the concept of even and odd numbers (3rd year) and the multiplication table of three (5th year). In the second task (sequence of arrows), the methods and conjectures used by the students were based on repetitions of blocks (1st year); the use of different directions (2nd year) and the inclusion of the number of arrows inside the squares. Finally, due to dispersion, there was some difficulty executing group activities in the first year. Keywords: Mathematical Investigation. Primary School. Investigative tasks.

scholarly journals Teaching Non-Italian Students: Italian Adaptation of the Questionnaire on Teachers’ Perspectives

2020 ◽  
Author(s):  
Ceyda Sensin ◽  
Guido Benvenuto ◽  
Emiliane Rubat du Mérac
Keyword(s):  
Primary School ◽  
Classroom Environment ◽  
Primary Schools ◽  
Immigrant Students ◽  
Likelihood Method ◽  
Pedagogical Practice ◽  
Validity And Reliability ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perspectives

The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: Selfefficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of Kurbegovic within its 30 items (Cronbach’s Alpha = .86) was conducted on a sample of 190 teachers who teach in primary schools in Rome. After removing 2 items that are cross loading, the exploratory factor analysis (Maximum likelihood method with Oblimin rotation) confirms a five-factor structure and shows a good construct validity and reliability. Current research reveals that the survey of teachers’ perspectives on refugee and immigrant populations is appropriately adapted to assess Italian primary school teachers’ views. This tool demonstrates its usefulness not only for research but also for pedagogical practice and can help to create an inclusive classroom environment that provide students with equal access to the curriculum and learning experiences.

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