scholarly journals EXPERIMENTAL VALIDATION OF THE DEVELOPMENT LEVEL OF A PROFESSIONAL-PEDAGOGICAL COMPETENCE OF PRIMARY SCHOOL TEACHERS

2021 ◽  
pp. 42-50
Author(s):  
Oleksii Mukoviz
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Pedagogical Competence ◽  
History Of ◽  
Group Control Group ◽  
Experimental Group

The paper presents the stating stage of the pedagogical experiment in which the levels of the development of a professional-pedagogical competence of primary school teachers have been studied. We used the following research methods: observation, conversations and testing. Diagnostic blocks of a professional-pedagogical competence of primary school teachers were identified: theoretical-methodological and psychological-pedagogical training. The total number of the participants of the pedagogical experiment was 1960 people, including 960 people in an experimental group and 952 people in a control group, besides 48 teachers-experts from pedagogical universities were involved. Statistical results of the interviewing were summed up taking into account the number of questions, the highest possible number of points received for the answers to the questions, and the total number of points according to the level of a block development that was evaluated. We state that as far as the level of a theoretical-methodological training is concerned (knowledge and skills of theoretical principles of a professional-pedagogical activity; knowledge and skills of the use of the methods of a professional pedagogical activity; knowledge of the history of the development and a current state of the achievements in a professional-pedagogical activity), big amount of primary school teachers corresponded to a sufficient level. This can be explained with teaching the subjects of humane and fundamental training at pedagogical universities. The results of the experiment have shown that the process of the development of a professional-pedagogical competence of primary school teachers requires the improvement, it becomes possible with providing the readiness of an individual for distance education; the organizational-technical support of distance education; the teaching-methodological support of distance education; the organization of the process of distance education on an individual basis; a continuous psychological-pedagogical support of distance education; a system improvement of the qualification of distance education organizers. Keywords: professional-pedagogical competence, experimental group, control group, primary school teachers, university teachers, pedagogical experiment, distance education, diagnostics.

scholarly journals Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of The Nature of Science

2020 ◽  
Vol 9 (4) ◽  
pp. 75
Author(s):  
Ceren Köseler ◽  
Demet Sahin Kalyon
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Laboratory Method ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
Experimental Group

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science.The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.

scholarly journals Effectiveness of Video Assisted Teaching Program on Knowledge Regarding Prevention and Management of Laryngitis among Primary School Teachers of Selected Primary Schools at Hassan

2018 ◽  
Vol 08 (02) ◽  
pp. 043-048
Author(s):  
Mamatha B. ◽  
Damayanthi S.
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Control Group ◽  
Teaching Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Video Assisted ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

Abstract Background: Teaching is a profession where teachers are exposed to use their voice excessively in many situations which impose the risk for developing morbidity caused to larynx, among them the most common is laryngitis. However, I felt that there was great need for educating primary school teachers on Prevention and Management of Laryngitis. Objectives: To find the effectiveness of Video Assisted Teaching Program (VATP) on Knowledge regarding Prevention and Management of Laryngitis among Primary School Teachers. Materials and methods: Quasi-experimental research design was adopted for the study with purposive sampling technique to select the sample (N=60) with n=30 in experimental group and control group of primary school teachers respectively. A structured knowledge questionnaire was used to assess the Knowledge; VATP was administered only to experimental group to find its effectiveness in comparison with control group. The findings of the study revealed deficit in knowledge of primary school teachers before administration of VATP. Results: The mean percentage knowledge score of post-test (79.80 %) was higher than the pretest (39.30%). The calculated paired 't' value is greater than the table value (0.05, 29df) = 2.045. It showed a significant difference between mean pre and post- test knowledge scores among experimental group. The mean percentage of knowledge scores in post-test (79.80%) among experimental group was higher than the post-test (39.80%) among control group. The 2 calculated unpaired 't' value is greater than the table value (0.05,58df) = 1.96. Calculated ÷ values showed significant association between post-test knowledge scores of respondents with their selected demographic variables. Conclusion: VATP was effective in increasing the knowledge of primary school teachers on Prevention and Management of Laryngitis.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

scholarly journals What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?

2019 ◽  
Vol 18 (7) ◽  
pp. 1229-1247 ◽  
Author(s):  
Lise Westaway ◽  
Gabriele Kaiser ◽  
Mellony Graven
Keyword(s):  
Primary School ◽  
Teacher Identity ◽  
Mathematical Knowledge ◽  
Social Constructionist ◽  
Social Realism ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Made In

Abstract Research that focuses on teacher identity is gaining traction as researchers argue that teachers mediate more than mathematical knowledge and skills in the classroom. This research tends to be underpinned by a social constructionist orientation, which foregrounds epistemology over ontology. This orientation is limiting for research that wishes to understand the base conditions that enable or constrain the expression (i.e. both communication and action) of teacher identity in teaching primary mathematics. The paper suggests that this requires research that explores the interaction between structure, culture and agency in the expression of teacher identity in teaching mathematics in primary school. The study argues that a social realist orientation is of value to research on teacher identity. From this perspective, teacher identity is defined as the manner in which teachers express their roles as teachers. As the paper is primarily theoretical, the exemplification is limited to two primary school teachers’ expression of only one role namely effective communicator of mathematics. It demonstrates what social realism enables, that is, not illuminated in research underpinned by a social constructionist orientation. The argument made in this paper elucidates how social realism supports a deep analysis of the structural and agential conditions that enable and constrain teacher identities.

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 933 Impact of first aid training on the first aid knowledge and skills capacity of primary school teachers in Ibadan, Nigeria

2016 ◽  
Vol 22 (Suppl 2) ◽  
pp. A332.1-A332
Author(s):  
Abdulmumin Ibrahim ◽  
Nadia Sam-Agudu ◽  
Ugbede Omaye ◽  
Boniface Ushie ◽  
Adesola Olumide ◽  
...  
Keyword(s):  
Primary School ◽  
First Aid ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
First Aid Training ◽  
Ibadan Nigeria

scholarly journals The influence of Guided Imagery and Music (GIM) relaxation on primary school teachers’ stress

2018 ◽  
Vol 9 (1) ◽  
pp. 45-50
Author(s):  
Herlinah Herlinah ◽  
Herqutanto Herqutanto ◽  
Nuri Purwito Adi
Keyword(s):  
Primary School ◽  
Stress Level ◽  
Guided Imagery ◽  
Relaxation Method ◽  
Health Science ◽  
Control Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Guided Imagery And Music ◽  
Cluster Random Sampling

Abstrak Latar belakang: Stres dapat menimpa berbagai profesi dan pekerjaan. Guru sekolah dasar merupakan salah satu profesi yang rentan terhadap stres. Stres ini dapat berpengaruh terhadap kinerja guru, oleh karena itu stress harus diatasi. Salah satu cara untuk menurunkan stres adalah relaksasi dengan terapi musik. Bagian dari terapi musik adalah Guided Imagery and Music (GIM). Penelitian ini untuk mengetahui pengaruh relaksasi GIM terhadap stres guru sekolah dasar negeri di kabupaten Sekadau, Kalimantan barat. Metode: 40 orang responden guru diikut sertakan dalam penelitian ini melalui cluster random sampling. Desain penelitian menggunakan metode quasi eksperiment pre-post dengan grup kontrol. Data yang dikumpulkan meliputi karakteristik individu dan masa kerja, stressor kerja (menggunakan kuesioner SDS) dan stres guru (menggunakan kuesioner SCL-90). Relaksasi GIM diberikan sebanyak 5 sesi dalam waktu ±20 menit setiap sesi selama 1 minggu. Hasil: 77.5% responden memiliki tingkat stress sedang pada stressor beban pekerjaan kualitatif berlebih. Penilaian awal stress didapatkan 77.5% responden mengalami gejala psikopatologi dengan gejala terbanyak adalah obsesi-kompulsif (27.5%). Terdapat penurunan rerata stres yang bermakna pada guru SD yang mendapat relaksasi GIM dengan perbedaan mean 3.00±6.29 (p=0.046) dan peningkatan rerata stress pada kelompok kontrol -1.45±7.72 (p=0.412). Kesimpulan: Intervensi GIM berpengaruh terhadap penurunan tingkat stress pada guru SD yang menjalani relaksasi GIM. (Health Science Journal of Indonesia 2018;9(1):45-50) Kata kunci: Relaksasi GIM, Stres guru, Guru sekolah dasar Abstract Background: Stress is a common hazard in a lot of professions and occupation. Primary school teachers are one of the most vulnerable profession to have stress. Stress may impact on teachers’ performance and therefore must be treated. One of the ways to alleviate stress is relaxation by musical theraphy. A part of musical theraphy is Guided Imagery and Music (GIM) relaxation. The purpose of the research is to know the influence of GIM relaxation method on stress’ level of primary school teachers in district Sekadau, West Kalimantan. Methods: 40 teachers participated in this research and were chosen by cluster random sampling method. The study design was pre-post quasi experiment with control group. The collected data included respondents’ individual characteristics and length-of-employment, work stressors (using SDS questionnaire) and teachers’ stress (using SCL-90 questionnaire). GIM relaxation method was provided in 5 sessions where conducted for 20 minutes during the period of one week. Results: 77.5% of respondents have medium stress levels, which were excessive qualitative workloads stressors. In early stress assessment, 77.5% respondent showed psychopatology symptoms, where the most frequent symptom was obsessive-compulsive (27.5%). There was a significant decrease in stress level in primary school teachers who received the GIM relaxation with a mean difference of 3.00±6.29 (p=0.046) and an increase of stress’ level in control group with a mean difference of -1.45±7.72 (p=0.412). Conclusion: GIM intervention has an effect on reducing stress level in primary school teachers who have undergone GIM relaxation. (Health Science Journal of Indonesia 2018;9(1):45-50) Keywords: GIM relaxation, Teachers’ stress, primary school teachers

scholarly journals The Project “Distance Extracurricular Courses” as a Condition for the Professional Competencies Development of Students – Future Primary School Teachers

2021 ◽  
Vol 16 (2) ◽  
pp. 82-91
Author(s):  
Gogoberidze Alexandra G. ◽  
◽  
Novitskaya Victoria A. ◽  
Kazakova Anzhelika A. ◽  
Savinova Ludmila Yu. ◽  
...  
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Practical Training ◽  
Project Implementation ◽  
School Teachers ◽  
Primary School Teachers ◽  
University Teachers ◽  
Reflection Data ◽  
First Results ◽  
Competencies Development

The article presents the experience of the Institute of Childhood of the Herzen University in the implementation by future primary school teachers of the project of distance education for primary schoolchildren “Distance extracurricular courses”. The similar projects for organizing distance learning formats for schoolchildren by senior students of pedagogical universities in the country are analyzed. The authors describe the concept of the project, its main tasks, highlight the key differences of the project in the framework of analog analysis, reveal the ways of developing students’ competencies in the process of project implementation. The article presents the first results of the project, interprets the reflection data of students and university teachers, outlines the prospects for work in this direction. The methodological basis of the project was the idea of the activity and subject approaches. As part of the study, the following methods were used: analysis and systematization of data, analysis of opportunities for the implementation of educational ideas. These methods were used in the implementation of analytical work on the project, identifying the limitations and possibilities of the project implementation mechanism as a way of organizing practical training for students of a pedagogical university. The obtained results of the study allowed to substantiate the concept of the project, to determine effective ways of organizing it, to reveal the variable methods of interaction between the project participants, and to highlight the key results. Keywords: distance education, distance technologies, primary school, primary schoolchild, practice (practice for obtaining professional skills and professional experience)

Teaching Physics to In-Service Primary School Teachers in the Context of the History of Science: The Case of Falling Bodies

2008 ◽  
Vol 18 (5) ◽  
pp. 609-629 ◽  
Author(s):  
Panos Kokkotas ◽  
Panagiotis Piliouras ◽  
Katerina Malamitsa ◽  
Efthymios Stamoulis
Keyword(s):  
Primary School ◽  
History Of Science ◽  
School Teachers ◽  
Primary School Teachers ◽  
History Of ◽  
Teaching Physics
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