scholarly journals Primary School In-Service Teachers Perceptions about Reflective Teaching Practice

2020 ◽  
Vol V (I) ◽  
pp. 23-30
Author(s):  
Sumera Imran ◽  
Amir Zaman ◽  
Abdul Ghafar
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Reflective Practice ◽  
Primary Schools ◽  
Teaching Practice ◽  
Structured Interview ◽  
Reflective Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Government

The purpose of this qualitative study was to understand the reflective practice as a process of continuing professional Development (CPD) implemented in different parts of the government primary schools of Pakistan recently. Case study design was adopted for a single school as it aims to understand the perceptions of primary school teachers about reflective teaching practice with the help of enriched data using semi structured interview. For data analysis content analysis method was applied and analysis was presented thematically for clarity and vividness. It was revealed that most teachers perceived reflective teaching as a helpful tool in improving professional capacity, valuable to share reflective practice with colleagues, constructive in receiving guidance in professional development and useful for assessing self-skills and considered its role in identifying developmental needs of their skills and prospective training. It is suggested that primary school teachers should engage in reflective practice on regular basis and should be provide internet facilities at school to strengthen their knowledge of using creative applications of reflective practice.

scholarly journals The opinions of primary school teachers’ candidates towards material preparation and usage

2016 ◽  
Vol 11 (2) ◽  
pp. 70
Author(s):  
Zeynep Genc
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Material Design ◽  
Structured Interview ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning And Teaching ◽  
School Teaching ◽  
Course Material

Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with instruction materials in order to provide permanent learning. The Teaching Technologies and Material Designing (TTMD) course which is one of the compulsory courses that students must take aims to acquire students the information and skills related with the preparation and use of materials. Evaluation of TTMD course is important in terms of the effectiveness of the course which provides the opportunity of motivating the students to learn by attracting their attention, keeping their attentions alive, making abstract concepts more concrete, facilitating the acquisition of knowledge in an organized way in the process of learning and teaching. In this context, it was aimed to determine the opinions of students in the department of primary school teaching about preparation and use of materials through teaching practice which is done within TTMD course in this study. This study is a descriptive study based on qualitative data. The sample of this research included 37 students from the department of primary school teaching who took TTMD course in the second semester in 2014-2015 academic year at Ataturk Education Faculty of Near East University or students who took this course in previous academic years. The data of this research were collected with structured interview form. According to the results, it was revealed that primary school teachers’ candidates attach importance to prepare and use materials based on their answers about the use and preparation of materials in instruction. When the opinions of primary school teachers candidates about the criteria that they give value in preparing and using materials, it was figured out that they emphasize the criteria such as suitability for student level, suitability for aim, simplicity and easy comprehensibility. Furthermore, the results indicated that primary school teachers’ candidates mostly experience difficulty in finding suitable materials and tools for the aim. It was also revealed that the majority of primary school teachers’ candidates stated that they will use materials and a few of them indicated that they will not use materials since they find materials as insufficient based on their answers about the question asking if they will use the materials which they prepared in TTMD course when they begin teaching profession. Keywords: primary school, primary teaching candidates, teaching technologies and material designing (TTMD) course, material design, instruction materials

scholarly journals Effect of Implementing a Training Program on the Performance of Primary School Teachers Regarding Disaster Management in Al Malikeyeh - Syria

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Basem Essa Abozeed ◽  
Zakia Toma Toama ◽  
Amina Ahmad Mohamed ◽  
Alyaa Farouk Abd El-Fattah Ibrahim
Keyword(s):  
Primary School ◽  
Training Program ◽  
Disaster Management ◽  
Primary Schools ◽  
Management Practice ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Awareness Campaigns

Background: Disasters are a global problem, concern every community and no community is immune from it, schools all over the world suffer from disasters, which affect children health and safety. Teachers play essential roles in child protection so, teachers’ training is very significant for effective school disaster management. The study aimed to evaluate. The effectiveness of implementing a training program on the performance of primary school teachers in Al Malikeyeh regarding disaster management. Methods: Design: Quasi-experimental design. Setting: the current study conducted in six primary schools at Al-Malikeyeh distracts. Sample: 78 school teachers. Tool of the study: Teacher's knowledge and practice about disaster management structured interview questionnaire which contained three parts: part (I): Socioeconomic data, part (II): knowledge of the teachers, part (III): practice of the teachers .Results: about 35.8% of teachers had good knowledge pre program; meanwhile post and follow up the program this percent was increased respectively 87.2 % and79.5%. Also the findings observed that 30.8% of teachers had satisfactory practice, whereas, respectively 84.6% and 76.9 of them gained satisfactory disaster management practice post and follow up the program,. Conclusion: Implementing the training program had statistically significant improvement on knowledge and skills of primary school teachers in Al-Malikyeh regarding disaster management. Recommended: Training programs and workshops about disaster issues should be organized for the school teachers and key teams on regular basis, in addition to, awareness campaigns should be implementing with employing mass and social media technologies.

scholarly journals PENGARUH PROFESIONALITAS KEPALA SEKOLAH TERHADAP KEPUASAN KERJA GURU SEKOLAH DASAR NEGERI

2014 ◽  
Vol 28 (1) ◽  
pp. 48
Author(s):  
Afit Fatimah
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Primary Schools ◽  
Quantitative Research ◽  
Survey Method ◽  
School Teachers ◽  
Primary School Teachers ◽  
Low Degree ◽  
The Government ◽  
High Degree

Abstract: Preliminary study in several Government Primary Schools indicates a number of Primary Schoolprincipals have low degree of professionalism and some others have high degree. Based on this fact, this researchformulated a problem if there is an effect of the principal’s professionalism towards the job satisfaction of thegovernment primary school teachers. This quantitative research was performed in Kedaung Angke, Sengkareng,West Jakarta as from 1 through 30 April 2014 employing survey method with correlational technique.The variablesobserved was the principal’s professionalism (X) and the government primary school teachers’ job satisfaction (Y).Based on the statistical analysis the research concluded, there is a significant effect of the principal’s professionalsmtoward the government primary school teachers’ job satisfaction. The principals, therefore, are suggested to improvetheir professionalism to support the maximal attainment of their teachers’job satisfaction. Keywords: job satisfaction, professionalism, principal, teacher

scholarly journals Adaptation of students to professional activity through innovative technologies

2021 ◽  
Vol 13 (4) ◽  
pp. 1102-1123
Author(s):  
Pakizat Rakhimgalieva ◽  
Nurgul Serikbayeva ◽  
Perizat Seiitkazy ◽  
Assel Kaishatayeva ◽  
Zhansaya Suleimenova
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Primary Schools ◽  
Structured Interview ◽  
Professional Activity ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Innovative Technologies

The aim of this research is to reveal the views of primary school teachers, students and parents on distance education activities during the Covid-19 pandemic period, in order to evaluate the adaptation of students to professional activities through innovative technologies. This research was carried out in qualitative research designs in accordance with phenomenology. The data were collected by the researcher through semi-structured interview forms prepared separately for teachers, students and parents. The participants of the study consisted of 10 primary school teachers, 20 primary school students and 25 parents of students who were working in various primary schools in the city of Shymkent, Kazakhstan in the 2020-2021 academic year and agreed to participate in the research voluntarily. As a result of the research, it has been revealed that the majority of teachers, students and parents find the quality of distance education insufficient, they prefer face-to-face education to distance education, and they encounter many problems in the distance education process. Keywords: Covid-19 pandemic, distance education, education during the pandemic, quality of distance education  

scholarly journals Primary School Teachers in 21st Century in Bangladesh: Some Potential Aspects for Professional Development Identified from Relevant Literatures

2019 ◽  
Vol 11 (4) ◽  
pp. 48
Author(s):  
A. K. M. Badrul Alam ◽  
Luo Shengquan
Keyword(s):  
Professional Development ◽  
Primary School ◽  
21St Century ◽  
Primary Schools ◽  
Relevant Literature ◽  
Development Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Competency Based ◽  
Teaching Learning

In the context of 21st century, the changes in different educational aspects are taken place rapidly. This is because to respond to the needs of the fast growing technology-based educational opportunities that require more capable teachers with multifaceted competencies. Bangladesh has paid highest attention to implement competency-based curriculum for its primary level of education. National Curriculum and Textbook Board (NCTB) in Bangladesh reformulated its competency-based curriculum goal, objectives, terminal competencies along with the related attainable competencies, subject specific competencies, learning outcomes and other related aspects. Besides, NCTB initiated to incorporate the international updated teaching-learning methods and techniques, interactive instructional strategies, formative assessment procedures in each grade and each subject to address the 21st century teaching-learning needs in its last revised curriculum in 2012. However, the teachers with multifaceted competencies that address their appropriate level of knowledge, skills and attitude can positively influence in creating such a supportive classroom practices for 21st century learners. The Forth Primary Education Development Program (PEDP4) of Ministry of Primary and Mass Education (MoPME) in Bangladesh has highly emphasized to implement Continuous Professional Development (CPD) as an approach to strengthen its professional competencies for the government primary school teachers. This paper has been prepared based on the ideas explored through some relevant literature review. It basically identified some potential aspects for the teachers’ professional development of government primary schools in Bangladesh in 21st century context. This paper explored that the process of promoting teachers’ competencies need to be followed by set of activities with multifaceted continuous and regular manner at school setting.

scholarly journals The import of professional development programmes for primary school teachers in Nigeria

2020 ◽  
Vol 3 (10) ◽  
pp. 48-55
Author(s):  
OSIESI Mensah Prince
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Development ◽  
Effective Teachers ◽  
Primary Schools ◽  
School Teacher ◽  
Primary School Teacher ◽  
Effective Teacher ◽  
School Teachers ◽  
Primary School Teachers

The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.

scholarly journals Who is teaching in Chinese primary schools? A profile of the primary education workforce in Chinese county areas

PLoS ONE ◽  
2021 ◽  
Vol 16 (1) ◽  
pp. e0245549
Author(s):  
Ming Huo ◽  
Na Zhao ◽  
Yue Zhao ◽  
Wim Van Den Noortgate
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Primary Schools ◽  
Teaching Practice ◽  
Rapid Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Geographical Regions ◽  
Key Factor ◽  
Nationally Representative

A teaching workforce with good quality is a key factor in the process of China’s rapid development. Although 76% of Chinese pupils are studying at schools within county areas, a general portray of the corresponding teaching workforce is still not clear. This study presents data from a nationally representative survey of primary education teachers in 35 counties of 18 provinces in China. Findings presented include demographic and professional characteristics, living conditions as well as attitudes towards work. Besides, variations among school locations and geographical regions are also examined. The key findings are the followings: 1) Quality of primary school teachers in county areas has been improved regarding education background; 2) Teaching force in village primary schools has an unbalanced age and gender composition; 3) Out-of-field teaching practice is widespread, especially for minor subjects. 4) Primary school teachers perceived relative low salary and low social status.

scholarly journals The import of professional development programmes for primary school teachers in Nigeria

2020 ◽  
Vol 3 (7) ◽  
pp. 111-118
Author(s):  
Osiesi Mensah Prince
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Development ◽  
Effective Teachers ◽  
Primary Schools ◽  
School Teacher ◽  
Primary School Teacher ◽  
Effective Teacher ◽  
School Teachers ◽  
Primary School Teachers

The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.

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