scholarly journals Analysis of the main activities of regional teachers associations

2021 ◽  
Vol 54 (6) ◽  
pp. 555-575
Author(s):  
Natalia V. Belinova ◽  
◽  
Elena G. Gutsu ◽  
Nadezda N. Demeneva ◽  
Svetlana A. Zaitseva ◽  
...  
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Professional Associations ◽  
Teaching Profession ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Community ◽  
Survey Results ◽  
Teachers Professional Development

Introduction. Regional pedagogical associations are a mechanism of teachers' professional development, their creative growth, competence enhancement. The research purpose was to analyze the areas of regional teachers association's activity, to identify the most important and interesting types of work in professional communities. Materials and methods. As part of the study, the experience of regional pedagogical associations' work was analyzed and the main areas, forms and types of their activities were identified. A survey of primary school teachers in Nizhny Novgorod was carried out, in which 117 teachers with various work experience in school took part. Research results. Based on the survey results, it was determined that teachers consider the most important and interesting areas of the regional pedagogical association's activity the informational and advisory support of teachers (more than 75% of the respondents), raising the prestige and popularization of the teaching profession (more than 65%), professional development (more than 55%), exchange of work experience (over 65%), conducting scientific-educational events for schoolchildren and their parents (over 60%). The most significant types of the association's work are as follows: advising teachers in the field of protecting their rights and protecting the interests of the teaching community on topical issues of professional activity; informing teachers through the association's website about education-related documents and materials and ongoing activities; conducting master classes, open lessons and other events for the exchange of work experience by teachers. Discussion and conclusion. The teachers' assessment of the importance of areas of the pedagogical association's work can be used to develop indicators of efficiency of professional associations' activities.

scholarly journals PEDAGOGICAL CONDITIONS OF FORMATION OF READINESS OF FUTURE TEACHERS FOR THE ORGANIZATION OF SPEECH ACTIVITY OF SCHOOL CHILDREN

2020 ◽  
Vol 65 (1) ◽  
pp. 161-165
Author(s):  
R.K. Dusembinova ◽  
◽  
M.T. Kozhamberdina ◽  
Keyword(s):  
Theoretical Analysis ◽  
Primary School ◽  
School Children ◽  
Speech Development ◽  
Pedagogical Knowledge ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Speech Activity ◽  
Survey Results

The author substantiates the relevance and significance of the study both for improving the level of professionalism of future primary school teachers, and for improving the learning process of younger students. The author conducted a theoretical analysis of the concepts of "speech activity", "readiness for professional activity", "readiness for organizing speech activity", and "pedagogical conditions". The author considers the readiness to organize speech activity as a complex of psychological and pedagogical knowledge about speech development, skills for studying the features of speech activity, and the use of these data in the pedagogical process of primary school. The article presents the results of a survey of students in order to identify ideas about the readiness of students to organize speech activity, and reveals the pedagogical conditions for its formation. Based on the theoretical analysis of sources and survey results, the author draws conclusions

scholarly journals The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia

2019 ◽  
Vol 9 (2) ◽  
pp. 78 ◽  
Author(s):  
Shengru Li ◽  
Shinobu Yamaguchi ◽  
Javzan Sukhbaatar ◽  
Jun-ichi Takada
Keyword(s):  
Professional Development ◽  
Primary Schools ◽  
Supporting Evidence ◽  
Development Programs ◽  
Ict In Education ◽  
Ict Integration ◽  
School Teachers ◽  
Primary School Teachers ◽  
Information And Communication ◽  
Teachers Professional Development

This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.

scholarly journals Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times

PUBLICACIONES ◽  
2021 ◽  
Vol 51 (3) ◽  
pp. 21-70
Author(s):  
Albert Sangrá Morer ◽  
Juliana E. Raffaghelli ◽  
Mercedes González Sanmamed ◽  
Pablo César Muñoz Carril
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Principal Component ◽  
Formal Training ◽  
School Teachers ◽  
Primary School Teachers ◽  
Margin Of Error ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Learning Ecologies

Learning is evolving, just as the world and society are. In this context, teachers are also experiencing new ways for updating their professional development. The metamorphosis of learning is currently being pushed by four main catalysts: the connectivity of networks, the empowerment of the students, the overcoming of space and time barriers, and the assumption of the existence of silent, unnoticed learning. But these uncertain times have added a new, recent catalyst for change in learning and education: the COVID-19 pandemic. In the framework of the ECO4LEARN research project, a study was designed and carried out to check to what extent the learning ecologies approach could provide information on how primary school teachers organise their learning and how they make decisions about it. A survey was sent to the entire population of primary school teachers in Catalonia, getting 1,253 answers. The calculated margin of error was ±3.14%. Data analysis was conducted along three steps: a) Descriptive statistics; b) Principal Component Analysis (PCA); and c) Multiple Regression. Results show that the learning ecologies approach proves to be useful for analysing the actual means teachers use for their professional development and updating. Although some teachers are more advanced, practices do not respond to what could be expected regarding the use of less formal training for teachers and its mediation through the use of technologies. Regarding the sample analysed, the digital dimension of teacher professional development practices is still in its inception. Some recommendations are provided.

scholarly journals Perception of the Expression of Learning Dimensions of Primary School Teachers at Workplace

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 41-52
Author(s):  
Rima Bakutytė ◽  
Lidija Ušeckienė
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Empirical Research ◽  
Learning Process ◽  
Work Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Activities ◽  
Professional Activities ◽  
Experience Education

In the context of global society since the 20th century the learning process at work has become especially urgent as on one hand it determines a person’s professional development, on the other hand it gives positive impetus to the development of the organization. This acknowledgement is supported by the theories of adult education shaping general attitude to learning in the environment and from the environment, the theories which place emphasis on how adults learn in general including teachers, and the empirical research at teachers’ workplaces. The aim of the research conducted with 151 Lithuanian primary school teachers is to reflect the dimensions of primary school teachers’ learning process at workplace and their perception, considering the dependence of the phenomena on age, work experience, education, obtained category of qualification and work satisfaction. The following research methods were applied during the research: analysis of scientific literature, questionnaires for teachers, method of mathematical statistics. The results of the research disclosed that: teachers’ learning at workplace is pretty much an important factor influencing their professional development positively. The development and dispersion of this phenomenon depend on external factors, but mainly on the individual’s readiness to learn not only watching and analysing their colleagues’ activities, but participating in work groups, etc. The learning process of primary school teachers at work can be described by these dimensions and their indicators: obtaining information, accumulation and dispersion of information, analysis of teaching activities, development of teaching activities and competence development. The results of empirical research revealed that the respondents admit, that the processes of obtaining information, accumulating and dispersing it operate smoothly, though they themselves rarely perform the analysis and edification of their teaching activities. The major problem is the refinement of their competences. It is deduced that the evaluation of learning dimensions at work by the teachers under consideration was meanly influenced by their age, work experience, education, obtained qualification category or satisfaction of professional activities.

scholarly journals Pedagogical model of the formation of readiness for creative self-development of future primary school teachers

2021 ◽  
Author(s):  
А.А. Хафизова
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Teaching Profession ◽  
Teaching Staff ◽  
School Teachers ◽  
Pedagogical Model ◽  
Primary School Teachers ◽  
Dynamic Transformation ◽  
Self Development ◽  
Creative Self

Актуальность статьи обусловлена тем, что образовательное пространство современности подвластна динамичной трансформации, которая предписывает постоянную эволюцию образовательной системы. Разрабатываются и апробируются новые технологии, применяются новейшие средства и формы обучения, в процесс обучения внедряется цифровая образовательная среда. В таких условиях представляется важным обратить особое внимание на подготовку педагогических кадров. В статье представлена авторская педагогическая модель формирования готовности к творческому саморазвитию будущих учителей начальных классов. Для прогрессии компонентов творческого саморазвития будущих учителей начальной школы использовались практические задания с творческим уклоном и творческие упражнения. Проанализированы и интерпретированы результаты исследования по эффективности педагогической модели формирования готовности к творческому саморазвитию будущих учителей начальных классов. Творческая направленность педагогической профессии требует подготовки будущих учителей начальных классов, способных к творческому саморазвитию. The relevance of the article is caused by the fact that the educational space of our time is subject to dynamic transformation, which prescribes the constant evolution of the educational system. New technologies are being developed and tested, the newest means and forms of education are used, a digital educational environment is being introduced into the learning process. In such conditions, it seems important to pay special attention to the training of teaching staff. The article presents the author's pedagogical model of the formation of readiness for creative self-development of future primary school teachers. For the progression of the components of creative self-development of future primary school teachers, practical tasks with a creative bias and creative exercises were used. Analyzed and interpreted the results of research on the effectiveness of the pedagogical model of formation of readiness for creative self-development of future primary school teachers. The creative orientation of the teaching profession requires the preparation of future primary school teachers capable of creative self-development.

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

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