scholarly journals Factors Influencing ESL Primary School Teacher’s Readiness in Implementing CEFR-aligned Curriculum

2021 ◽  
Vol 3 (2) ◽  
pp. 44-51
Author(s):  
Nabilah Yasin ◽  
Hamidah Yamat
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Language Education ◽  
Primary Teachers ◽  
School Teachers ◽  
Esl Teachers ◽  
Primary School Teachers ◽  
School Based ◽  
High Level ◽  
Teachers Training

English as a Second Language (ESL) teachers in Malaysia, as in many other countries, are anxious to exploit the potential of Common European Framework of Reference (CEFR) –aligned curriculum to enhance the teaching and learning process. Given the increasing pressure exerted by various stakeholders on language education, it is important to understand the underlying factors behind primary school teachers’ readiness regarding CEFR-aligned curriculum. Even though there are studies conducted in local contexts, it is still very limited. This study seeks to find out the level of ESL primary teachers’ readiness to implement CEFR-aligned curriculum. This study also investigates the factors that can influence teachers’ readiness towards the implementation of CEFR-aligned curriculum. Data was collected via questionnaire survey from ESL primary school teachers in Pasir Gudang, Johor. The questionnaire data was analysed using descriptive statistics. The findings revealed that most of the teachers have high level of readiness in implementing CEFR-aligned curriculum. Several factors are also highlighted in this study. Teachers’ training, competency, materials as well as school-based assessment are some of the main challenges identified in this study. In conclusion, the implementation of CEFR-aligned curriculum is seen as inevitable but more preparation and support should be provided by the ministry to ensure that teachers are fully prepared and familiar with the implementation of CEFR-aligned curriculum.

scholarly journals PRIMARY SCHOOL TEACHERS' PERCEPTIONS TOWARDS THE REMOTE TEACHING AND LEARNING ACTIVITIES (RTLA) DURING LOCKDOWN PERIOD IN SRI LANKA

2022 ◽  
pp. 1-15
Author(s):  
F.M.NAWASTHEEN ◽  
S.SHIFAAN ◽  
M.W.A.BISTHAMY
Keyword(s):  
Sri Lanka ◽  
Primary School ◽  
Primary Education ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
Learning Activities ◽  
The Internet ◽  
School Teachers ◽  
Primary School Teachers ◽  
And Training

Remote Teaching and Learning Activities (RTLA) have emerged in the aftermath of the sudden closure of schools due to the Covid-19 pandemic around the world. Multimode RTLA is slightly suited to the students of secondary and tertiary education. Nevertheless, it is questionable to use with primary school children whose learning is designed mostly child-centred. In addition, it is vital to investigate teachers' readiness and training and access to facilities for conducting remote learning activities. Therefore, this study aimed to evaluate Primary school teachers' perception towards RTLA during the lockdown period in Sri Lanka. This study was employed a survey research design, and data were collected using a google form-based questionnaire. The questionnaire contained 40 items to collect teachers' demographic information, facilities and training available to them, attitudes towards RTLA, teaching methods and techniques they used, and participation of parents and students in RTLA. Sixty-two primary teachers were selected using the snowball sampling technique from two districts, namely Gampaha and Kandy. Collected data were analyzed using mean and standard deviations and percentages. The analysis of results shows that most of the respondents (92.9%) used mobile broadband services to access the internet and 69.5% of the respondents used pre-paid services to access the internet. Furthermore, most respondents (69.4%) claimed they could afford it. Data analysis in terms of devices and apps for RTLA showed that most respondents (72.6%) relied on their smartphones for conducting RTLA. Likewise, many of them (64.5%) had been used WhatsApp and Zoom (64.5%) to reach their students who were at home. However, it is revealed that 98% of the respondents mentioned that they did not receive any facilities and training from authorities to conduct RTLA. Teachers' attitudes toward RTLA (M=3.52, SD=1.21), parental participation (M=3.2, SD=1.14), and student participation (M=3.89, SD=1.13) had lower mean values. Moreover, most of the respondents claimed that the RTLA is not suited to the students in Primary education. Many primary teachers stated that they faced challenges regarding access to the internet and devices, getting parental support for the RTLA. Therefore, researchers recommended that the National and Local authorities provide clear guidelines, training, and necessary facilities and resources to conduct a meaningful RTLA to the primary education teachers.

scholarly journals The Substantial Characteristics of Organizational and Pedagogical Conditions of Future Primary School Teachers’ Professional Self-Development

2017 ◽  
Vol 4 (1) ◽  
pp. 126-132
Author(s):  
Artem Smoliuk
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
High Level ◽  
Teachers Training ◽  
Students Success ◽  
Communicative Space

The article presents reasonably organizational and pedagogical conditions of professional self-development of primary school teachers, namely: support of positive motivation of achievement as meeting internal needs of the individual in professional self-development; the use of cognitive and informative opportunities of the content psychological and pedagogical and methodical disciplines for the formation of didactic complex and technological knowledge and skills, abilities to integrate spatial and substantive, informative and motivational, psychological, social and communication components of the educational environment of teachers’ training college; creating rich social and communicative space in the course of interactive cooperation of learning subjects to create students’ “success situations” and demonstrating positive experience of the professional success. The result of these organizational and pedagogical conditions of the professional self-development of primary school teachers have reflexive-value treatment to the personality as a future teacher and professional considering his or her strengths and weaknesses, formed a high level of readiness for professional self-development in his or her chosen profession

STRATEGY OF TRAINING OF FUTURE PRIMARY CLASSES TEACHERS (ON THE EXAMPLE OF MARIUPOL STATE UNIVERSITY)

2019 ◽  
Vol 1 ◽  
pp. 520
Author(s):  
Irina Timofieieva ◽  
Marina Netreba
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Primary Teachers ◽  
State University ◽  
School Teachers ◽  
Primary School Teachers ◽  
Main Research ◽  
Basic And Applied Research ◽  
Teachers Training ◽  
Goals And Objectives

The strategy of training future primary school teachers is analyzed in the article. That is relevant in the context of the Concept of the New Ukrainian School. In this regard, the purpose of the article is to disclose the tasks and content of the strategy of future primary teachers’ training in Mariupol State University. The main research methods to achieve the goal were selected: questioning of students that contains a list of questions of different categories; survey of specialists, who provide training for future primary school teachers, was made up of introductory and informational questions.Successful implementation of these goals and objectives of the strategy is being introduced by teachers of the pedagogical and education chair of Mariupol State University: the development of basic and applied research in the field of professional education of future primary school teachers is provided, innovative methodological manuals are developed, and researches with talented youth are being organized.  

scholarly journals PRIMARY SCHOOL TEACHERS’ KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND

2013 ◽  
Vol 55 (1) ◽  
pp. 74-87
Author(s):  
Lindiwe Rose Matsenjwa ◽  
S’lungile Kindness Thwala
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Primary Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Knowledge Measurement ◽  
Measurement And Evaluation ◽  
Descriptive Survey

The study purposed to find primary school teachers’ knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners’ progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers. Key words: assessment, knowledge, measurement, primary teachers, Swaziland.

scholarly journals Training future primary school teachers for the formation of students' skills to cooperate in a team

2021 ◽  
Vol 104 ◽  
pp. 03004
Author(s):  
Oleksandra Yankovych ◽  
Iryna Kuzma ◽  
Vitaliia Prymakova ◽  
Zinovii Onyshkiv ◽  
Hanna Chaikovska
Keyword(s):  
Primary School ◽  
Group Work ◽  
Diagnostic Tools ◽  
School Teachers ◽  
Ability To Work ◽  
School Students ◽  
Primary School Teachers ◽  
Primary Schoolchildren ◽  
High Level ◽  
Teachers Training

The model of training future primary school teachers for the formation of students' skills to cooperate in a team is developed and experimentally tested in the article. There are the following components of this model: goals, methodological approaches, content (the structure of the ability to work in a team is considered), the main stages, forms, methods, means, diagnostic tools and the result of the studied training. The skills to cooperate in a team are explored in the article as a complex formation and as one of the soft skills. At higher education institutions, the future teachers training for the formation at primary school students' skills to collaborate in a team takes place mainly during the implementation of interactive, game and project methods. However, this training needs to be improved. The developed experimental model implies systematic work on the basis of Pedagogy of the Heart and Pedagogy of Success, as a methodological basis of the researched process; equivalence of tendencies of using group work to improve learning outcomes and group work as a means of formation of students' ability to interact. Experimental verification proved the effectiveness of the designed model: the number of representatives at a high level of readiness to develop primary schoolchildren' ability to work in a team significantly increased and there were no low-level representatives.

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

scholarly journals Formation of special competences of future primary school teachers in the conditions of modernization

2020 ◽  
pp. 134-144
Author(s):  
Gulsum Sagyndykovna Ayapbergenova ◽  
Zara Kasymovna Kulsharipova ◽  
Botagoz Gabdullovna Sarsenbayeva ◽  
Kamila Mergenovna Bespayeva ◽  
Meiramgul Zhandarbekovna Khamitova
Keyword(s):  
General Education ◽  
Primary School ◽  
Education System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Foreign Countries ◽  
The Republic ◽  
Teachers Training ◽  
New System

The article reveals innovative experience in the study of projective technologies in the training of primary school teachers in the general education system. In the practical part of the study, relevance of training primary school teachers to the use of wide opportunities in teaching children on the basis of new system values that orient themselves to a self-developing pupil who is able to flexibly use changing component life activities at a new level is substantiated. It also actualizes the need to study and use the experience of foreign countries, taking into account the specifics of domestic realities, and to make a comparative analysis of the theory, methodology and organization of future primary school teachers training in the context of modernization of the education system in the Republic of Kazakhstan. The primary education system is recognized as one of the most important priorities of the long-term Strategy «Kazakhstan – 2050».

scholarly journals Prospective preschool and primary school teachers’ knowledge and opinion about gamification

2021 ◽  
Vol 14 (1) ◽  
pp. 104-114
Author(s):  
Edina-Tímea OPRIȘ ◽  
Éva BÁLINT-SVELLA ◽  
Iuliana ZSOLDOS-MARCHIȘ
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Time Allocation ◽  
Negative Attitude ◽  
Point Of View ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Open Questions ◽  
High Level

Abstract. Gamification is a rather new method in education and unfortunately is not a widely known method among Hungarian primary school teachers in Romania. This paper presents the knowledge and opinion of pre-service preschool and primary school teachers about gamification and its use in education. In this study 81 Primary and Preschool Pedagogy students from BabeșBolyai University were participated, 80 of them were female and 1 male. 40 students are in first year and 41 in second year of their studies. The research was carried out during February-March 2020 at Babeș-Bolyai University, Romania. To get to know their point of view and knowledge about gamification, an online questionnaire was developed by the authors. The obtained data was quantitatively (closed questions) and qualitatively (open questions) analyzed. According to the results, half of the students think that there is no difference between gamification and game-based learning and for three quarter it is difficult to see the differences. This is surprising as students were taught about gamification before filling in the questionnaire. Students perceive a high level of utility of gamification in education. The most frequently mentioned benefits by the participants are that gamification motivates and actively involves students. Even if participants gave many advantages of integrating gamification in education, the biggest disadvantage is related with the time necessary for preparation of a gamified lesson and for the time-allocation during the lesson. As obstacles of using gamification, they mentioned the negative attitude or/and lack of methodological knowledge of some teachers and the constrains of the curriculum. Most of the preservice teachers prefer both paper-pencil based and technology-aid gamification. They consider solving exercises the most suitable for gamification.

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