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

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.

Download Full-text

The agency of CLIL primary school teachers in Austria

Journal of Immersion and Content-Based Language Education ◽

10.1075/jicb.20032.gru ◽

2021 ◽

Author(s):

Marie-Theres Gruber ◽

Sarah Mercer

Keyword(s):

Primary School ◽

Primary Education ◽

Primary Teachers ◽

Professional Role ◽

Sense Of Agency ◽

Teacher Agency ◽

Specific Group ◽

School Teachers ◽

Primary School Teachers ◽

Depth Interviews

Abstract Although recent years have seen a growth in studies examining teacher agency, educators working in the primary sector remain a relatively under-researched population. One specific group of teachers in primary education are those who teach Content and Language Integrated Learning (CLIL). In this study, we wanted to understand how CLIL primary teachers’ sense of agency helped them to navigate this professional role, considering factors in their ecologies which supported or inhibited their agency. Based on semi-structured, in-depth interviews with six primary school CLIL teachers, this study shows that even though these teachers were initially passionate about CLIL, they all ultimately exercised their agency as teachers in giving up on CLIL due to a limited sense of agency in the particular role as a CLIL educator.

Download Full-text

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

International Journal of English Language Studies ◽

10.32996/ijels.2021.3.2.6 ◽

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.

Download Full-text

Use of GeoGebra in primary math education: a theoretical approach

Lietuvos matematikos rinkinys ◽

10.15388/lmr.a.2014.14 ◽

2014 ◽

Vol 55 ◽

Cited By ~ 1

Author(s):

Inga Žilinskienė

Keyword(s):

Primary School ◽

Primary Education ◽

Theoretical Approach ◽

Teaching And Learning ◽

Math Education ◽

Learning Objects ◽

School Teachers ◽

Teaching Process ◽

Primary School Teachers ◽

Educational Plan

GeoGebra as cost-free, multi-platform mathematics software, dynamically connecting concepts in geometry, algebra and calculus is applied in different school’s levels, and primary school is no exception. The aim of the paper is to present a theoretical approach of application of GeoGebra in Lithuanian’s primary math education. It analyzes features of GeoGebra, its possible integration into primary school education according to Educational Plan and Programme. Also some examples how this software can be effectively incorporated into teaching and learning are presented. With a view to evaluate GeoGebra’s suitability to primary education primary school teachers were interviewed and results of that exploratorystudy are presented. Also the study seeks to identify the conditions to successfully support teachers in using GeoGebra and learning objects prepared by it in their teaching process including organisational and technical support required.

Download Full-text

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

Problems of Education in the 21st Century ◽

10.33225/pec/13.55.74 ◽

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.

Download Full-text

Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka

Teaching and Teacher Education ◽

10.1016/0742-051x(93)90014-8 ◽

1993 ◽

Vol 9 (1) ◽

pp. 41-64 ◽

Cited By ~ 17

Author(s):

Maria Teresa Tatto ◽

H.Dean Nielsen ◽

William Cummings ◽

N.G. Kularatna ◽

K.H. Dharmadasa

Keyword(s):

Sri Lanka ◽

Primary School ◽

School Teachers ◽

Primary School Teachers

Download Full-text

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

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.a041219 ◽

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.

Download Full-text

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

Mattawang: Jurnal Pengabdian Masyarakat ◽

10.35877/454ri.mattawang170 ◽

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.

Download Full-text

THE PEDAGOGICAL TOOLS FOR THE DEVELOPMENT OF COMPASSION OF THE PRIMARY SCHOOL CHILDREN WITH REGARD TO THEIR PSYCHOLOGICAL TYPES

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2017vol2.2326 ◽

2017 ◽

Vol 2 ◽

pp. 265 ◽

Cited By ~ 1

Author(s):

Victoria Guseva

Keyword(s):

Primary School ◽

School Children ◽

Educational Process ◽

Learning Activities ◽

Primary School Children ◽

School Teachers ◽

Pedagogical Tools ◽

Primary School Teachers ◽

Psychological Types

The article contains the development of pedagogical tools of the compassion in the primary school children in the educational process with regard to their psychotypes. It also includes examples of learning activities for primary school teachers.

Download Full-text