scholarly journals Never had it but now I have to Teach it: A Study into how Primary Teachers Implemented a New Curriculum Requirement in Teaching Practice

2020 ◽  
Vol 31 (2) ◽  
pp. 172-178 ◽  
Author(s):  
Steven S. Sexton ◽  
Keyword(s):  
Teaching Practice ◽  
Primary Teachers ◽  
New Curriculum

scholarly journals Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model

2017 ◽  
Vol 5 (11) ◽  
pp. 82
Author(s):  
Mehmet Turan ◽  
Betül Bayar
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Teacher Candidates ◽  
Equal Opportunity ◽  
Teaching Practice ◽  
Primary Teachers ◽  
Structured Interview ◽  
Teaching Model ◽  
Student Centered ◽  
Primary Teaching

The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient.The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Muş were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data.According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education.As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson.According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.

The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment

2018 ◽  
pp. 1737-1760
Author(s):  
Drew Polly ◽  
Christie Martin ◽  
Chuang Wang ◽  
Richard G. Lambert ◽  
David K. Pugalee ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Formative Assessment ◽  
Teaching Practice ◽  
Primary Grades ◽  
Primary Teachers ◽  
Development Project ◽  
Assessment Practices ◽  
Face To Face ◽  
Assessment Skills

Formative assessment continues to be heralded as a high-leverage teaching practice that has empirical links to student achievement. This chapter describes the design and influences of a year-long professional development project focused on supporting primary grades teachers' with formative assessment skills in mathematics. The professional development was a blended format that included face-to-face workshops as well as classroom-based activities that were presented and facilitated through an online asynchronous format. Findings from the study indicated that teachers' enacted evidence of various aspects of TPACK, but there was variance in terms of how teachers implemented pedagogies. Implications for the design of professional development focused on formative assessment include the need to situate teachers' learning in their classroom, and provide ongoing multiple modes of support to help teachers enact formative assessment practices.

scholarly journals The Early Childhood Curriculum (2009) In Vietnam: Tensions In The First Three Years Of Implementation

2021 ◽  
Author(s):  
◽  
Doan-Huong Thi Dinh
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Academic Education ◽  
Early Childhood Curriculum ◽  
Traditional Concept ◽  
Teachers Perceptions ◽  
Cultural Concepts ◽  
New Curriculum ◽  
Educational Ideology ◽  
Teachers And Parents

<p>In 2009 the Vietnamese Government introduced the new Early Childhood Curriculum (ECC) to replace the Reformed Early Childhood Curriculum (RECC) that was in place between 1994 and 2009. The ECC presents a new image of the child as an agentic, competent, and self-directed learner for a globalised society. Recent research on the implementation of the ECC has focused on the teachers‘ reconceptualising of traditional ways of teaching to meet new official aspirations without acknowledging teachers‘ perceptions of intrinsic valued concepts within both the RECC and the ECC. In addition, there has been limited investigation of how this implementation has been carried out in practice. This study fills these gaps by investigating how teachers are experiencing the transition from the RECC to the ECC. A mixed-method approach was used, which involved a questionnaire sent to 472 respondent teachers followed by an in-depth exploration of six case-study teachers‘ experiences in three early childhood education centres. Data was interpreted using a socio-cultural approach and informed by the principles from Social Reconstruction ideology, which views education as a cultural, political and social tool to foster changes in society (Schiro, 2008).  The study revealed that the teachers held dichotomous beliefs about the valued concepts in the ECC and used conflicting approaches within their theories of practice as they implemented the new curriculum. Teachers‘ age, qualification, and working position appeared to be significantly related to their implementation of the ECC in their early childhood centre. In addition, the study found the partnership between teachers and parents was not a strong one in jointly realising the Government‘s aspirations of preparing young children for life-long learning and holistic development. Hybrid forms of teaching practice emerged, illustrating the tensions for teachers created by the incompatibilities between the ideal and the reality as the implementation of the Western educational ideology in the ECC encountered deeply embedded Vietnamese cultural concepts. This study argues that despite teachers‘ acceptance of the aspirations of the ECC, traditional cultural concepts — including an emphasis on academic education, a traditional concept of collectivism and an ingrained social hierarchy — acted to create tensions, as well as challenges, for teachers who found themselves caught between the ideals of the new curriculum and the constraints placed upon them by their traditional working culture. Additionally, professional development for teachers and administrators were found to be a significant factor that either facilitated or reduced the tensions. Implications of how to improve the implementation of the ECC are presented.</p>

scholarly journals MOKYKLA, MOKYTOJAS IR RENGIMASIS MOKYTOJAUTI BŪSIMŲ PRADINIŲ KLASIŲ MOKYTOJŲ AKIMIS [SCHOOL, TEACHER AND TEACHER TRAINING FROM THE PERSPECTIVE OF FUTURE PRIMARY TEACHERS]

2016 ◽  
Vol 8 (3) ◽  
pp. 98-105
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary Education ◽  
Personal Development ◽  
Teaching Practice ◽  
School Teacher ◽  
Educational Institution ◽  
Primary Teachers ◽  
Practical Experience ◽  
Education Experience ◽  
Study Programme ◽  
Teacher Assistant

Students of the study programme of Primary Education experience what it means to be a teacher as early as first years of their studies. Their practical pedagogical studies (30 credits) consist of a 3-part teaching practice: Practice of Teacher Assistant; Teaching Practice under Supervision of Mentor and Independent Teaching Practice. The article discusses Teaching Practice under Supervision of Mentor-1, which was completed by the students in Semester 5. During their teaching practice the students observe lessons delivered by teachers and analyse them, teach lessons themselves, participate in activities of non-formal educational activities, familiarise with the school and its traditions, learn about support to school learners provided by the specialists working in the school and help school learners facing learning difficulties. The article presents the case of Vilnius Pranas Mašiotas Primary School, where 5 third year students of the study programme of Primary Education had their teaching practice. The analysis of practice diaries allows to reveal how teachers to be evaluate an educational institution and people working there, what they think about their own competency, personal development, how they obtain practical experience and what challenges they face during their teaching practice. Key words: pedagogical studies, pedagogical internship, primary education.

scholarly journals The Early Childhood Curriculum (2009) In Vietnam: Tensions In The First Three Years Of Implementation

2021 ◽  
Author(s):  
◽  
Doan-Huong Thi Dinh
Keyword(s):  
Early Childhood ◽  
Teaching Practice ◽  
Academic Education ◽  
Early Childhood Curriculum ◽  
Traditional Concept ◽  
Teachers Perceptions ◽  
Cultural Concepts ◽  
New Curriculum ◽  
Educational Ideology ◽  
Teachers And Parents

<p>In 2009 the Vietnamese Government introduced the new Early Childhood Curriculum (ECC) to replace the Reformed Early Childhood Curriculum (RECC) that was in place between 1994 and 2009. The ECC presents a new image of the child as an agentic, competent, and self-directed learner for a globalised society. Recent research on the implementation of the ECC has focused on the teachers‘ reconceptualising of traditional ways of teaching to meet new official aspirations without acknowledging teachers‘ perceptions of intrinsic valued concepts within both the RECC and the ECC. In addition, there has been limited investigation of how this implementation has been carried out in practice. This study fills these gaps by investigating how teachers are experiencing the transition from the RECC to the ECC. A mixed-method approach was used, which involved a questionnaire sent to 472 respondent teachers followed by an in-depth exploration of six case-study teachers‘ experiences in three early childhood education centres. Data was interpreted using a socio-cultural approach and informed by the principles from Social Reconstruction ideology, which views education as a cultural, political and social tool to foster changes in society (Schiro, 2008).  The study revealed that the teachers held dichotomous beliefs about the valued concepts in the ECC and used conflicting approaches within their theories of practice as they implemented the new curriculum. Teachers‘ age, qualification, and working position appeared to be significantly related to their implementation of the ECC in their early childhood centre. In addition, the study found the partnership between teachers and parents was not a strong one in jointly realising the Government‘s aspirations of preparing young children for life-long learning and holistic development. Hybrid forms of teaching practice emerged, illustrating the tensions for teachers created by the incompatibilities between the ideal and the reality as the implementation of the Western educational ideology in the ECC encountered deeply embedded Vietnamese cultural concepts. This study argues that despite teachers‘ acceptance of the aspirations of the ECC, traditional cultural concepts — including an emphasis on academic education, a traditional concept of collectivism and an ingrained social hierarchy — acted to create tensions, as well as challenges, for teachers who found themselves caught between the ideals of the new curriculum and the constraints placed upon them by their traditional working culture. Additionally, professional development for teachers and administrators were found to be a significant factor that either facilitated or reduced the tensions. Implications of how to improve the implementation of the ECC are presented.</p>

Investigation into and Analysis on Middle School English Teachers’ Competencies

2016 ◽  
Vol 7 (3) ◽  
pp. 613
Author(s):  
Wanli Zhao ◽  
Hongrui Zhang
Keyword(s):  
Middle School ◽  
Teaching Practice ◽  
Language Skills ◽  
Core Competency ◽  
English Teachers ◽  
Shaanxi Province ◽  
Curriculum Standards ◽  
New Curriculum ◽  
Definition Of ◽  
Middle School English

For teachers’ competence, there is no uniform standard in domestic and foreign academic circles. Foreign scholars think that the personality of the teacher can do the performance of competence while domestic scholars believe that the professional values of the teachers, that is, personal qualities, professional ethics can be competent. The domestic and foreign scholars all agree that: the definition of teachers' competence should include the professional knowledge and professional skills related to the implementation of the successful teaching. Through questionnaire survey and interview, this paper makes a research on English teachers’ conception and language skills---the core competency of middle school English teachers in Shaanxi Province. It is found that there are some disparities of English teachers’ conception and language skills from the requirements of the new curriculum standards. Based on the reason analysis of disparities, the following suggestions are put forward: study the new curriculum standards seriously, strengthen the studies on education and teaching theories, strengthen the guidance on teaching practice and encourage the teachers to reflect on their teaching methods.

Conflictive Memory and Heritage Education in the Initial Training of Primary Teachers

2020 ◽  
pp. 472-500
Author(s):  
Andrés Domínguez-Almansa ◽  
Tania Riveiro-Rodríguez ◽  
José Monteagudo-Fernández ◽  
Ramón López Facal
Keyword(s):  
Teaching Practice ◽  
Professional Competence ◽  
Primary Teachers ◽  
Training Method ◽  
Primary Classroom ◽  
Trainee Teachers ◽  
Heritage Education ◽  
The Social ◽  
Primary Teaching ◽  
The Impact

This study shows that the professional competence of trainee teachers improves when social aptitudes are accepted as a key dimension guiding their training and the education of their pupils within the social sciences field. In the initial phase of the training of several cohorts of students of primary teaching degrees in Spain, work has been carried out on uncomfortable pasts, discovering hidden memories in everyday places. Taking this to be both a civic and educational problem, a process was begun to integrate emotion and critical rationality and to give meaning to the students' educational experience both at university and, later, in the primary classroom. Here, results are presented in relation to the impact on trainee teachers of a training method incorporating conflictive memory, heritage education and emotional education. Secondly, the results of transferring this training to the primary classroom during periods of teaching practice in schools are shown.

scholarly journals MOTHER TONGUE LEARNING IN THE ESTONIAN NEW HIGH SCHOOL CURRICULUM

2012 ◽  
Vol 41 (1) ◽  
pp. 140-153
Author(s):  
Natalia Zamkovaja ◽  
Irina Moissejenko
Keyword(s):  
High School ◽  
High Schools ◽  
Teaching Practice ◽  
Mother Tongue ◽  
School Curriculum ◽  
School Level ◽  
High School Level ◽  
High School Curriculum ◽  
Written Text ◽  
New Curriculum

This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention in the new curriculum, as well as the need for conducting researches is emphasized, including mother tongue. Under the requirements of the new curriculum, studies in every subject are student-centred, i.e. they are brought in accord with students’ interests and everyday needs, e.g. in mother tongue courses the need of text-centred approach is highlighted. The number of required courses is reduced; there are more opportunities for options. In comparison with the previous curriculum, the courses on mother tongues (Estonian and Russian) are unified. Before, only 3 courses on Russian as a mother tongue were set-out, now 6 compulsory courses and 1 elective course are scheduled (like Estonian). While developing curriculum for the Russian (native) language, cross-cutting topics were taken into account. The article thoroughly describes the structure and content of the subject; it is shown how the new curriculum is being implemented in teaching practice; the realization of new text-centered courses “The Perception and Creation of an Oral Text” and “The Perception and Creation of a Written Text” as an implementation for the basic concept is instantiated. Key words: curriculum, teaching at high school level, mother tongue, text-centered approach, students’ needs.

scholarly journals CHANGING NEGATIVE PERCEPTIONS OF ANIMALS THROUGH TEACHING PRACTICE: A RESEARCH IN PRIMARY EDUCATION

2017 ◽  
Vol 16 (4) ◽  
pp. 446-458
Author(s):  
António Almeida ◽  
Beatriz García Fernández ◽  
Teresa Silva
Keyword(s):  
Teaching Practice ◽  
Primary Teachers ◽  
Control Group ◽  
School Teaching ◽  
Post Test ◽  
Service Training ◽  
Negative Perceptions ◽  
Training Courses ◽  
Age Range ◽  
Experimental Group

This research focused on whether teaching practice could improve children’s perceptions of animals with a bad image. For this purpose, children from the 5th year of schooling approached the topic “diversity of animals” differently. The experimental group, 50 children from three classes (25 boys and 25 girls) aged 10 to 13, adopted an approach more focused on the role of the ecosystem and benefits of the animals for humans. The control group, 53 pupils from another three classes (27 boys and 26 girls) within the same age range, adopted a more descriptive approach based on the morphology, physiology and behaviours of the different animals. A pre-test and a post-test were administered to identify children’s empathy with ten animals with a bad image and to assess both their attractiveness and dangerousness. The experimental group significantly increased their empathy with the ten animals and only the assessment of their dangerousness was less conclusive. Even so, the dangerousness of the shark and of the mouse decreased significantly in this group. The research seems to be important as an aid to the design of didactic approaches related to the present issue both in continuous and pre-service training courses for primary teachers. Keywords: perceptions of animals, primary school, teaching practice.

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