scholarly journals Technology as Thirdspace: Teachers in Scottish School Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

2021 ◽  
Vol 11 (3) ◽  
pp. 136
Author(s):  
Jonathan Brown ◽  
Carrie McLennan ◽  
Daniela Mercieca ◽  
Duncan P. Mercieca ◽  
Derek P. Robertson ◽  
...  
Keyword(s):  
Digital Technology ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Physical Space ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
First Time ◽  
Edward Soja

This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.

scholarly journals Primary School Teachers Perceptions Regarding ICT Usage And Equipment In Kuwait

2011 ◽  
Vol 8 (1) ◽  
pp. 55-62
Author(s):  
Ghazwa Alharbi
Keyword(s):  
Communication Technology ◽  
Primary Schools ◽  
Information Communication ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
High Quality Education ◽  
Ict Training ◽  
The Impact

Education institutions around the world have seen rapid advances in ICT (Information Communication Technology) within the classroom since the mid 90s. Kuwait has realized the need for a high quality education system, and has seen huge increases in government funding for schools over the last 10 years. However, Kuwaits spending on technology and ICT has attracted little research regarding the impact it has had on students and teachers. For this reason, this study aimed to discover how useful ICT is within classes in Kuwait. The research used qualitative research to focus on 14 teachers from three different primary schools in Kuwait. The study focused on the amount of ICT that is used within Kuwaiti schools and the quality of ICT training provided for teachers. The study found that teachers lacked sufficient training in ICT usage as a teaching aid. Findings also revealed that programs provided by the primary schools in Kuwait were too basic and that further investment is required

scholarly journals Dual-role Conflict among Female Primary School Teachers

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Lawal Abdul Faragai
Keyword(s):  
Primary School ◽  
Role Conflict ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Background Level ◽  
Work And Family ◽  
Dual Role ◽  
School Teachers ◽  
Conceptual Approach ◽  
Primary School Teachers

This paper is a conceptual approach that stimulate able scholars that failed to ponder carefully on dual-role conflict among female primary school teachers. Of course, female primary school teachers are experiencing dual-role conflict. Also, presently female primary school teachers has dominated our primary schools teaching our children, on the same vain experiencing dual-role conflict which needed urgent attention from all stakeholders. The essence of this paper was due to the relevance of work and family matters. Scholars are really trying their best for enlightening all stakeholders on the issue of work-family role conflict in many discipline. In Education, related researches are always carrying on but the background level of education primary school is somehow been put aside with little concern. Considering this will help in making the work-life balance of female primary school teachers more sustainable. With this teaching and learning of our younger children would be efficient and effective. The researcher has proposed a conceptual framework in studying dual-role conflict among female primary school teachers. However, the qualitative interpretivist approach using case study or grounded theory would be applicable in conducting such type of research respectively.

Exploring Primary School Teachers' Language of Thinking: A Case Study (Bahasa Berfikir Guru Sekolah Rendah: Satu Kajian Kes)

2018 ◽  
Vol 14 (3) ◽  
pp. 271-295
Author(s):  
Wan Mazwati Wan Yusoff ◽  
Shamilati Che Seman ◽  
Rahimah Embong
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Systematic Evaluation ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact

Abstract The aspiration of Malaysian education system as mentioned in the Malaysia Education Blueprint 2013-2025 is to produce students who are highly critical and creative.  Since teaching for higher order thinking was made explicit since 1989, a systematic evaluation of the adequacy and pitfalls of teaching for thinking programs was not done extensively.  If examination result is the yard stick to measure the impact of teaching for thinking, then it can be concluded that 2016 UPSR result painted a dismal picture of failure in teaching for thinking.  Studies showed that there is a positive correlation between language teacher used to communicate in the classroom and the development of thinking dispositions among students.  Using the framework of language of thinking put forward by Costa and Marzano (2001), this study was conducted to explore language of thinking used by teachers during teaching and learning sessions in several primary school classrooms.  This preliminary study attempted to gain in-depth understanding of the phenomenon in the actual setting so that the insight can illustrate a wider picture of the issue.  This exploratory case study employed structured observations to collect data in the classroom of nine primary school teachers.  The data was analysed based on theoretical proposition by Costa and Marzano.  Findings revealed that teachers needed to improve their language of thinking.    Keywords: Thinking skills, language of thinking, teaching for thinking, higher order thinking.   Abstrak Aspirasi pendidikan Malaysia sebagaimana yang disebut dalam Pelan Pembangunan Pendidikan Malaysia 2013-2025 adalah untuk melahirkan pelajar yang berupaya berfikir secara kritis dan kreatif.  Semenjak kemahiran berfikir pada aras tinggi disebut secara eksplisit dalam kurikulum sekolah menengah dan rendah dari tahun 1989 lagi, satu penilaian yang sistematik terhadap kejayaan dan kelemahan pengajaran untuk kemahiran berfikir tidak dibuat secara meluas dan menyeluruh.  Jika keputusan peperiksaan dijadikan kayu ukur untuk mengukur keberkesanan pengajaran untuk berfikir, keputusan peperiksaan UPSR 2016 melukis gambaran kegagalan projek mengajar untuk kemahiran berfikir aras tinggi yang menyedihkan.  Kajian menunjukkan ada perkaitan positif antara Bahasa yang digunakan oleh guru ketika berkomunikasi dalam bilik darjah dengan perkembangan disposisi berfikir dikalangan pelajar.   Disposisi berfikir pula berkait langsung dengan tabiat berfikir dan kemahiran berfikir aras tinggi.  Kajian ini bertujuan untuk meneroka Bahasa berfikir yang digunakan oleh guru dalam proses pengajaran dan pembelajaran di sekolah rendah.  Bahasa berfikir yang diterangkan oleh Costa dan Marzano (2001) digunakan sebagai kerangka teori kajian ini.  Kajian ini cuba untuk meneroka amalan berbahasa guru untuk memahami fenomena ini dalam situasi sebenar supaya hasilnya dapat memberi gambaran luas terhadap isu ini.  Kajian kes eksplorasi ini menggunakan pemerhatian secara berstruktur untuk mengumpul data.  Sembilan orang guru sekolah rendah terlibat dalam kajian ini.  Data telah dianalisis menggunakan toeri Bahasa berfikir Costa dan Marzano.  Dapatan kajian ini menunjukkan guru perlu menambahbaik Bahasa berfikir yang mereka gunakan semasa berkomunikasi dalam bilik darjah supaya aspirasi melahirkan pelajar berkemahiran berfikir aras tinggi dapat dicapai.    Kata Kunci: Kemahiran berfikir, bahasa berfikir, mengajar untuk berfikir, berfikir aras tinggi.

Schooling

2019 ◽  
pp. 187-194
Author(s):  
Andrew E. Clark ◽  
Sarah Flèche ◽  
Richard Layard ◽  
Nattavudh Powdthavee ◽  
George Ward
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Primary Schools ◽  
Well Being ◽  
School Teachers ◽  
Primary School Teachers ◽  
Whole School ◽  
The Impact ◽  
Huge Variation

This chapter investigates the impact of the different schools and teachers in the Avon area on the outcomes of the children they taught. It begins by investigating the role of the whole school in considering what difference it makes which school a child goes to. Here, primary and secondary schools have major effects on the emotional well-being of their children. The variation across schools in this regard is as large as the variation in their impact on academic performance. There is also a huge variation in the impact of individual primary school teachers on the emotional well-being and academic performance of their children. These effects of primary schools and teachers persist throughout the following five years and longer.

scholarly journals The Impact of Occupational Stress on Job Satisfaction Among Kenyan Primary School Teachers

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Emily Jepkoech Koros ◽  
John M. Momanyi ◽  
Carolyne K. Chakua
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Occupational Stress ◽  
Primary Schools ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Study Results ◽  
The Impact ◽  
The Relationship

Teaching profession has been hit by high teacher turnover and attrition resulting in shortage of teachers in primary schools. The purpose of this study was to determine the impact of occupational stress on job satisfaction among primary school teachers in Nandi County, Kenya.  The main objective was to find the relationship between occupational stress and job satisfaction. This study adopted the explanatory survey research design. The study targeted a total of 1652 primary school teachers. Simple random sampling technique was used to select a sample of 312 teachers. The main data collection instrument was a questionnaire for the teachers. The data collected was analysed through the use of SPSS by regressing and correlating occupational stress and job satisfaction in order to determine the strength of the relationship. The study results indicated that there was a positive relationship between occupational stress and job satisfaction (β = .527, p = .000). The coefficient of determination (R2 =  .452) for the estimated model indicated that 45.2% of the deviations in occupational stress contribute towards job satisfaction among  primary school teachers. A majority of the primary school teachers are dissatisfied with teaching and if given an opportunity would leave teaching for other professions. The study recommends that it is imperative of government and other stakeholders in education to ensure a high level of career satisfaction for highly qualified and experienced teachers.

scholarly journals Primary school teachers' use of digital resources with interactive whiteboards: The Australian context

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Damian Maher ◽  
Renata Phelps ◽  
Nikkita Urane ◽  
Mal Lee
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teacher Educators ◽  
Dominant Role ◽  
Interactive Whiteboards ◽  
School Teachers ◽  
Digital Resources ◽  
Primary School Teachers

<span>As interactive whiteboards appear in increasing numbers in primary classrooms, questions will continue to be asked about the effectiveness of these devices in supporting teaching and learning. It is not the board itself, however, which is likely to make a difference to student learning outcomes, but the resources which teachers choose to use in conjunction with their board. This study investigated what digital resources Australian primary school teachers </span><em>are</em><span> using when teaching with interactive whiteboards and the factors affecting their choice of such resources. Data were collected from 116 teachers from 13 primary schools in regional and metropolitan areas via an online survey and follow-up focus groups. While flipchart software plays an important role in delivery of lessons, a broad range of resources, particularly online, interactive and multimedia resources are utilised. National, pedagogical and curriculum relevance are critical influences on Australian teachers' resource choice and word-of-mouth plays a dominant role in influencing patterns of use. There are important implications from the study for teachers, school leaders, teacher educators and producers of digital resources.</span>

scholarly journals The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia

2020 ◽  
Vol 7 (2) ◽  
pp. 90 ◽  
Author(s):  
Rasmitadila Rasmitadila ◽  
Rusi Rusmiati Aliyyah ◽  
Reza Rachmadtullah ◽  
Achmad Samsudin ◽  
Ernawulan Syaodih ◽  
...  
Keyword(s):  
Online Learning ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Data ◽  
Structured Interviews ◽  
School Teachers ◽  
Government Schools ◽  
Primary School Teachers ◽  
Online Collaborative Learning

This study explores the perceptions of primary school teachers of online learning in a program developed in Indonesia called School from Home during the COVID-19 Pandemic. Data were collected through surveys and semi-structured interviews with 67 class teachers in primary schools. Data analysis used thematic analysis of qualitative data. The analysis results found four main themes, namely, instructional strategies, challenges, support, and motivation of teachers. This research contributes to the literature of online collaborative learning between teachers, parents, and schools that impact student success. Broadly, the success of online learning in Indonesia during the COVID-19 Pandemic was determined by the readiness of technology in line with the national humanist curriculum, support and collaboration from all stakeholders, including government, schools, teachers, parents and the community.

scholarly journals Music and MEXT: How songs can help primary school English teachers teach and their students learn

2011 ◽  
Vol 35 (4) ◽  
pp. 62 ◽  
Author(s):  
James York
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Education ◽  
Target Language ◽  
Fifth Grade ◽  
School Teachers ◽  
Primary School Teachers ◽  
Affective Filter ◽  
Positive Effects ◽  
First Time

In this paper, I address Japanese primary school teachers who may find themselves having to teach English for the first time as a result of MEXT’s plan to introduce compulsory English education in primary schools nationwide. I propose that using music and singing in such contexts is beneficial for both students and teachers. For students, I argue that music has positive effects on lowering the affective filter, provides the opportunity to practice pronunciation, can help improve acquisition of the target language, and can assist in the development of automaticity. For teachers, the paper provides practical lesson ideas separated into speaking and listening language skills. I also provide an overview of how specific songs may be incorporated into the fifth-grade English syllabus proposed by MEXT. 文部科学省による学習指導要領改訂で、公立小学校における外国語活動が新設され、初めて英語を教えるという小学校教師が多いと思われる。本論では、そんな小学校教師への提言を行う。そのような場面では、音楽や合唱が児童にも教師にも有益である。音楽は学習者の情意フィルターを下げ、発音練習の機会を与え、目標言語の習得に好影響があり、automaticityの養成にも役立つ。教師にとって実用的な授業のアイディアを、スピーキングとリスニングのスキル別に提案する。また、特定の曲を題材に、文科省の第5学年のシラバスへの取り入れ方も提案する。

South African Teachers’ Perspectives of What Causes Students to Exhibit Challenging Behavior in Primary Schools

2021 ◽  
pp. 002205742098870
Author(s):  
Julie Shantone Rubbi Nunan
Keyword(s):  
Primary School ◽  
South African ◽  
Challenging Behavior ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
School Intervention ◽  
Future Research ◽  
School Teachers ◽  
Primary School Teachers

South African primary school teachers struggle curtailing student behaviors, therefore impeding teaching and learning. To understand this phenomenon, 15 primary school teachers were interviewed. Findings reveal that students’ negative family dynamics, displaced aggression, and social factors influenced challenging behavior. Social cognitive theory and general systems theory rationalized how behavior is learned and transferred within systems. Understanding the causative factors of student challenging behavior will benefit teachers to understand the student before addressing their behavior. Future research should look into student challenging behavior from other perspectives. School intervention programs should be established that support vulnerable students to curtail their challenging behavior.

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.

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