scholarly journals Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges

2021 ◽  
Vol 11 (9) ◽  
pp. 542
Author(s):  
Susana Henriques ◽  
Joana Duarte Correia ◽  
Sara Dias-Trindade
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Online Social Networks ◽  
Educational Process ◽  
Added Value ◽  
Online Questionnaire ◽  
Digital Resources ◽  
Face To Face ◽  
Primary And Secondary Education ◽  
Analysis Methodology

The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.

The soft side of TQM and teachers job satisfaction: an empirical investigation in primary and secondary education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Niki Glaveli ◽  
Fotios Vouzas ◽  
Myrsine Roumeliotou
Keyword(s):  
Job Satisfaction ◽  
Secondary Education ◽  
Continuous Improvement ◽  
Validity And Reliability ◽  
Measurement Scales ◽  
Online Questionnaire ◽  
Content Type ◽  
Primary And Secondary Education ◽  
Appraisal Systems ◽  
The Impact

PurposeThe current study provides insights on the application of critical soft TQM practices in primary and secondary education and their impact on teachers' job satisfaction (TJS).Design/methodology/approachBased on a review of the literature related to TQM application in primary and secondary education, six soft TQM elements were traced as critical to the success of TQM implementation in the school environment: participation/involvement in continuous improvement, teamwork, empowerment, appraisal systems/recognition and reward for quality, training and development (T&D) and leadership (vision/commitment to quality culture). Moreover, their relationship to JS was theoretically founded and empirically tested. An online questionnaire was used as the research instrument. The participants were 200 primary and secondary public school teachers working in urban, semi urban and rural regions of Greece. After assessing the validity and reliability of the measurement scales, multiple regression analysis was applied to test the hypothesized relationships.FindingsThe research findings revealed that leadership and empowerment are the most highly implemented TQM practices in primary and secondary education. Moreover, participation/involvement, appraisal systems/recognition and rewards and leadership were the TQM elements that had a positive association with TJS.Practical implicationsThe outcomes of the study are of help to school principals and policy-makers in order to design and implement TQM policies that advance the quality of teaching and the effectiveness of processes in the primary and secondary education system, as well as to satisfy and motivate teachers for continuous improvement.Originality/valueThis was, to the best of our knowledge, the first study that has explored the impact of soft TQM elements on TJS.

scholarly journals Pupils’ Perceptions and Suggestions for the Improvement of Distance Education in Greece

2021 ◽  
Vol 14 ◽  
pp. 205-213
Author(s):  
Maria Eftychia Angelaki ◽  
Theodoros Karvounidis ◽  
Christos Douligeris
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Online Questionnaire ◽  
Face To Face ◽  
Teaching Tools ◽  
Learning Challenges ◽  
Class Schedule ◽  
Technological Means ◽  
Implementation Data ◽  
First Time

During the first wave of the COVID-19 pandemic, Greek schools were closed, and for the first time in Greece, distance education has been implemented using mostly technological means. This work aims to capture the Greek pupils' perceptions and suggestions on the transition from a face-to-face educational process to a pure distance synchronous and asynchronous education implementation. Data have been collected by 41 pupils via an online questionnaire on a volunteer basis. The purpose of the questionnaire was to identify the pupils' learning challenges and unforeseen benefits connected to the offered distance education. The assessment revealed that the majority of the pupils, although they consider distance education as necessary and useful, do not want to replace the traditional means of education. The pupils suggested that the entire process should be stricter in terms of class schedule, assignment submission, and presence requirements and should be enhanced by incorporating better and more "vivid" e-teaching tools.

scholarly journals The Formation and Development of Pedagogical Courses in Russia in the Second Half of the 19th – Early 20th Centuries

2020 ◽  
pp. 213-219
Author(s):  
Dmitry S. Molokov ◽  
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
19Th Century ◽  
Professional Training ◽  
Low Cost ◽  
Teaching Staff ◽  
Public And Private ◽  
Primary And Secondary Education ◽  
The 19Th Century ◽  
Russian Education

The article discusses the genesis of pedagogical courses in the history of Russian education, from the mid-1860s, when they were created, to 1917. The acute shortage of teaching staff in some periods of Russian history dictated the need to find innovative solutions for teacher training. The historical realities of the post-reform 1860s–1870s, when the number of educational institutions in Russia increased significantly, led to the birth of pedagogical courses. Teacher training courses also contributed to the eradication of illiteracy in the early Soviet period. Since the second half of the twentieth century up to the present day courses as a form of training and retraining of teachers remain in the system of additional professional education. The aim of the study was to identify and substantiate the reasons that contributed to the formation and development of pedagogical courses in the system of pedagogical education in Russia. This article uses a set of historical-pedagogical research methods: historical and genetic method, source and historiography analysis, comparative pedagogical method, content analysis. As a result of the use of the causal method of research, the following reasons were identified. Firstly, the development of primary and secondary education in the country required the replenishment of the teacher corps. Secondly, the Russian education system oriented to the best foreign experience, primarily European, in which, by the middle of the 19th century, pedagogical courses took shape as an element of the system of professional training of teachers. Thirdly, the liberal nature of the post-reform policies contributed to the expansion of the rights to teacher education. Fourthly, the public and private initiative developed. Fifthly, the state supported the idea of pedagogical courses, fixed them in legislation and partially funded them. Sixthly, low-cost courses compared to other forms of professional training of teachers. The spread of pedagogical courses in the second half of the 19th century is due to the fact that zemstvos did not have sufficient funds to open teacher seminaries, so they opened short-term permanent courses for the training of teachers of public schools. Until 1917, there were both public and private pedagogical courses in Russia. They were financed mainly by zemstvos, but were under the control of state governing bodies. The courses played an important role in the training of teachers for primary and secondary education. They became a real phenomenon in the life of the Russian school of the second half of the 19th – early 20th centuries. The spread of pedagogical courses was due to the fact that they made it possible to train teachers in a short time at low cost. It is no coincidence that, as a form of professional training, pedagogical courses were in demand by the Soviet school and are still an important component of the system of continuous pedagogical education.

scholarly journals Combinação pedagógica entre letramento estatística e compreensão gráficaPedagogical combination between statistical literacy and graphic understanding

2020 ◽  
Vol 22 (2) ◽  
pp. 511-541
Author(s):  
Rúbia Fernandes ◽  
Guataçara Dos Santos Junior
Keyword(s):  
Public Schools ◽  
Teacher Training ◽  
Pedagogical Practice ◽  
Statistical Literacy ◽  
Face To Face ◽  
Pedagogical Strategy ◽  
Statistical Education ◽  
Analysis Methodology ◽  
The City ◽  
Formación Docente

ResumoA finalidade deste trabalho é analisar as contribuições de uma estratégia pedagógica articulada entre o letramento estatístico e compreensão gráfica para os anos finais do ensino fundamental. A análise dos dados foi realizada com base numa formação docente em  Educação Estatística, que ocorreu por meio de (2) dois encontros presenciais, com duração de (4) quatro horas cada um, perfazendo o total de (8) oito horas, e contou com a participação de (12) doze professores de Matemática da rede pública do estado do Paraná, na cidade de Curitiba. Para a análise desses dados, optou-se pela metodologia da Análise Textual Discursiva. Os resultados obtidos indicam que essa prática pedagógica combinada entre o letramento estatístico e compreensão gráfica favorece o processo de aquisição, estruturação e desenvolvimento dos conhecimentos relativos à Educação Estatística, configurando-se como uma alternativa para o trabalho escolar docente.Palavras-chave: Formação docente, Letramento estatístico, Compressão gráfica.   AbstractThe purpose of this work is to analyze the contributions of a pedagogical strategy articulated between statistical literacy and graphic understanding for the final years of elementary school. The data analysis was carried out based on a teacher training in Statistical Education, which took place through two face-to-face meetings of four hours each, totaling eight hours, and counted with the participation of twelve mathematics teachers from public schools in the state of Paraná, in the city of Curitiba. For the analysis of these data, the Discursive Textual Analysis methodology was chosen. The results obtained indicate that this pedagogical practice combining statistical literacy and graphic comprehension fosters the process of acquisition, structuring, and development of knowledge related to Statistical Education, being configured as an alternative for teachers’ school work.Keywords: Teacher training, Statistical literacy, Graphic compression. ResumenEl propósito de este trabajo es analizar los aportes de una estrategia pedagógica articulada entre la alfabetización estadística y la comprensión gráfica para los últimos años de la escuela primaria e inicio de secundaria. El análisis de datos se realizó con base en una formación docente en Educación Estadística, la cual se llevó a cabo mediante dos reuniones presenciales de cuatro horas cada una, totalizando ocho horas, y contó con la participación de doce profesores de matemáticas de escuelas públicas de Curitiba, estado de Paraná. Para el análisis de estos datos se eligió la metodología de Análisis Textual Discursivo. Los resultados obtenidos indican que esta práctica pedagógica que combina la alfabetización estadística y la comprensión gráfica favorece el proceso de adquisición, estructuración y desarrollo de conocimientos relacionados con la Educación Estadística, configurándose como una alternativa para la labor escolar de los docentes.Palabras clave: Formación docente, Alfabetización estadística, comprensión gráfica

scholarly journals Evaluation the Use of Distance Learning in Jordanian Universities during the COVID19 Pandemic

2021 ◽  
Vol 12 (6) ◽  
pp. 2306-2318
Author(s):  
Fadi Abdul Raheem Odeh Bani Ahmad Bani
Keyword(s):  
Distance Learning ◽  
Educational Process ◽  
Added Value ◽  
Current Status ◽  
Face To Face ◽  
Use Of Technology ◽  
Descriptive Approach ◽  
Face To Face Learning ◽  
Electronic Content

Various countries have shifted from face-to-face learning to distance learning in response to the challenges imposed by the spread of the COVID19. Worldwide distance learning has become a global phenomenon. The current study aims to evaluate the use of distance learning in Jordanian universities during the covid19 pandemic.  The study has developed standards for using distance learning in Jordanian universities and the current status of using distance learning in Jordanian universities. To achieve these aims, the descriptive approach is adopted. A list of the necessary standards for using distance learning is developed, and the current status of using distance learning in Jordanian universities is determined through five domains, and descriptive statistics (means and standard deviations) were calculated as well. The results show the weakness of the technological and human infrastructure necessary for distance learning, and its low ability to create an attractive educational environment, making the use of technology a formal matter that does not achieve the slightest added value to the educational process, along with the weak evaluation of the quality of electronic content. Therefore, the study recommends the necessity of providing modern technological and human infrastructure for higher education institutions to activate them neatly to support the continuity of the educational process.

Improving the Digital Competences of Kindergarten Teachers as a Component of Quality Education

2019 ◽  
Vol 7 (3) ◽  
pp. 43-49
Author(s):  
Akseniya Tileva
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Empirical Study ◽  
Kindergarten Teachers ◽  
Educational Process ◽  
The Self ◽  
Quality Education ◽  
Self Assessment ◽  
Digital Resources ◽  
Digital Skills

The article presents the link between improving the pedagogical and digital competences of kindergarten teachers and the provision of quality education in Bulgaria. The results of a conducted empirical study of the self-assessment of the attitudes of kindergarten teachers and preparatory groups in schools for the use of digital resources in the educational process, as well as the analysis of areas for improvement in teacher preparation and qualification are presented. Keywords: digital skills, pedagogical competences, teacher training.

scholarly journals Characterization of the Digital Identity of Chilean University Students Considering Their Personal Learning Environments

2021 ◽  
Vol 13 (3) ◽  
pp. 74
Author(s):  
Marisol Hernández-Orellana ◽  
Adolfina Pérez-Garcias ◽  
Ángel Roco-Videla
Keyword(s):  
University Students ◽  
Educational Process ◽  
Digital Identity ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Online Activity ◽  
Face To Face ◽  
Technological Tools ◽  
The Web

At present, our online activity is almost constant, either producing information or consuming it, both for the social and academic fields. The spaces in which people move and travel every day, innocently divided between the face-to-face and the virtual, affect the way we communicate and perceive ourselves. In this document, a characterization of the academic digital identity of Chilean university students is proposed and an invitation to teachers to redefine learning spaces is made, allowing integrating all those technological tools that the student actually uses. This study was developed within the logic of pragmatism based on mixed methodology, non-experimental design, and a descriptive–quantitative cross-sectional approach. A non-probabilistic sample was made up of 509 students, who participated voluntarily with an online questionnaire. The Stata Version-14 program was used, applying the Mann–Whitney–Wilcoxon and Kruskal–Wallis U tests. To develop characterizations, a conglomerate analysis was performed with a hierarchical dissociative method. In general, Chilean university students are highly truthful on the Internet without making significant differences between face-to-face and digital interactions, with low awareness of their ID, being easily recognizable on the Web. Regarding their educational process, they manage it with analogical/face-to-face mixing formal and informal technological tools to optimize their learning process. These students manifest a hybrid academic digital identity, without gender difference in the deployment of their PLEs, but maintaining stereotypical gender behaviors in the construction of their digital identity on the Web, which shows a human-technological development similar to that of young Asians and Europeans.

scholarly journals Education of managers in the area of accountancy

2017 ◽  
pp. 0-0
Author(s):  
Michał Mijal ◽  
Adam Chmielewski
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Basic Education ◽  
Educational Process ◽  
Financial Situation ◽  
Primary And Secondary Education ◽  
General Conditions

Education of managers in the area of accountancy The paper highlights the most important factors in the process of passing on knowledge about a compa-ny’s financial situation, or accountancy in general. Those factors are general conditions relevant for every educational process, as well as specific ones characteristic of a particular field of knowledge. The article also describes an innovative game created by one of the authors for the purpose of basic education, and it analyzes the possibilities and limitations of that tool in the educational process. The conclusions were made based on a series of tests of the game which are described in this article, and which were conducted among professors and students of accountancy, as well as active businesspeople. In the last section of the paper, the authors suggest possible uses of the game in higher education, in the research of accountancy, as well as in primary and secondary education.

scholarly journals Secondary Education in Argentina during the 1990s

2003 ◽  
Vol 11 ◽  
pp. 17 ◽  
Author(s):  
Jorge M. Gorostiaga ◽  
Clementina Acedo ◽  
Susana E. Xifra
Keyword(s):  
Secondary Education ◽  
Teacher Training ◽  
Curriculum Design ◽  
Evaluation Systems ◽  
Active Involvement ◽  
Primary And Secondary Education ◽  
Reform Strategies ◽  
National Educational Policy ◽  
Technical Factors ◽  
Political Economic

The reform of secondary education has been a fundamental part of national educational policy in Argentina since the beginning of the 1990s. Along with the decentralization of responsibilities to provinces and a new structure of primary and secondary education, changes have affected the areas of curriculum design, teaching methods, teacher training, school management, and information and evaluation systems. This study describes the main policies on secondary education implemented during the last decade, including their objectives and rationales. Focusing on how the reform can be seen to relate to issues of access, quality and equity, the study presents an analysis of its implementation, and discusses some of its effects. We argue that political, economic and technical factors as well as the strategies chosen by the national government resulted in a limited implementation, and we highlight the need for considering more focused reform strategies, alternative models of teacher training, and a more active involvement of teachers.

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