scholarly journals The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

2018 ◽  
Vol 10 (4) ◽  
pp. 1093 ◽  
Author(s):  
Shengru Li ◽  
Shinobu Yamaguchi ◽  
Jun-ichi Takada
Keyword(s):  
Primary School ◽  
Interactive Learning ◽  
School Teachers ◽  
Learning Materials ◽  
Primary School Teachers ◽  
Self Regulated Learning ◽  
Learning Satisfaction ◽  
Regulated Learning

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

scholarly journals CURRENT STATE OF FORMATION OF READYNESS OF PRIMARY PRIMARY SCHOOL TEACHERS FOR INTRODUCTION OF TECHNOLOGIES OF INTERACTIVE LEARNING IN THE PROFESSIONAL PROFESSIONAL

2021 ◽  
Vol 32 (1) ◽  
pp. 129-142
Author(s):  
Olga Rybak
Keyword(s):  
Primary School ◽  
Interactive Learning ◽  
Learning Technologies ◽  
Professional Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Current State ◽  
Interactive Training ◽  
Level Of Use

The article considers topical issues of the current state of readiness of future primary school teachers to implement interactive learning technologies in professional activities at the present stage of reforming the education system, which is interpreted as: readiness to develop plans and goals, development of professional qualities of teachers, expanding the mobilization of psychological point of view, increasing the level of independence and responsibility to society. The essence of the concept of "readiness" for future primary school teachers is revealed. The place of such scientists is shown: A. Aleksyuk, N. Boltenkov, V. Bondar, O. Voloshenko, S. Garkusha, M. Dyachenko, I. Zyazyuna, N. Kichuk, O. Kiyashko, L. Krasyuk, N. Kuzmina, Z. Kurland, I. Kushakova, A. Linenko, O. Moroz, S. Nikitchina, S. Sysoeva, V. Slastyonina, S. Smirnova, L. Khomich, V. Chaika, I. Shaposhnikova, O. Yaroshenko, who studied the problems readiness of teachers in professional activity. The essence of the concept of readiness as a set of properties and qualities of the teacher's personality, which determines the adaptation of a graduate of a higher education institution to the conditions of pedagogical work, is revealed. The development of research of scientists of readiness of primary school teachers for introduction of technologies of interactive training in professional activity is shown. The study analyzes the results of a survey of primary school teachers in Lviv, Lviv and Volyn regions on the use of interactive learning technologies. The level of use of interactive exercises at different stages of the lesson is shown, the sufficient level of use of technologies of interactive training of teachers of SZSh№ 68, Lviv. The best level of equipment of the technical base of schools in the conditions of development of the new Ukrainian school is determined. The place of a modern specialist who promotes the expansion of a positive level of learning with a willingness to implement technologies of interactive learning in professional activities is described.

scholarly journals PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICES IN THE SELECTION AND DEVELOPMENT OF ENGLISH LEARNING MATERIALS

LITERA ◽  
2016 ◽  
Vol 15 (2) ◽  
pp. 227-238
Author(s):  
Nurdin Noni
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Teachers ◽  
English Learning ◽  
School Teachers ◽  
Learning Materials ◽  
Primary School Teachers ◽  
Teachers Perceptions

PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICESIN THE SELECTION AND DEVELOPMENTOF ENGLISH LEARNING MATERIALSNurdin NoniFBS Universitas Negeri Makassaremail: [email protected] study aims to describe: (a) teachers’ profiles, (b) teachers’ perceptions of the use oflearning materials, and (c) practices in the selection and development of English learningmaterials by primary school teachers in Makassar City. The study used the descriptivemethod by involving primary school teachers of English. The sample consisted of 15primary school teachers of English, randomly selected from two clusters, namely thecity center and the suburb. The data were collected using a questionnaire. The resultsand discussion include the English teachers’ profiles, perceptions of, and practices in theselection and development of English learning materials for primary schools. In general,it can be concluded that the perceptions of primary school teachers of English are in linewith their practices in the selection and development of learning materials.Keywords: perception and practices, selection and development of English learningmaterialsPERSEPSI DAN PRAKTIK GURU SEKOLAH DASARDALAM PEMILIHAN DAN PENGEMBANGAN MATERI PEMBELAJARANBAHASA INGGRISAbstrakPenelitian ini bertujuan mendeskripsikan: (a) profil guru, (b) persepsi guru terhadappenggunaan materi pembelajaran, dan (c) praktik pemilihan dan pengembangan materipembelajaranbahasa Inggris oleh guru sekolah dasar di Kota Makassar. Metode yangdigunakan adalah metode deskriptif dengan melibatkan 15 guru bahasa Inggris sekolahdasar yang dipilih secara acak dari dua klaster, yakni pusat kota dan daerah pinggirankota. Data dikumpulkan dengan menggunakan angket. Hasil dan pembahasan meliputiprofil guru bahasa Inggris, persepsi, dan praktik pemilihan dan pengembangan bahanajar bahasa Inggris untuk sekolah dasar. Secara umum dapat disimpulkan bahwa persepsiguru bahasa Inggris sekolah dasar memiliki kesesuaian dengan praktik yang merekalakukan dalam pemilihan dan pengembangan bahan ajar.Kata kunci: persepsi dan praktik pembelajaran, pemilihan dan pengembangan materipembelajaranand setting

Exploring Teachers’ Actions to Promote Self-Regulated Learning Practices in Primary School

2007 ◽  
Vol 24 (2) ◽  
pp. 4-24 ◽  
Author(s):  
Koen Lombaerts ◽  
Nadine Engels ◽  
Johan Vanderfaeillie
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Classroom Environments ◽  
Primary School Teachers ◽  
Self Regulated Learning ◽  
Learning Practices ◽  
Theoretical Assumptions ◽  
Regulated Learning ◽  
Learning Competence ◽  
Crucial Part

AbstractResearch highlights the importance of designing primary school classroom environments that promote self-regulated learning (SRL). Teachers play a crucial part as learning process facilitators in the development of pupils’ self-regulated learning competence and skills. The aim of this study was to explore teachers’ actions towards the development of self-regulated learning practices in primary school. The results of a survey of 399 primary school teachers in Brussels and the surrounding area (Belgium, Europe) are presented. Findings appeared to be consistent with theoretical assumptions about the development of self-regulated learning suggesting that teachers gradually introduce SRL over primary school grades. When comparing both groups of teachers scoring high and low in stimulating pupils’ self-regulated learning, similar patterns of SRL encouragement were recorded. Furthermore, teachers were found to promote self-regulated learning as a total concept with a comparable emphasis on all phases of the self-regulated learning process. The adjustment of the teaching environment was found to be similar in all grades and for both high and low self-regulated learning practices.

scholarly journals Training on Creating Interactive Learning Media to Strengthen Integer and Fractional Material for Primary School Teachers of Teacher Working Group IV, X Koto Singkarak

2020 ◽  
Vol 3 (1) ◽  
pp. 48
Author(s):  
Dewi Murni
Keyword(s):  
Primary School ◽  
Working Group ◽  
Interactive Learning ◽  
Group Iv ◽  
School Teachers ◽  
Primary School Teachers

Tahap berpikir siswa pada tingkat sekolah dasar berada pada tahap operasional konkrit sehingga dalam belajar mereka akan lebih mudah memahami jika menggunakan media yang mereka lihat dan kerjakan langsung. Berdasarkan observasi dan diskusi dengan beberapa guru Sekolah Dasar, khususnya untuk materi operasi bilangan bulat dan pecahan sebagian besar guru belum menggunakan media pembelajaran yang baik dalam pembelajaran. Hal ini disebabkan guru belum terbiasa dan terlatih dalam membuat dan menggunakan media pembelajaran interaktif. Akibatnya siswa masih kesulitan dalam memahami operasi bilangan bulat dan pecahan. Untuk mengatasi masalah tersebut maka tim pengabdian melaksanakan pelatihan kepada guru-guru SD untuk membuat media pembelajaran interaktif serta mempraktekkan penggunaan media tersebut . Hasil dari pelatihan telah dapat meningkatkan kompetensi guru yaitu pemahaman dan keterampilan guru dalam membuat media interaktif serta mengaplikasikannya dalam pembelajaran operasi bilangan bulat dan pecahan.

scholarly journals PENGEMBANGAN BAHAN BELAJAR “PENDIDIKAN KARAKATER ANAK USIA SEKOLAH DASAR” UNTUK ORANG TUA

2013 ◽  
Vol 27 (1) ◽  
pp. 52
Author(s):  
Suprayekti Suprayekti
Keyword(s):  
Primary School ◽  
Character Education ◽  
Instructional Material ◽  
Sampling Technique ◽  
Material Design ◽  
Design Development ◽  
School Teachers ◽  
Learning Materials ◽  
Primary School Teachers ◽  
Social And Emotional

Abstrak: Character education aims at improving religiuos, social, and emotional intelligence. To meet the aim notonly the school is responsible but also the parents are responsible for building the children’s character. The purposeof this research, therefore, is to produce the design development of character value determined by the parents and thelearning material appearnce. Applying development method, the research was conducted in Jakarta as from Aprilthrough December 2012. As a development research, it included the development design, prototype, and evaluationof the learning materials. Data were collected by observation, interview, and questionair. The respondents, selectedby accidental sampling technique, consisted of 10 parents and 10 primary school teachers. The result of the researchshowed the religious value was choosen as the main value of character education for the primary school studentsof grade 1-3 and honesty value for grade 4 -5. Keywords: learning materials, character education, instructional material design

Development of the Teacher Attitudes Towards Self-Regulated Learning Scale

2018 ◽  
Vol 34 (3) ◽  
pp. 193-205 ◽  
Author(s):  
Julia Steinbach ◽  
Heidrun Stoeger
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Factor Structure ◽  
Concurrent Validity ◽  
Binary Logistic Regression ◽  
Affective Component ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers Attitudes ◽  
Development And Validation

Abstract. We describe the development and validation of an instrument for measuring the affective component of primary school teachers’ attitudes towards self-regulated learning. The questionnaire assesses the affective component towards those cognitive and metacognitive strategies that are especially effective in primary school. In a first study (n = 230), the factor structure was verified via an exploratory factor analysis. A confirmatory factor analysis with data from a second study (n = 400) indicated that the theoretical factor structure is appropriate. A comparison with four alternative models identified the theoretically derived factor structure as the most appropriate. Concurrent validity was demonstrated by correlations with a scale that measures the degree to which teachers create learning environments that enable students to self-regulate their learning. Retrospective validity was demonstrated by correlations with a scale that measures teachers’ experiences with self-regulated learning. In a third study (n = 47), the scale’s concurrent validity was tested with scales measuring teachers’ evaluation of the desirability of different aspects of self-regulated learning in class. Additionally, predictive validity was demonstrated via a binary logistic regression, with teachers attitudes as predictor on their registration for a workshop on self-regulated learning and their willingness to implement a seven-week training program on self-regulated learning.

Sign in / Sign up

Export Citation Format

Share Document