scholarly journals PROFESSIONAL DEVELOPMENT OF PRESCHOOL AND PRIMARY SCHOOL TEACHER IN THE SYSTEM OF POSTGRADUATE EDUCATION IN POLAND

2017 ◽  
pp. 57-65
Author(s):  
Tereza Yanytska-Panek
Keyword(s):  
Primary School ◽  
Intellectual Development ◽  
Teaching Practice ◽  
School Teacher ◽  
Postgraduate Education ◽  
Educational Practice ◽  
Primary School Teacher ◽  
Psychological Skills ◽  
Innovation Model ◽  
Consumer Model

This article describes a new kind of postgraduate education in Poland, which allows a teacher to gain qualification of certain subject or training required for the particular type of employment. This type of postgraduate education school has determined new opportunities, as it has been implemented through creative plans for teachers on implementing innovative ideas in teaching practice. It has been determined that postgraduate education is an investment in human resources, investment equivalent to, or even more, than material or physical investment. Two models of postgraduate education have been characterized – «consumer model» and «progressive model». «The consumer model» of postgraduate education is characterized by the specific pedagogical knowledge obtained in order to meet immediate needs related to the improvement of educational practice. The content of «progressive model» is a provision stating that only creative, advanced teacher who has social and psychological skills, is able to provide a personal and intellectual development of students. In addition, only the teacher, who is self-fulfilled, can fully shape their students need to self-realization. Based on questionnaires, interviews, conversations empirical data analysis is presented, these findings can be used in postgraduate education of preschool and primary school teachers: a clear concept of specialized training – the need to develop functional skills teacher; the concept of functional orientation – need more qualifications for teachers and activity forms of learning; innovation model – methods and forms that enable active and independent and the resulting individual needs to obtain broad knowledge and skills.

scholarly journals Adjusting 1st year students' teaching practice to the online environment

Educatia 21 ◽  
2021 ◽  
pp. 97-106
Author(s):  
Luciana Truța ◽  
◽  
Olga Chiș ◽  
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
School Teacher ◽  
Student Interaction ◽  
Primary Teacher ◽  
Primary School Teacher ◽  
Online Environment ◽  
Self Reflection ◽  
Student’S Performance ◽  
Analysis Of Results

The current study aimed to collect relevant feedback on teaching practice effectiveness in relation to the tutors, students’ engagement in teaching practice, as well as self-reflection regarding necessary competences for a primary school teacher. Pedagogical activities within the teaching practice have considered: students’ online attendance to the classes held by the primary teacher, filling in an observation form regarding the lessons taught, mentorship session for analyzing the lessons along with the teachers, drafting a psycho-pedagogical record for a pupil, filling a form on reviewing the student’s performance and implication in the teaching practice. Having concluded the study’s results, we can now state that the teaching practice’s way of planning in the second school semester has proven efficient. The mentor-student / inter-student interaction has contributed to developing competences that a primary school teacher does require, through the feedback provided by the observation forms, as well as by involving students directly in the didactic activities, encouraging initiative and self-reflection. Objective analysis of results, suggestions, proposals, as well as difficulties encountered has made it possible to build a solid reference for future teaching practice – both online and in the classroom – and working towards improving it and all its partakers.

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

scholarly journals Organizational and Methodological Support of Teaching Practice in Primary School Teachers within the Framework of Modernisation of Teacher Education

2017 ◽  
Vol 22 (2) ◽  
pp. 27-39
Author(s):  
O.V. Uvarovskaya ◽  
M.A. Gabova ◽  
E.L. Egorova ◽  
V.F. Poberezkaya
Keyword(s):  
Primary School ◽  
Undergraduate Students ◽  
Teaching Practice ◽  
School Teacher ◽  
Basic Research ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Work Functions ◽  
Organizational Mechanisms

This paper presents results of testing of the methodological and organisational support of teaching practice for future primary school teachers developed by the authors within the project “Modernisation of Pedagogical Education”, particularly in the module aimed at the formation of work functions defined the Professional Standard for Teachers.Currently, the teaching practice provided by the universities is not sufficient to make students capable of carrying out these work functions.This condition has shaped the main goal of the research: promote the orientation in the profession of primary school teacher in students and assist them in developing motivational and volitional readiness for pedagogical activity.The project involved 54 undergraduate students of bachelor’s programme in “Psychological and Pedagogical Education”.The basic research methods were observations of students during their teaching practice and analysis of reports submitted by students and their supervisors.The authors propose methodological materials and define organizational mechanisms for providing effective teaching practice in the context of network interaction.It is argued that the outcomes of the research prove that the goals of the project were attained successfully.

Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe

2015 ◽  
Vol 32 (3) ◽  
pp. 259-271
Author(s):  
Sithulisiwe Bhebhe ◽  
Tawanda Runhare ◽  
Ratau John Monobe
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Student Teachers ◽  
Teaching Practice ◽  
School Teacher ◽  
Case Study Research ◽  
School Level ◽  
Primary School Teacher ◽  
Music Student ◽  
Music Specialist

This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were used to collect data. The main conclusion from the study was that the distance approach to teacher training was not effectively utilised for teacher preparation in music due to inadequate music knowledge and skills of mentor teachers as well as weaknesses of the school curriculum. Recommendations drawn from these conclusions are that the teaching practice period should not be the same for all subjects and more demanding subjects such as music deserve to be practiced more. Student teachers specialising in music must be placed for teaching practice where there are music specialist teachers. This study also recommends that the placement of music student teachers for teaching practice be undertaken jointly by the teaching practice coordinators and the music specialist lecturer.

scholarly journals The Teaching Profession from the Perspective of Novice Primary School Teachers – Responsibility and Joy

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Jana Stará ◽  
Radka Wildová ◽  
Šárka Popelková
Keyword(s):  
Primary School ◽  
Teacher Induction ◽  
Teaching Practice ◽  
School Teacher ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Teaching

There is a great deal of interest in researching the perception of teachers about their first years in teaching; however, the research does not often focus on examining the views of primary school teachers. This is despite the fact that their multidisciplinary training, their multidimensional role, and their teaching practice, usually tied to one class group, may lead to their different perception of the first years in practice and therefore to other needs in the field of their support. This article will present the results of a questionnaire survey focused on the perception of the teaching profession during the first years of practice among graduates of the Primary School Teacher Training study programme at the Faculty of Education of Charles University. The respondents show a positive attitude towards the profession; they say that teaching brings them joy and fulfilment. At the same time, they are aware of the great responsibility that the profession brings. From their answers it is clear they have a strong emotional connection to the children and they are interested in their cognitive development. The results of the survey also show that the respondents are sensitive to society’s underestimation of the importance and complexity of the teaching profession. Keywords: newly qualified teacher, novice teacher, beginning teacher, teacher induction, primary school teaching, perception of the teaching profession

scholarly journals Future Teachers’ Opinions on Preparation and Use of Interactive Materials in Teaching

2020 ◽  
Vol 15 (23) ◽  
pp. 121
Author(s):  
Aigul Kassabolat ◽  
Shynar Kadirsizova ◽  
Makhabbat Kozybayeva ◽  
Kamaryash Kalkeyeva ◽  
Meiramgul Zhorokpayeva ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
School Teacher ◽  
Material Design ◽  
Structured Interview ◽  
Primary School Teacher ◽  
Instructional Technologies ◽  
Education Department

This study aims to determine the opinions of students in the primary education department about the preparation and use of materials with the teaching practice in Instructional Technologies and Material Design (TTMD) course. This study is a descriptive study based on qualitative data. The sample of the research consists of 49 students from the primary education department who took TTMD course at Almaty University in the 2018-2019 academic year. The data of the research were collected by structured interview form. According to the results, it has been revealed that primary school teacher candidates emphasized the importance on preparing and using materials based on their answers regarding the use and preparation of materials in teaching. When the opinions of primary school teacher candidates about the criteria that they value in preparing and using materials were examined, they emphasized the criteria such as suitability for the student level, fitness for the purpose, being clear and easy to understand. Moreover, the results showed that future primary school teachers have difficulty in finding materials and tools suitable for this purpose.

scholarly journals Percepción sobre formación de competencias docentes en profesores salvadoreños de educación básica

2018 ◽  
Vol 22 (1) ◽  
pp. 53-71
Author(s):  
Oswaldo Lorenzo ◽  
José Amílcar Osorio
Keyword(s):  
Primary School ◽  
El Salvador ◽  
Central America ◽  
Teaching Practice ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teacher Training Programs ◽  
International Comparative ◽  
America Latina ◽  
And Mathematics

Resumen:El presente estudio pretende conocer y analizar las percepciones que muestra un grupo de profesores de educación básica en servicio (n 98), con especialidad asignada en lenguaje y matemática y perteneciente al departamento de Usulután (El Salvador, Centroamérica), acerca de cuáles deben ser las competencias que caractericen a un buen docente de este nivel educativo. Los participantes eran beneficiarios del Proyecto Luxemburgo, orientado a fortalecer el desarrollo profesional de los profesores para la mejora de la práctica en el aula y realizado en el marco de la cualificación docente que impulsa el Ministerio de Educación de El Salvador con la cooperación internacional del Gran Ducado de Luxemburgo. Debido al carácter homogéneo de la población (683 profesores en activo), para el cálculo de la muestra se utilizó un muestreo no probabilístico-intencionado. Se diseñó y aplicó un cuestionario de 45 ítems con respuesta de escala Likert, agrupados en tres dimensiones de competencias derivadas de las determinadas por el Proyecto Tuning América Latina (Beneitone et al., 2007) y de la taxonomía sobre competencias en educación elaborada por Perrenoud (2004). Los resultados indican una alta coincidencia entre los participantes, y de éstos con los hallazgos de otros estudios, sobre qué es lo que un docente de educación básica necesita saber y hacer para desempeñarse satisfactoriamente en su trabajo. Estos resultados son de utilidad para la reformulación y mejora de los planes de estudio de formación del profesorado en El Salvador (Centroamérica), así como para su uso eventual en estudios de comparación internacional. Abstract:The current study aims to identify and analyze the perceptions that a group of primary school in-service teachers with specialty in Spanish language and Mathematics (n 98), belonging to the Usulután Department (El Salvador, Central America) have about what competencies should characterize a good teacher of this educational level. The participants were beneficiaries of the Luxembourg project that intended to strengthen the teachers’ professional development to improve their teaching practice. This was made within the teachers’ qualification program that was promoted by the Ministry of Education of El Salvador with the support of the Grand Duchy of Luxembourg. Due to the homogeneous nature of the sample (683 in-service teachers), an intentional non-probabilistic sample method was applied in order to obtain the calculation of the sample. The data was obtained through a survey with questions and answers using the Likert scale which let to group the gathered information in three competency dimensions derived from the ones determined by the Tuning America Latina (Beneitone et al., 2007) and the taxonomy about educational competencies elaborated by Perrenoud (2004). The results, as well as the findings obtained with other studies regarding what a primary school teacher must know and do to work successfully, show a high percentage of agreement among the participants. These results will be of great importance to the reformulation and improvement of the syllabi of the teacher training programs in El Salvador (Central America) as well as being used eventually in international comparative studies.

scholarly journals Conceptual Model of Development of Assessment Competence of Primary School Teachers in the System of Postgraduate Education

2021 ◽  
Vol 7 (1) ◽  
pp. 90-102
Author(s):  
Svitlana V. Pokrova
Keyword(s):  
Primary School ◽  
Conceptual Model ◽  
School Teacher ◽  
Effective Means ◽  
Postgraduate Education ◽  
Theoretical Aspect ◽  
Primary School Teacher ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers

The study highlights one of the main aspects of pedagogical research on the development of assessment competence of primary school teachers. To train teachers in the system of postgraduate pedagogical education, it is necessary to build a modern model as a holistic pedagogical process, which would be based on the leading traditions of pedagogy and modern pedagogical innovations and help teachers develop readiness to evaluate the results of primary school students in professional activities. The purpose of this study is to build a conceptual model for the development of assessment competence of primary school teachers in the system of postgraduate education. Methodological approaches used by the author for the study: systemic, activity, andragogical, competencebased, acmeological, communicative, and synergetic. The theoretical aspect of the development of teachers' assessment competence is analysed, the existing views of scientists on the outlined problem are classified. The essence of the concept of modelling as a process of construction and research of models is determined. The purpose, tasks, functions, principles, components of modelling are identified. The essence and content of the assessment competence of a primary school teacher are considered, its main components, criteria, indicators, and levels of development are singled out. The characteristic of the model of development of assessing competence of primary school teachers in the system of postgraduate education developed by the author is presented, its conceptual and methodological bases are identified. The methodological basis for building the model is presented in the form of an analysis of the leading provisions – the principles formulated based on previous results of the study conducted by the author. The principles and forms of education, pedagogical conditions are described, the main functional and structural components of the model are identified. The creation of the model has become an effective means of testing the effectiveness of pedagogical conditions, through the implementation of which a high or medium level of assessment competence of primary school teachers has been achieved. The proposed method is adapted for use in institutions of postgraduate pedagogical education

Distance learning in primary school: opportunities and specifics of implementation

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 91-98
Author(s):  
Oksana Yastrub ◽  
◽  
◽  
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Courses ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Students ◽  
Online Mode ◽  
Teachers And Students ◽  
Theoretical Test

The problem of introducing distance learning in primary school is actualized by the development of social networks and Internet technologies, which open unlimited horizons for their application in educational activities. In addition, the introduction of quarantine in Ukraine requires primary school teachers to find ways to effectively master the program material. Among such ways is distance learning. The purpose of the study is to substantiate the specifics and possibilities of organizing the educational process in primary school with the use of distance learning. In the process of scientific research methods of analysis, synthesis, generalization and systematization were used. Distance learning in primary school is defined as a form of organization and implementation of the educational process, in which the subjects of learning (teachers and students) in the online mode carry out educational interaction in principle and mainly extraterritorially. In the context of reforming modern Ukrainian education, a number of e-platforms have been created for the organization of distance learning for primary school students. An effective commercial platform for distance learning is the service "My Class", which contains online courses from 1st to 11th grade, which contain lessons that integrate theoretical (test presentation of content) and practical (individual tasks that can be solved independently of each other, a block of tasks that need to be solved sequentially, guidelines) blocks. Result. Emphasis is placed on the requirements to be met by a primary school teacher when organizing distance learning in primary school during the quarantine period and it is suggested to advise parents who will work remotely with junior students in the initial stages of distance learning, gradually transferring activity to children.

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