scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

scholarly journals Aesthetotherapeutic Ways of the Formation of the Worldview Culture in Future Primary School Teachers

2020 ◽  
pp. 503
Author(s):  
Yuliia Kulimova
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Professional Education ◽  
Fairy Tale ◽  
School Teacher ◽  
Educational Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Moral Principles ◽  
Professional Person

The article deals with the problem of the formation of the worldview culture of the carriers of Good, Beauty and Truth, namely primary school teachers. According to the author, the elementary school teacher is the first professional person, who has an opportunity to provide the younger generation with the knowledge about the contemporary picture of the world, shaping their readiness for changes and effective solution of different life situations. The problem of forming the worldview culture of future educators has been the subject of researches conducted by a number of scholars in different scientific fields. Most educators defined this term as the content of the views and beliefs of an individual, his or her social attitudes and moral principles of behavior. In the article the role of innovative psychological-pedagogical and spiritual-therapeutic educational practice – aesthetotherapy, which allows opening a person’s interests and aspirations to ideals in their worldview value – has been actualized. The author covers the experience of aesthetotherapeutic preparation of future elementary school teachers in the context of forming a worldview culture. Such professional education is carried out in the form of working out a number of professionally-oriented games and exercises, in particular: art-technique (“Self-portrait”), phototherapeutic exercise (“Way of life” and “Working with polarities”), “Creating a fairy tale” technique, methods of derephlexia, etc.

scholarly journals The Scope of Cooperative Work in the Classroom from the Viewpoint of Primary School Teachers

2017 ◽  
Vol 10 (26) ◽  
pp. 171-194
Author(s):  
Mª P. Fernández-Lozano ◽  
M. González-Ballesteros ◽  
A. De-Juanas
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Primary School ◽  
School Teacher ◽  
Collaborative Work ◽  
Primary School Teacher ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Key Aspects

Introduction. Different international organisms, including UNESCO, insist on the importance of collaborative teamwork to face today’s challenges. This skill should be fostered from the early stages of education, and consequently, it is particularly important that Primary School teacher training institutions draw up proposals and implement new practices which include this type of work. This paper attempts to describe how a group of Primary School teachers perceive cooperative learning based on their interview responses.Method. The methodology is based on a qualitative and descriptive approach using semi-structured interviews. The interview content was analysed using the content analysis procedure. The sample included 48 Primary School teachers in the Madrid area who had been interviewed previously.Results. The teachers’ opinions refer to three key aspects: evaluation of the cooperative learning competence; action taken by teachers related to this competence; training received in this competence. The research findings suggest that teamwork is seldom used, and when it is used, this is basically for motivational reasons. The low importance given to this competence in initial teacher training is also mentioned.Conclusion. The results suggest that the potential of collaborative work to facilitate learning and manage diversity is not generally understood.

scholarly journals ECONOMIC, PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL BASIS OF PROFESSIONAL TRAINING OF FUTURE TEACHERS OF PRIMARY CLASSES IN THE CONTEXT OF IDEAS OF A NEW UKRAINIAN SCHOOL

2021 ◽  
Vol 3 (38) ◽  
pp. 522-529
Author(s):  
T. Shanskova ◽  
I. Konovalchuk ◽  
N. Rudnytska ◽  
N. Kolesnyk ◽  
S. Maksymets
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Future Teacher ◽  
Primary School Teacher ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Pedagogical Principles

Abstract. The article analyzes the trends in the change of key competencies required by the labor market. It is stated that these changes determine the new competencies that must be formed in the pupils of the school, which in turn changes the requirements for the competencies of the teacher. The directions of economic reforms of the Ukrainian school are studied and it is shown that these reforms will lead to an increase in the requirements for primary school teachers and increase the level of control over his activities from communities, whose funds will be used to finance educational institutions of each community. Therefore, as a priority area of reforming the Ukrainian school, a systematic approach to the training of future teachers was proposed, details of the reassessment of the components of this approach, the content of components and outlined new requirements for the components of primary school teacher competence. It is proved that the psychological and pedagogical principles of primary school teacher training and acquisition of professional competence are a set of interconnected components of the educational process, which form the need for improvement and interest in the profession; stimulate the education of the individual. Not only the importance of knowledge and skills, but also the qualities that will ensure an effective pedagogical process; form a proper self-assessment of the teacher and his objective assessment of students. Negative factors that may reduce the effectiveness of complex psychological and pedagogical principles of future teacher training have also been studied. It is stated that the key prerequisite for these principles should be the formation of a teacher as a person who loves children, enjoys communication and friendship with them, is able to share their joys and sorrows, and does not forget how she was a child. The system of methodical approaches of teacher training is considered and it is specified that it should aim at formation at the future teacher of aspiration of innovative pedagogical work as a basis of its self-realization. The structure of methodical approaches in modern conditions is estimated and its transience is indicated. That is, methodological approaches are only tools in the work of a teacher, and the constant search for pedagogical innovations for the desire to improve will allow him to choose the right tools from the set offered to him. The results of the study and the developed proposals will increase the effectiveness of reforming the New Ukrainian school. Keywords: competencies, system approach, education reform, professional training, future primary school teachers. JEL Classification M53 Formulas: 0; fig.: 2; tabl.: 2; bibl.: 20.

scholarly journals Investigation of Primary School Teacher Readiness in Online Learning during the Covid-19 Pandemic

MADRASAH ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 97-113
Author(s):  
Esa Nur Wahyuni ◽  
Rahmat Aziz ◽  
Wildana Wargadinata ◽  
Alfiana Yuli Efiyanti
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Primary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Learning System ◽  
Primary School Teacher ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers

Changing the learning system during the pandemic period from offline to online requires teachers' readiness, including elementary school teachers. Demands for mastery of technology in learning and the characteristics of elementary school students who need direct guidance in learning are teachers' problems. However, not all primary school teachers are ready for technology-based online learning. This study aims to investigate the readiness of primary school teachers in online learning in terms of three aspects, namely cognitive (knowledge and perception), affective (emotional condition), and moral (skills). The research method uses a mixed-method with data collection techniques using a questionnaire deepened by interviews. The research respondents were 22 elementary school teachers in Tlekung village, Junrejo district, Batu City. Data analysis used descriptive statistical analysis and qualitative analysis. The results showed that the teacher had a low readiness to carry out online learning in general. The level of primary school teachers' readiness to carry out online learning still needs to be improved, especially in the knowledge and skills factor by providing online learning training experiences.

Factors Influencing Primary Teachers' Conceptualisations of Literacy

2022 ◽  
pp. 1596-1618
Author(s):  
Raquel Fernández-Fernández
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Primary Teachers ◽  
Significant Variable ◽  
Autonomous Community ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Factors Influencing ◽  
Bilingual Teacher

This chapter tries to discover how primary school teachers understand what literacy is and to what extent this conceptualisation is influenced by factors indicated by previous literature, such as training, previous experiences, or beliefs (see Korthagen, 2001; and Pozo et al., 2006), while also considering whether working in a bilingual context or being a bilingual teacher may be influential to produce certain types of definitions. Data was gathered using an online questionnaire directed to teachers in Years 3 and 4 in the Madrid Autonomous Community. The responses from the participants (n=115) were categorised and analysed using SPSS. The findings indicate that most definitions rarely fulfil the requirements to be considered complete or entirely accurate. Results also show that only age is a significant variable in producing better definitions. Finally, the study recommends reshaping and offering appropriate teacher training on literacy to update teachers' knowledge and ultimately boost leads to better learning in the classrooms.

Factors Influencing Primary Teachers' Conceptualisations of Literacy

2020 ◽  
pp. 21-43
Author(s):  
Raquel Fernández-Fernández
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
Primary Teachers ◽  
Significant Variable ◽  
Autonomous Community ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Factors Influencing ◽  
Bilingual Teacher

This chapter tries to discover how primary school teachers understand what literacy is and to what extent this conceptualisation is influenced by factors indicated by previous literature, such as training, previous experiences, or beliefs (see Korthagen, 2001; and Pozo et al., 2006), while also considering whether working in a bilingual context or being a bilingual teacher may be influential to produce certain types of definitions. Data was gathered using an online questionnaire directed to teachers in Years 3 and 4 in the Madrid Autonomous Community. The responses from the participants (n=115) were categorised and analysed using SPSS. The findings indicate that most definitions rarely fulfil the requirements to be considered complete or entirely accurate. Results also show that only age is a significant variable in producing better definitions. Finally, the study recommends reshaping and offering appropriate teacher training on literacy to update teachers' knowledge and ultimately boost leads to better learning in the classrooms.

scholarly journals Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

2021 ◽  
Author(s):  
Marina Casanoves de la Hoz ◽  
Anna Solé-Llussà ◽  
Juan Haro ◽  
Niklas Gericke ◽  
Cristina Valls
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
Primary Teachers ◽  
Primary School Teacher ◽  
Biotechnological Applications ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Attitudes ◽  
Positive Attitudes

AbstractThe speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The findings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modified products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

scholarly journals Elementary Teachers' Perceptions of the Effect of Using Puppet Theater Strategy on the Development of Personal (Cognitive and Social) Aspects in Jordan: دور مسرح الدمى في تنمية الجوانب الشخصية لدى طلاب المرحلة الأساسية من وجهة نظر معلميهم في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Asma tayseer Mohammad Al-adwan
Keyword(s):  
Primary School ◽  
Primary Teachers ◽  
Social Aspects ◽  
School Teachers ◽  
Primary School Teachers ◽  
First Semester ◽  
Teachers Perceptions ◽  
Puppet Theater ◽  
Study Population ◽  
The Impact

The study aimed to identify the perceptions of primary stage teachers for the effect of using the puppet theater strategy in developing personal aspects (cognitive, social) in Jordan. The study population consisted of all primary school teachers in the southern Shouna schools, and the whole community of (112) teachers was taken in the first semester 2019/2020, and the researcher used the descriptive method to suit the nature of the study and the results showed what Follows: - The perceptions of primary teachers of the impact of the use of the puppet theater strategy in the development of cognitive aspects were high and significantly. - The perceptions of primary school teachers of the impact of using the puppet theater strategy in the development of social aspects have been high and significantly. In the results, the researcher made several recommendations The most important of them are: - Carrying out many studies and researches in different academic stages. - Attention to using the puppet theater strategy in the curriculum. - Training teachers to use the puppet theater strategy.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

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