scholarly journals Educational Approximations Between Preschool and Primary School: The Perspective of Kindergarten and Primary School Teachers

2021 ◽  
Vol 11 (4) ◽  
pp. 14
Author(s):  
Eusébio José Martins de Sousa ◽  
Ana Isabel Santos
Keyword(s):  
Primary School ◽  
Questionnaire Survey ◽  
Preschool Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Autonomous Region ◽  
Educational Transition ◽  
School Career ◽  
Preschool Educators ◽  
Educational Path

This article aims to understand how a group of preschool and primary school teachers view the process of educational transition between these two educational contexts, considering the consequences that these moments have on the children's school career and on their own personal and social experience, and that teachers play a key role as links between both. Methodologically, this research is based on the collection of information through a questionnaire survey, with open and closed questions, filled in by 20 preschool educators and 20 primary school teachers from the Autonomous Region of the Azores, Portugal. The collected data were analyzed quantitatively and qualitatively. The results obtained allow us to conclude that there are specific differences in the way preschool teachers and primary school teachers look at educational transition, although both consider it as an important aspect of the children's educational path, highlighting the need for a closer relationship between both in the construction of a process that is intended to be continuous and smooth.   Received: 8 April 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

scholarly journals HUMAN RIGHTS EDUCATION: AN ANALYSING STUDY OF THE PROGRAMS OF STUDY OF GREEK PEDAGOGICAL DEPARTMENTS

2014 ◽  
Vol 59 (1) ◽  
pp. 68-76
Author(s):  
Charikleia Pitsou ◽  
Stathis Balias
Keyword(s):  
Human Rights ◽  
Primary School ◽  
Human Rights Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Preschool Educators ◽  
Programs Of Study ◽  
Undergraduate Programs ◽  
Further Development

The United Nations (UN) declared 1995-2004 the Decade for Human Rights Education (HRE); as a follow-up, a HRE World Program (2005-2009) was initiated, aiming at the support and development of sustainable national strategies and programs in HRE. Many higher education institutions and universities seized upon the opportunity and infused their curricula with the philosophy and principles of HRE. HRE is a type of education that promotes training, dissemination, and information efforts aiming at building a universal culture of human rights (HR) by imparting knowledge and skills and shaping attitudes. This paper presents a thorough quantitative content analysis of a descriptive assessment of HRE in all Greek Pedagogical Departments’ (GPD) Undergraduate Programs of Study (PS), where future Primary School Teachers (PST) and Preschool Educators (PE) are educated. A review of course titles and descriptions of the 19 PS of GPD was conducted to identify HR content. The results suggest that HR content is present in a variety of GPD courses. It is especially evident in 17 courses. The question arising and discussed is whether the attendance of such courses can lead to a robust and consistent implementation of HRE. Recommendations for further development of HRE in Pedagogical Departments (PD) are provided. Key words: Greek pedagogical departments, human rights education, programs of study, training of primary school teachers and preschool educators.

scholarly journals Relationship among Self-appraisals, Others’ Actual Appraisals, and Reflected Appraisals on Primary School Teachers Teaching Ability

2016 ◽  
Vol 12 (7) ◽  
pp. 181
Author(s):  
Chun-mei Hu ◽  
Cai-zheng Yue ◽  
Hua-min He
Keyword(s):  
Primary School ◽  
Questionnaire Survey ◽  
The Self ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reflected Appraisals ◽  
Teaching Ability ◽  
The Relationship

Convenient sampling and questionnaire survey was used to investigate the relationship among self-appraisals, others’ actual appraisals, and reflected appraisals on the teaching ability of 40 primary school teachers. The results of the study indicated that primary school teachers’ selfappraisals on teaching ability was obviously below others’ actual appraisals; generalized others had more influence on the self-appraisals of primary school teachers than specific others; primary school teachers’ reflected appraisals could influence their self-appraisals; and others’ actual appraisals could not directly influence self-appraisals. Consequently, we should pay more attention in developing the primary school teachers’ reflective ability, change the current way of teaching reflection, improve the influence of others’ actual appraisals on self-appraisals, and enhance the validity of teaching reflection.

scholarly journals Teachers Application of the National Professional Standards in Three Northern Jordanian Provincial Schools

2016 ◽  
Vol 8 (1) ◽  
pp. 59 ◽  
Author(s):  
Saleh Swailem Alshurfat
Keyword(s):  
Primary School ◽  
Educational Reform ◽  
Questionnaire Survey ◽  
Likert Scale ◽  
Professional Standards ◽  
School Teachers ◽  
Primary School Teachers ◽  
Statistical Procedures ◽  
Reform Program ◽  
International Team

<p>The main purpose of this study was to explore and analyze primary school teachers'<br />perceptions at three Northern provinces about the application of national professional<br />standards for teachers. A questionnaire, which was based on the National Professional<br />Standards for Jordanian Teachers, was developed by a national and international team of<br />experts in (2006) as an integral part of the Jordanian educational reform program. The<br />questionnaire included seven scales containing (56) items. Participants were asked to respond<br />to each item statement using a five-point Likert scale. The study surveyed (632) teachers at<br />three Northern provinces. Both descriptive and inferential statistical procedures were<br />employed to analyze the data from the questionnaire survey. The main findings indicate that, in<br />general, teachers are moderately satisfied with their professional standards.</p>

scholarly journals "Læring er bare å ta trinn for trinn, det er et langt steg fra begynnelse til slutt": Noen førskolelæreres og grunnskolelæreres beskrivelser av læring og læringsprosesser i barnehage og skole

2012 ◽  
Vol 5 ◽  
Author(s):  
Anita Berge
Keyword(s):  
Primary School ◽  
Empirical Data ◽  
Preschool Teachers ◽  
Learning Processes ◽  
School Teachers ◽  
Primary School Teachers ◽  
Shed Light

Title: Learning is to take it step by step it’s a big step from beginning to the end: Teachers’ descriptions of learningand learning processes in kindergarten and primary schoolAbstract: The purpose of this article is to shed light on how teachers describe learning and the processes of learning in kindergarten and school, by metaphors. How can the metaphors contribute to understand the teachers’ interpretations and constructions of learning? Empirical data are of five preschool teachers and four primary school teachers describing how they understand and experience learning and the learning processes in kindergarten and school. Three main metaphors were identified: metaphor of craft, metaphor of movement and metaphor of balance.

Professional Self-Development in the Imagination of Future Primary School Teachers

2021 ◽  
pp. 22-28
Author(s):  
Natal'ya Chirkova
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Questionnaire Survey ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self

The leading task of modern teacher education is to provide opportunities for personal and professional self-development of teachers. The article analyzes various approaches to understanding the concepts of "self-development" and "professional self-development", substantiates the author's position on this issue. The results of a questionnaire survey on the representation of future primary school teachers in relation to their professional self-development are presented.

scholarly journals I Really Want to Learn New Things! Children's Perspectives on Educational Transition

2021 ◽  
Vol 10 (5) ◽  
pp. 365
Author(s):  
Ana Isabel Santos ◽  
Eusébio José Martins de Sousa
Keyword(s):  
Primary School ◽  
Basic Education ◽  
Continuous Process ◽  
Transition Process ◽  
Exploratory Research ◽  
Pedagogical Intervention ◽  
Primary School Teachers ◽  
Children’S Perspectives ◽  
Educational Transition ◽  
Preschool Educators

The aim of this paper is to analyze how the process of educational transition is perceived by a group of children attending Preschool and Primary School, considering their expectations, fears, and experiences. Methodologically, this exploratory research was based on the collection of information through a conversational interview to 16 children in kindergarten and a questionnaire survey, with open and closed questions, to 35 children in basic education who attend a Portuguese School, in the Azores Archipelago. The data collected were analyzed qualitatively and quantitatively. The results obtained corroborate what is referenced in the specialty bibliography, showing that children, in general, manifest positive and encouraging feelings towards the transition process between preschool and primary education, even though, simultaneously, they may feel some fear or discomfort towards the unknown. These results should be considered in the light of the pedagogical intervention that Preschool educators and Primary School teachers should develop to build a coherent and continuous process.   Received: 19 June 2021 / Accepted: 19 August 2021 / Published: 5 September 2021

scholarly journals The literacy preparation in Turkish preschool education

2022 ◽  
Vol 5 (1) ◽  
pp. 5-36
Author(s):  
Semra Tican Başaran ◽  
◽  
Sabri Sidekli ◽  
Keyword(s):  
Primary School ◽  
Preschool Teachers ◽  
First Graders ◽  
Preschool Education ◽  
Education Curriculum ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Imperfect Knowledge ◽  
Literacy Preparation

The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers’ imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.

scholarly journals Methods of Increasing Motivation and Quality of Potential Primary School Teachers’ Mathematical Education

2019 ◽  
pp. 19-22
Author(s):  
Rimma Valeevna Kanbekova ◽  
Elvira Albertovna Izhbulatova ◽  
Liliya Khazinurovna Salimova
Keyword(s):  
Primary School ◽  
Questionnaire Survey ◽  
Negative Attitude ◽  
Mathematical Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Irrational Numbers ◽  
The University ◽  
Positive Motivation

The article describes the implementation of project tasks in the study of rational and irrational numbers, presents the results of a questionnaire survey of students, potential primary school teachers, while studying the numerical line in a course on mathematics. The purpose of the article is to consider the effect of supplementing a material of a numerical line with original content on motivation when teaching mathematics to students of non-mathematical profiles. Methods. A questionnaire survey was conducted on the indifferent or negative attitude of students to the study of the rational and irrational numbers theory. Using theoretical and experimental methods, the hypothesis on the formation of positive motivation among students through the solution of project tasks, the compilation and implementation of which gives them a sense of independence, freedom of choice, success, is tested. Conclusions presented in the article are based on the results of the study. Due to the implementation of project tasks, students in the study of the discipline «Mathematics» felt the usefulness of the knowledge gained and showed high marks on exams. It is concluded that the teaching of the numerical line in the course on mathematics at the university using the techniques mentioned below in the article allowed to increase the level of positive motivation among students.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

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