A Study on the Recognition of The Global Citizenship Education of Vietnamese Langchanhyun Primary School Teachers

2020 ◽  
Vol 4 (2) ◽  
pp. 63-74
Author(s):  
Seung Haeng Cho
Keyword(s):  
Primary School ◽  
Citizenship Education ◽  
Global Citizenship ◽  
School Teachers ◽  
Primary School Teachers ◽  
Global Citizenship Education

scholarly journals Promoting Citizenship Education through Collaborative Groups of School Leaders

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Maria Karadimou ◽  
Kostis Tsioumis
Keyword(s):  
Primary School ◽  
Civic Education ◽  
Citizenship Education ◽  
School Administration ◽  
Kindergarten Teachers ◽  
Collaborative Networks ◽  
Point Scale ◽  
School Teachers ◽  
Primary School Teachers ◽  
Collaborative Groups

The purpose of this study is to examine whether there is a correlation between the leader's collaborative networks (teachers, students, and the community) and the civic education provided to students in their school unit. The survey was conducted in July 2020 using a closed questionnaire. The research involved 122 primary school teachers (kindergarten teachers, teachers, and expertise teachers) who were asked to choose from a five-point scale, or from multiple answers. The survey based on the assumption that the existence of a collective and democratic climate of school administration helps to encourage teachers to address issues of education in the capacity of citizen. The results of the survey lead us to confirm our initial thought, which was the springboard for conducting this research, that those teachers who work in an environment characterised with respect and collectivity, it makes sense to be them who embrace the principles of citizenship education and consider it important to convey them on to their students.

scholarly journals Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

2020 ◽  
Vol 9 (5) ◽  
pp. 65
Author(s):  
Gustavo González-Valencia ◽  
María Ballbé ◽  
Delfín Ortega-Sánchez
Keyword(s):  
Secondary School ◽  
Critical Literacy ◽  
Citizenship Education ◽  
Secondary School Teachers ◽  
Global Citizenship ◽  
News Item ◽  
School Teachers ◽  
Global Citizenship Education ◽  
Social Facts ◽  
Education Model

This article outlines how the dimensions of global citizenship education (GCE) are reflected in future secondary school teachers’ analysis of news items. The question that guided the research was: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve? The study used a mixed methodology. Content analysis was used to analyse the information, specifically the use of codes through descriptive and inferential statistics. The findings show that the majority of future secondary school teachers tend to take a socially committed perspective, while they take a critical stance or mobilise for social justice action to a lesser extent.

scholarly journals GLOBAL CITIZENSHIP EDUCATION: PARENTS’ REFLECTIONS

2020 ◽  
Vol 3 ◽  
pp. 765
Author(s):  
Vaida Žegunienė
Keyword(s):  
Primary School ◽  
Citizenship Education ◽  
Social Issues ◽  
Global Citizenship ◽  
Modern Society ◽  
Global Citizen ◽  
Global Citizenship Education ◽  
School Aged Children ◽  
Individual Perception ◽  
Global Skills

The paper aims to contribute to the understanding of the concept global citizenship education. Global citizenship education is defined as democratic and sustainable education that pursues to educate a global citizen who is able to perceive the processes of the modern society, to demonstrate a positive attitude and to adapt to the global environment.It is emphasised that global citizenship is a factor ensuring development of a global citizen and his/her functioning within the global context. The analysis of the European and Lithuanian documents revealed that global citizenship education has to be initiated at the pre-primary school because children aged 5- to 7-years are capable to form/construct new global skills. Thus, to have global citizenship education integrated into the pre-primary school education is a must, but still gaps and obstacles exist.The objectives of the research are to investigate how the parents of pre-primary school aged children perceive the concept global citizenship. Data for this research were collected using the qualitative method - an interview. A major advantage of an interview is that this method allows to investigate parents' individual perception of global citizenship education.The most interesting aspect of the data gathered is that parents do not demonstrate complete understanding of global citizenship education and majority of them are not completely familiar with this phenomenon. They relate global citizenship education to travelling and living abroad, to knowledge of other countries/cultures and specific social issues such as pollution, discrimination, poverty.  Taking into consideration the complexity of this process the parents’ perception is insufficient. Therefore, further study has to be initiated regarding teachers’ attitude to initiation and implementation of global citizenship education into the curriculum of the pre-primary school. 

scholarly journals Greek Teachers’ Perceptions about Citizenship and Its Functionality as Educational Tool in the Classroom

2017 ◽  
Vol 9 (4) ◽  
pp. 147
Author(s):  
Eirini Tsiougkou ◽  
Konstantinos Tsioumis ◽  
Argyris Kyridis
Keyword(s):  
Primary School ◽  
Citizenship Education ◽  
Political Crisis ◽  
Educational Tool ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Transmission Of Knowledge

We are moving into an era of intense economic, social and political crisis, where the need of active and critically thinking citizens is imperative. Teachers play a key role in the transmission of knowledge, values and skills which are essential for students to become effective citizens. The aim of the study is to investigate teachers’ perceptions about citizenship and its functionality as educational tool in the classroom. Specifically I investigated their views on citizenship, on citizenship education and on ways of teaching citizenship, as well as, on the objectives of citizenship education that they consider as important. Finally, I examined the frequency with which they perform certain actions in their classroom. The survey was conducted in the spring of 2016 using a questionnaire with closed questions. In our research took part 183 Greek primary school teachers.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document