scholarly journals Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English

2020 ◽  
Vol 23 (1) ◽  
pp. 117-136
Author(s):  
Liaquat Ali Channa
Keyword(s):  
Foreign Language ◽  
Teacher Identity ◽  
English Learning ◽  
English Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Classroom Processes ◽  
The Subject ◽  
Apprenticeship Of Observation ◽  
The Way

An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.

scholarly journals MODELING THE PROCESS OF DEVELOPING THE METHODOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS FOR TEACHING EDUCATIONAL DISCIPLINES IN A FOREIGN LANGUAGE

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Raisa Martynova ◽  
◽  
Aryna Frumkina ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Fine Arts ◽  
Educational Activity ◽  
Basic Knowledge ◽  
Linguistic Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Major Subject ◽  
The Subject

The article presents the problem of modeling the process of developing the methodological competence of future primary school teachers for teaching educational disciplines in a foreign language. The notion “methodological competence of future primary school teachers” is defined. It is determined as the ability to master a methodological apparatus for presenting and activating basic knowledge in a particular discipline, and, concerning our work, it also includes the transfer of this knowledge to students in a foreign language. The process of developing methodological competence of future primary school teachers for teaching educational disciplines in a foreign language is modeled. It is based on the concept of procedural integration of two different subjects, one of which is a foreign language. This process provides simultaneous learning of different kinds of material. On the one hand, this material is related to learning the major subject, on the other hand, to learning a foreign language meaning expressing the essence of this major subject. The step-by-step model of developing the methodological competence of future primary school teachers for teaching educational disciplines in a foreign language is presented. The model covers the following links: stages of pedagogical process (1st stage – contour and art on the basis of imitation and speech, 2nd stage – subject and art on the basis of conscious speech, 3rd stage – creation and art on the basis of creative speech), educational objectives, elements of the subject, components of the content of education, methods and means of learning, as well as the control of learning outcomes. The first stage of developing the methodological competence of future primary school teachers for teaching fine arts in a foreign language is described in detail. It presents systematic and gradual growth of both major subject and linguistic knowledge and skills. This is manifested in the fact that learning each subsequent subject action involves the performance of previous actions, thus preventing pupils from forgetting the material under study. At the same time, with the development of subject and linguistic skills of different levels of complexity, the foreign language educational activity of the teacher also gradually expands, which leads to the increase in the subject and foreign language abilities of pupils.

Technology: a workshop on labor training

2022 ◽  
Author(s):  
Viktor Vygonov
Keyword(s):  
Primary School ◽  
Practical Work ◽  
School Teachers ◽  
Processing Methods ◽  
Primary School Teachers ◽  
Labor Training ◽  
Design Activities ◽  
The Subject ◽  
Additional Education

The textbook discusses the main types of practical work on the subject of "Technology", highlights various types of artistic, creative and design activities of children that underlie this aspect of teaching younger schoolchildren. Detailed material is given on the processing methods and the possibilities of using various types of paper and cardboard. It can be useful for primary school teachers, educators and counselors of children's recreation camps, students of pedagogical colleges, parents, teachers of additional education.

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.

scholarly journals What Does Social Realism Have to Offer for Research on Teacher Identity in Mathematics Education?

2019 ◽  
Vol 18 (7) ◽  
pp. 1229-1247 ◽  
Author(s):  
Lise Westaway ◽  
Gabriele Kaiser ◽  
Mellony Graven
Keyword(s):  
Primary School ◽  
Teacher Identity ◽  
Mathematical Knowledge ◽  
Social Constructionist ◽  
Social Realism ◽  
Teaching Mathematics ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Made In

Abstract Research that focuses on teacher identity is gaining traction as researchers argue that teachers mediate more than mathematical knowledge and skills in the classroom. This research tends to be underpinned by a social constructionist orientation, which foregrounds epistemology over ontology. This orientation is limiting for research that wishes to understand the base conditions that enable or constrain the expression (i.e. both communication and action) of teacher identity in teaching primary mathematics. The paper suggests that this requires research that explores the interaction between structure, culture and agency in the expression of teacher identity in teaching mathematics in primary school. The study argues that a social realist orientation is of value to research on teacher identity. From this perspective, teacher identity is defined as the manner in which teachers express their roles as teachers. As the paper is primarily theoretical, the exemplification is limited to two primary school teachers’ expression of only one role namely effective communicator of mathematics. It demonstrates what social realism enables, that is, not illuminated in research underpinned by a social constructionist orientation. The argument made in this paper elucidates how social realism supports a deep analysis of the structural and agential conditions that enable and constrain teacher identities.

DIDACTIC CONDITIONS UNDERSTANDING SCIENTIFIC MATHEMATICAL TEXT STUDENTS – FUTURE PRIMARY SCHOOL TEACHERS

2018 ◽  
Vol 2 ◽  
pp. 429-442
Author(s):  
Larisa Sergeeva
Keyword(s):  
Primary School ◽  
Subject Area ◽  
School Teachers ◽  
Mathematical Text ◽  
Primary School Teachers ◽  
Mathematical Content ◽  
The Subject ◽  
Mathematical Texts ◽  
Tools And Methods

The article substantiates the necessity of understanding mathematical text in the process of training of students – future primary school teachers. The features of the understanding of the subject area of "mathematics" on the basis of the analysis of the specificity of mathematical texts. The article presents the didactic conditions of understanding mathematical texts with students in order to improve the quality of mathematical and pedagogical education of future primary school teachers. Describes the tools and methods to ensure understanding of mathematical content by the students. The conducted research allowed to establish the effect of implementing the selected conditions on the overcoming of formalism in the assimilation of mathematics by students.

Technology: a workshop on labor education

2019 ◽  
Author(s):  
Viktor Vygonov
Keyword(s):  
Primary School ◽  
Practical Work ◽  
School Teachers ◽  
Primary School Teachers ◽  
Labor Education ◽  
Different Types ◽  
Design Activities ◽  
The Subject ◽  
Additional Education

The textbook discusses the main types of practical work on the subject of "Technology", highlights the various types of artistic, creative and design activities of children, underlying this aspect of teaching younger students. Detailed material is given about the methods of processing and the possibilities of using different types of paper and cardboard. It can be useful for primary school teachers, teachers and counselors of children's recreation camps, students of pedagogical universities, parents, teachers of additional education.

Primary School Teacher Vocational Education: Model Building

2019 ◽  
Vol 7 (6) ◽  
pp. 12-16
Author(s):  
V. Ulitko
Keyword(s):  
Primary School ◽  
Model Building ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Standard ◽  
The Subject ◽  
Education Model ◽  
Additional Education

The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.

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