scholarly journals Relationship between Teachers’ Attitudes and Utilization of Instructional Materials in Pre-Primary Schools in Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 92-104
Author(s):  
Joseph K Waigera ◽  
Maureen Mweru ◽  
Lucy Ngige
Keyword(s):  
Primary School ◽  
Significant Relationship ◽  
Primary Schools ◽  
School Teacher ◽  
Instructional Materials ◽  
School Level ◽  
Primary School Teacher ◽  
Positive Attitudes ◽  
Study Results ◽  
Teachers Attitudes

The purpose of this research was to establish whether there was a significant relationship between teachers’ attitudes and levels of utilization of instructional materials (IM) in Pre-Primary Schools in Kenya. The study adopted the Ecological Systems Theory by Urie Bronfenbrenner. The study used a cross-sectional survey research design and data were collected through self-administered questionnaires. A sample of 164 teachers comprising of 76.2% females and 23.8% males participated in the study. Results established that 86.4% of the teachers had positive attitudes towards the instructional practice. In terms of utilization of instructional materials, the researchers determined that 62.1% of the respondents achieved high levels while 37.9% attained low levels of utilization of instructional materials across the Early Childhood Development Education (ECDE) activity areas. The Chi-Square results revealed that there was a statistically significant relationship between teachers’ attitudes and utilization of instructional materials (χ2 = 4.094; d.f.= 2; p = 0.043). Further analysis using the regression test revealed that there was a statistically significant relationship between teachers’ positive attitudes and levels of utilization of instructional materials (β =0.516; p = 0.001). These findings established that teachers who had positive attitudes attained higher levels of utilization of instructional materials in their classrooms compared to their counterparts who had negative attitudes. Therefore, it was concluded that teachers’ attitudes were a significant factor in promoting the utilization of instructional materials in ECDE activities. This implies that a positive attitude is an important attribute of a pre-primary school teacher. Therefore, there is a need to inculcate positive attitudes towards the utilization of instructional materials among teachers during pre-service and in-service training sessions to promote the best practices in instruction at the pre-primary school level.

scholarly journals The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Eddie Denessen ◽  
Nienke Vos ◽  
Fred Hasselman ◽  
Monika Louws
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Student Attitudes ◽  
School Teacher ◽  
Science And Technology ◽  
Primary School Teacher ◽  
Female Teacher ◽  
Positive Attitudes ◽  
Attitudes Towards Science ◽  
Teachers Attitudes

This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

scholarly journals Teachers’ Attitudes towards Behaviour Patterns in Social Conflicts in Primorsko-Goranska County in Croatia

2015 ◽  
Vol 5 (4) ◽  
pp. 125-140
Author(s):  
Nataša Vlah ◽  
Lucija Jančec ◽  
Renata Čepić
Keyword(s):  
Primary School ◽  
Role Model ◽  
School Teacher ◽  
Skills Training ◽  
Primary School Teacher ◽  
Social Conflicts ◽  
Positive Attitudes ◽  
Stratified Sample ◽  
Teachers Attitudes ◽  
Conflict Resolution Training

The aim of the empirical research is to determine primary school teachers’ attitudes towards behaviour patterns in social conflict. A primary school teacher is the role model for his/her pupils, so in the context of the theory of hidden curriculum, the purpose of the study is determining a better understanding of teacher’s needs for further conflict resolution training. AScale of Attitudes toward social conflicts was applied to a stratified sample of 155 teachers in the Primorje-Gorski Kotar County, Croatia, measuring three patterns of behaviour: avoidance/adaptation, cooperation, and winning. According to the results, the teachers most frequently have positive attitudes toward a pattern of cooperation, and most seldom towarda pattern of winning. Winning is negatively correlated with cooperation, and positively correlated with avoidance/adaptation. The authors recommended systematic social skills training necessary for managing conflict for a specific group of teachers. The authors believe these findings could raise interest and awareness for further studies in the field of conflict studiesin education.

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.

scholarly journals Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach

2020 ◽  
Vol 10 (12) ◽  
pp. 388
Author(s):  
André Freitas ◽  
Fátima Pereira ◽  
Paulo Nogueira
Keyword(s):  
Life History ◽  
Primary School ◽  
Lived Experiences ◽  
Primary Schools ◽  
Arts Education ◽  
School Teacher ◽  
Expressive Arts ◽  
Primary School Teacher ◽  
Research Approach ◽  
Starting Point

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.

scholarly journals MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 452
Author(s):  
Mansur Akil
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
School Setting ◽  
School Curriculum ◽  
Primary School Teacher ◽  
Language Diversity ◽  
Native Languages ◽  
Cultural Festivals ◽  
Primary School Curriculum

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

scholarly journals The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

2019 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani ◽  
Nostalgianti Citra Prystiananta
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching English ◽  
English Language Policy ◽  
The Government ◽  
Compulsory Subject ◽  
Learning English

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

scholarly journals ORGANIZATION OF LESSONS IN PRIMARY SCHOOL USING THE METHOD OF CASE STUDY

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Vozniak ◽  
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
School Teacher ◽  
Approaches To Learning ◽  
Educational Process ◽  
Primary School Teacher ◽  
Primary School Teachers ◽  
High Level

Case study is one of the active approaches to learning, which is considered a more effective way to develop professional skills and achieve learning outcomes than traditional teaching methods. However interactive teaching methods require more responsibility, innovation of the primary school teacher and involvement of students in the educational process. The article examines the problem of introducing into the practice of primary school teachers the method of studying situations (case study) as a promising method of forming an educated, creative personality. The expediency of using case-based technologies for the formation of vital competence junior student, improving the quality of education in primary schools. Case study is considered by specialists as a method of interactive learning that provides a combination of theory with practice and knowledge with competencies. This method allows to implement the learning process in primary school on fundamentally different methodological approaches. Features, types, forms and other methodical characteristics of cases are considered, the structure of lessons in elementary school with use of a case method is described. The problems of introduction of the method in the educational process of primary school are also described. It is characterized by the means of the teacher's work in the context of the use of case-methods in more educated students. It was found solutions such research tasks as – understanding of the case as a multi-functional technologies; – characterization of educational opportunities Case technology; Studying of its content, the main types of structure in terms of achieving the objectives of formation of vital competence of the younger schoolboy. Тhe basic components of this technology are analyzed. It is noted that the work with cases in the classroom allows applying the theoretical knowledge to solve practical problems, helps to develop students' independent thinking, linking theory with practice. The work with cases is creative and is a determiner of the high level of teaching.

scholarly journals The Organization of Correctional Work with Primary School-Aged Children with Different Types of Dysgraphia

2019 ◽  
pp. 23-26
Author(s):  
Oksana Vladimirovna Klejkina ◽  
Klavdia Ivanovna Sultanbaeva
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Writing Skills ◽  
Diagnostic Methods ◽  
School Age Children ◽  
Primary School Teacher ◽  
School Aged Children ◽  
Study Results ◽  
Different Types ◽  
Effective Organization

The article is devoted to the current problem – the organization of correctional work with primary school-aged children with different types of dysgraphia. The authors of the manuals used in the process of correctional and developmental work with primary school-aged children with different types of dysgraphia are indicated in the article. The purpose of the article is to reveal the peculiarities of the organization of correctional work on dysgraphia with primary school-aged children and to consider the specifics of identifying certain errors in writing, using traditional diagnostic methods, e.g. «Testing writing skills» by I.N. Sadovnikova and «Study of the writing process» by L.V. Venediktova and R.I. Lalaeva, as well as important pedagogical conditions, according to which correctional and developmental work becomes more effective. In effect, the success of correctional and developmental work with dysgraphia depends on pedagogical conditions: for mixed forms of dysgraphia, a differentiated approach will be used; close interaction of a special needs teacher, teacher-logopedist and primary school teacher, expressed in the fact that they are guided by a unified approach to practical work with primary school-aged students. During the study the following methods were applied: analysis, observation and descriptive. The data from experimental and development study of writing skills in primary school-aged students with different types of dysgraphia, a detailed description of the stages of the study, as well as the analysis of the study results are outlined in the article. The authors come to conclusion that it is necessary to cooperate the teacher-defectologist, teacher-speech therapist and primary school teacher for the effective organization of correctional work with primary school-age children with different types of dysgraphy.

scholarly journals Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme

BMJ Open ◽  
2017 ◽  
Vol 7 (11) ◽  
pp. e019428 ◽  
Author(s):  
Ash C Routen ◽  
Stuart J H Biddle ◽  
Danielle H Bodicoat ◽  
Lorraine Cale ◽  
Stacy Clemes ◽  
...  
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
High Volume ◽  
School Level ◽  
Sitting Time ◽  
Teaching Resources ◽  
Physically Active ◽  
June July

IntroductionChildren engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL.Methods and analysisThe intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3 , teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs.Ethics and disseminationEthical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and national stakeholders through print and online media and dissemination event(s).

scholarly journals INVESTIGATION OF THE RELATIONSHIP BETWEEN WRITING SENSITIVITY AND WRITING ACHIEVEMENT

2021 ◽  
pp. 222-243
Author(s):  
Özge AKKAYA ◽  
Ayşe Nur KUTLUCA CANBULAT
Keyword(s):  
Primary School ◽  
Quantitative Study ◽  
Significant Relationship ◽  
Teacher Candidates ◽  
Public Universities ◽  
School Teacher ◽  
Primary School Teacher ◽  
Writing Achievement ◽  
Written Texts ◽  
The Relationship

This study aimed to reveal the relationship between primary school teacher candidates’ writing sensitivity and writing achievement. This quantitative study conducted with the relational survey model consisted of 575 teacher candidates of two public universities. The data about primary school teacher candidates’ writing achievement were collected via Rubric for Written Texts (RWT) with the help of written texts produced by them and the Writing Sensitivity Scale (WSS). According to the findings obtained, primary school teacher candidates had moderate writing sensitivity and writing achievement and there was a statistically significant relationship between writing sensitivity and writing achievement. It can be argued that writing sensitivity and writing achievement significantly differ according to gender, while writing sensitivity does not significantly differ based on year, writing achievement does.

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