scholarly journals Epistemological Base of African Traditional Herbal Medicine Among Primary School Teachers in Uganda

2021 ◽  
Vol 3 (2) ◽  
pp. 43-51
Author(s):  
Disan Kuteesa
Keyword(s):  
Herbal Medicine ◽  
Primary School ◽  
Document Analysis ◽  
Karl Popper ◽  
School Teachers ◽  
Focus Group Discussions ◽  
Traditional Herbal Medicine ◽  
Group Discussions ◽  
Orthodox Medicine ◽  
Primary School Teachers

There is a noticeable usage of African Traditional herbal medicine in the treatment of physical and metaphysical diseases. This is largely due to the perceived high costs of orthodox medicine and the feeling that traditional herbs are more dependable. This research established the epistemological underpinnings of African traditional herbal medicine among primary school teachers in the Central Region of Uganda. The researcher used interviews, document analysis and focus group discussions to collect data from different schools. A total of eighteen (18) teachers were sampled, teachers claimed that African traditional herbal medicine is based on testimonial seeming, perceptual seeming, and memorial seeming. The study, therefore, found that the epistemological theory which can appropriately explain the basis of African Traditional herbal medicine in schools is the Bucket Theory of mind as advocated for by Karl Popper. The study recommends Poppers’ falsification theory in the operations of primary school teachers as a measure to do away with falsity content in the usage of traditional herbal medicine in schools

scholarly journals Use and Utility of Teacher Guides for Primary School Teachers in Punjab

2019 ◽  
Vol 5 (1) ◽  
pp. 5-10
Author(s):  
Fayyaz Ahmad Ranjha ◽  
Muhammad Khalid Mahmood ◽  
Intzar Hussain Butt
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Material ◽  
School Teachers ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Primary School Teachers ◽  
High Workload ◽  
Teacher Guide ◽  
Teacher Guides

This study is aimed at soliciting pubic primary school teachers’ viewpoints on use and utility of teacher guides, an initiative of government of the Punjab. Data were collected through focus group discussions of male and female teachers from District Sargodha. Teachers were asked to discuss need, importance and use of teacher guide and to suggest ways to improve. Focus group discussions were audio recorded, transcribed and analyzed for extracting themes. It was found that teachers acknowledged the need and importance of teacher guide for better teaching. It was noted from their discussion that teachers used Guides for lesson planning and activities but use of teacher guide was not optimal. Some of the teachers were using it in best possible way, while majority were using it occasionally. They highlighted difficulties and challenges like high workload, language of teacher guides and lack of learning material required for suggested activities. The y suggested revising guides for language, removing inconsistencies with respect to schedule of guide and academic calendar. They also suggested lower workload of teachers by recruiting new teachers, providing teachers with training to use guides and making monitoring and supervision more rigorous.

Latvian primary school teachers’ views: Contemporary learner and future society

2016 ◽  
Vol 6 (3) ◽  
pp. 95-103
Author(s):  
Elga Drelinga ◽  
Dzintra Ilisko ◽  
Sandra Zariņa
Keyword(s):  
Primary School ◽  
Global Network ◽  
School Teachers ◽  
Group Discussions ◽  
Primary School Teachers ◽  
Second Stage ◽  
The Future ◽  
Future Society ◽  
The One ◽  
Watching Tv

The paper presents a study of focus groups conducted in schools of Latvia involving teachers of grades 1 – 6 (n=76). The first stage of research presents the analyses of teachers’ discussion what a contemporary learner is like, while at the second stage of the study focuses on finding of what the future society will be like when the present-day primary school learners have left the school, what teachers must change in their work  in  the process of learning to meet the needs of the future.The data and outcomes of  this study are based on the outcomes of focus group discussions and the analysis of the experience in other papers. According to the acquired outcomes of the study, contemporary learners on the one hand are braver, ready for an active action, they use various opportunities, they are aware of their worth, on the other hand, they accept diversity, spend much time watching TV, using the global network, that does not facilitate social communication. Conclusion: For the process of learning to meet the needs of the future, learners must be given an opportunity to construct such knowledge, skills, and attitudes that make it possible to view processes holistically, grasping the mutual interaction of different aspects. 

The usability of medicine education assignments for seven to nine year‐old children

2009 ◽  
Vol 109 (6) ◽  
pp. 491-506 ◽  
Author(s):  
Katri Hämeen‐Anttila ◽  
Leena Honkanen ◽  
Kirsti Vainio
Keyword(s):  
Focus Group ◽  
Design Methodology ◽  
School Teachers ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Primary School Teachers ◽  
Content Type ◽  
Junior Secondary Schools ◽  
Junior Secondary ◽  
Medicine Education

PurposeA medicine education web site was developed during a research project in 2002–2004 to help teachers in primary and junior secondary schools to teach children the proper use of medicines. However, there was a need to develop further the assignments for the youngest schoolchildren. The aim of this study is to evaluate the usefulness of three medicine education assignments created for seven to nine year‐old children, and to describe how children experienced them.Design/methodology/approachTriangulation of two methods was used: ten observed lessons and eight focus group discussions (FGD) with children (n=46). Two researchers observed medicine education lessons given by four primary school teachers. After these lessons, the children were interviewed in focus group discussions.FindingsTeachers used the assignments in various ways. It became clear in the observations that the children enjoyed the assignments and that they did not feel embarrassed about the topics discussed. During the FGDs, they discussed topics related to learning objectives generally in a good and extensive way. Moreover, the children remembered the main messages to be learnt.Originality/valueThe medicine education assignments developed for seven to nine year‐old children are useful and feasible, and furthermore, they are flexible and can be used in different situations with different groups of children.

scholarly journals Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students

2021 ◽  
Vol 6 ◽  
Author(s):  
Vera Monteiro ◽  
Lourdes Mata ◽  
Natalie Nóbrega Santos
Keyword(s):  
Assessment Practices ◽  
School Teachers ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Primary School Teachers ◽  
Individual Interviews ◽  
Conceptions Of Assessment ◽  
Teachers And Students ◽  
Multiple Case ◽  
Case Design

Students’ and teachers’ conceptions of assessment are important because they guide how teachers’ assessments are implemented in the classroom and determine how students study. This multiple-case design study examined 1) how teachers and students view assessment, 2) how teachers assess their students’ learning, and 3) the similarities and disparities that occur when students’ and teachers’ conceptions and teachers’ practices of assessment are compared. Data were obtained from five third grade classes, involving a total of five teachers and 82 students. Data were gathered through individual interviews with teachers and focus group discussions with students. Classroom observations and documents produced by the students (worksheets and tests) during maths lessons were also analyzed. The results of the content analysis of the data indicate that teachers mostly conceive assessment as being for improvement, while their assessment practices and students’ conceptions focus on school and student accountability. The results obtained lead us to suggest that students’ conceptions of assessment are constructed from their classroom assessment experiences. The study also suggests that teachers adopt conceptions of assessment inconsistent with their practices, that allow them to work within social and contextual constraints.

scholarly journals 'My coming to South Africa made everything possible': The socio-economic and political reasons for migrant teachers being in Johannesburg

2019 ◽  
Vol 2 (1) ◽  
pp. 15-28
Author(s):  
Lucille Anganoo ◽  
Sadhana Manik
Keyword(s):  
South Africa ◽  
Primary School ◽  
Primary Schools ◽  
School Teachers ◽  
Group Discussions ◽  
Public And Private ◽  
Teacher Shortages ◽  
Primary School Teachers ◽  
The United Kingdom ◽  
Push And Pull

Teacher migration is a phenomenon that gained international momentum more than eighteen years ago. South Africa was one of the developing countries within the Commonwealth which were greatly affected by the loss of homegrown skills in respect to teacher emigration to the United Kingdom. In the past ten years, however, South Africa has attracted teachers from neighbouring countries. Whilst there have been some studies on migrant teachers in South Africa, research on migrant teachers in primary schools is a neglected area. This paper reports on some of the findings of a qualitative teacher immigration study undertaken in Johannesburg which focussed on primary school teachers. The paper explores the economic, political, and social reasons for migrant teachers teaching in Johannesburg. The push and pull theory of the seminal scholar, Lee (1966) and Bett’s (2010) insights into survival migration and chain migration provide the theoretical dimensions for this paper. Primary school teachers from both public and private schools participated in this research and data was generated through interviews and focus group discussions. Migrant teachers select Johannesburg, South Africa as a survival strategy for a range of economic, political and social reasons. Primary schools in Johannesburg have been overcoming their teacher shortages with this influx of migrant teachers, benefitting from this brain gain.

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.

A Study of Teacher’s Commitment of Primary School Teachers

2012 ◽  
Vol 2 (11) ◽  
pp. 142-144
Author(s):  
Dr. B. Yella Reddy ◽  
◽  
Dr. T. I. Nagarjuna Dr. T. I. Nagarjuna ◽  
Dr. M. Sateeshnadha Reddy
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers
Sign in / Sign up

Export Citation Format

Share Document