Pedagogical Knowledge Acquisition During the Practicum

2020 ◽  
Vol 13 (1) ◽  
pp. 118-129
Author(s):  
Raquel Gómez ◽  
Juanjo Mena ◽  
María-Luisa García Rodríguez
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Pedagogical Knowledge ◽  
Important Process ◽  
Primary School Students ◽  
School Students ◽  
Teaching Tools ◽  
Depth Learning

Teacher reflection is widely considered as an important process that provides in-depth learning experiences to preservice teachers. Portfolios and teachers' diaries are commonly used teaching tools to funnel one's own critical thoughts about practice. It is also common to analyse the teaching practice in the practicum through the guidance of expert teachers who act as mentors. Both ways are crucial to organise preservice teachers' practical knowledge acquired in the schools. The objective is to determine under which learning situations (individual reflection vs. mentoring interaction) knowledge is better acquired and determines the differences between preservice teachers. Five preservice teachers were recorded giving a regular lesson to primary school students. Data was analysed by following the PDA model that divides the content in narrative and inferential. Main results reveal that practical knowledge is mostly elicited with the help of a mentor and mostly inferential. There were minimal significant differences among preservice teachers.

scholarly journals The Initial Algebraic Knowledge of Preservice Teachers

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2117
Author(s):  
Alberto Zapatera ◽  
Eduardo Quevedo
Keyword(s):  
Preservice Teachers ◽  
Primary School ◽  
Student Teachers ◽  
Algebraic Thinking ◽  
Early Algebra ◽  
Primary School Students ◽  
Training Process ◽  
School Students ◽  
Starting Point ◽  
Single Solution

Early algebra proposes to incorporate algebra in primary school from the first years of schooling. The success of this incorporation depends, to a large extent, on the training of teachers, so the objective of this article is to study whether the degree of algebraic knowledge of student teachers at the beginning of their training. To conduct this, 106 preservice teachers were given a questionnaire. This survey is based on two daily life situations. They had to propose tasks to develop algebraic reasoning in primary school students. Most of the participants designed tasks in which they assigned specific values to the indeterminate ones and solved them arithmetically. In this way, they transformed open situations and numerous opportunities to promote algebraic thinking in students through the generalization and representation of relationships and functions into closed single-solution problems that do not promote algebraic thinking. We can see from the results that the participants’ algebraic knowledge is insufficient. Therefore, it is necessary to include in their training process the programs and experiences that will allow them to design tasks in order to detect and promote algebraic thinking in their future students. Sequences of tasks are presented to develop both situations by generalizing and representing relationships and functions, which can serve as a starting point for future training programs and experiences.

scholarly journals Empirical Research on the Cultivation of Primary School Students' Computational Thinking Based on Visual Programming——Take "Codemao" Platform Teaching as an Example

2021 ◽  
Vol 3 (3) ◽  
pp. 35
Author(s):  
Hongmei Wang
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Rapid Development ◽  
Computational Thinking ◽  
Visual Programming ◽  
Practice Research ◽  
Primary School Students ◽  
School Students ◽  
Thinking Ability ◽  
Contemporary Education

With the rapid development of science and technology, cultivating primary school students' computational thinking ability is one of the most important tasks in contemporary education. Visual programming is closely related to computational thinking. Based on expounding their connotations and characteristics, this paper first analyzes the problems existing in the training of primary school students' computational thinking, then further constructs the training mode of primary school students' computational thinking based on visual programming and conducts classroom teaching practice research, finally puts forward suggestions on the training of primary school students' computational thinking based on visual programming, and provides effective practical guidance for training primary school students' computational thinking ability, innovation and problem-solving ability.

scholarly journals Improvement of Pre-Service Teachers' Practical Knowledge and Motivation about Artificial Intelligence through a Service-learning-based Module in Guizhou, China: A Quasi-Experimental Study

2021 ◽  
Vol 17 (3) ◽  
pp. 203
Author(s):  
Song Pu ◽  
Nor Aniza Ahmad ◽  
Mas Nida Md. Khambari ◽  
Ng Keng Yap ◽  
Seyedali Ahrari
Keyword(s):  
Artificial Intelligence ◽  
Service Learning ◽  
Primary School ◽  
Practical Knowledge ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Experimental Group

Abstract. The purpose of this study is twofold: 1) to develop a service-learning-based module training artificial intelligence (AI) subject (SLBM-TAIS), and 2) to evaluate the effect of SLBM-TAIS on pre-service teachers’ (PSTs’) practical knowledge and motivation, as well as primary school students' attitude towards AI in China. Participants of this study comprised 60 PSTs and 107 primary school students. The experimental research in this study followed the quasi-experimental non-randomized pre-test and post-test control group design. The PSTs were divided into experimental and control groups, and the primary school students followed the same grouping. The PSTs in the experimental group taught AI subjects to the primary school students in the experimental group, while the PSTs in the control group taught AI subjects to the primary school students in the control group. The results of the study showed that SLBM-TAIS was effective in training PSTs to teach AI subjects to primary school students. Furthermore, the SLBM-TAIS developed in this study offered a unique technique for training PSTs and primary school students that could increase PSTs' practical knowledge and motivation, as well as primary school students' attitudes toward AI. The findings from this study are important in the field of educational psychology, and its contribution has several theoretical and practical implications.   Keywords: Attitude; artificial intelligence; pre-service teachers; primary school students; practical knowledge; motivation

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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