Primary Student Teachers’ Attitudes Towards Poetry and Poetry Teaching

2014 ◽  
Keyword(s):  
Student Teachers ◽  
Primary Student ◽  
Teachers Attitudes

scholarly journals Primary Priorities and Economics Education

1996 ◽  
Vol 1 (2) ◽  
pp. 152-161
Author(s):  
Sheila Lawless
Keyword(s):  
Social Skills ◽  
Active Learning ◽  
Conceptual Framework ◽  
Student Teachers ◽  
Moral Education ◽  
Economics Education ◽  
Current Interest ◽  
Primary Student ◽  
Primary Pupils ◽  
Children’S Thinking

The attitudes towards economic and industrial understanding of 58 primary student-teachers who had taken a business placement in their final year of training is explored through questionnaires, interviews and assignments. An analysis showed that economic and industrial understanding did not rank highly in their priorities for Primary pupils, confirming the findings of Ross, Ahier & Hutchings (1991). They were, however, interested in business links and industrial simulations as a context for their priorities in teaching of active learning, co-operation and other personal and social skills. Another of their priorities, linked particularly to environmental protection and conservation, was a sense of responsibility and social conscience. A way forward may be to provide teachers with a conceptual framework for economic concepts which is consonant with those priorities and to take advantage of the current interest in moral education and citizenship to re-focus economics education on using economic concepts as a tool to extend children's thinking on a wide variety of issues in those areas.

Mathematics Attitudes and Achievement among Student Teachers

1978 ◽  
Vol 22 (1) ◽  
pp. 72-82 ◽  
Author(s):  
Hilary L. Schofield ◽  
K. B. Start
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Statistical Significance ◽  
Empirical Support ◽  
Mathematics Attitudes ◽  
School Teachers ◽  
Partial Explanation ◽  
Primary School Teachers ◽  
Achievement In Mathematics ◽  
Teachers Attitudes

Concern regarding the prevalence in primary school teachers of poor attitudes towards and low achievement in mathematics has received some empirical support. But the common assumptions (i) that attitudes towards, and achievement in, mathematics are substantially related, and (ii) that teachers' attitudes and achievement in mathematics affect pupils' attitudes and achievement, await empirical verification. While studies relating teachers' attitudes toward pupils' attitudes and achievements are sparse, those relating attitude and achievement within teachers or within pupils have typically shown a low positive relationship not always reaching statistical significance. Some writers use this as evidence to discount the importance of attitudes in achievement, but the present paper contends that a partial explanation for the lack of the expected result may arise from the measurement assumption that attitude to mathematics is a unidimensional phenomenon. Two multidimensional attitude instruments were constructed and administered to 317 final year prospective primary school teachers. Although the two instruments employed widely differing techniques for tapping attitudes to mathematics and mathematics teaching, dimensions from both instruments showed substantial correlations with mathematics achievement. The findings gave support for the contention that attitude to mathematics is not a unidimensional phenomenon. The consistency of findings within and between both attitude instruments suggests a good validation of each. The contention that teachers' attitudes (and achievement) affect pupil attitudes and achievement is yet to be tested.

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