PROBLEMS TEACHING PRIMARY SCHOOL SUBJECTS THROUGH A META-SUBJECT APPROACH

2020 ◽  
Vol 68 (4) ◽  
pp. 206-216
Author(s):  
Zh. Zhumabayeva ◽  
◽  
G. Uaisova ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Interdisciplinary Approach ◽  
Training System ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Subjects ◽  
Comprehensive Development ◽  
Subject Areas ◽  
And Task

Therefore in our article we analyzed the works of scientists who studied the concept of "Meta-subject", "interdisciplinary approach." At the same time, we discussed methods and approaches to teaching primary school subjects through a meta-subject approach. If the methodology of teaching subjects in various subject areas of primary education is based on a theoretical approach and its methodology is adopted, this will allow students to develop the kazakh language, as well as master language skills. In this regard, primary school teachers were given explanations about the meta-subject approach. And also a special task template was developed for schoolchildren and tested. As a result, it was concluded that the chosen methodology, training system and task models allow conducting meta-subject training in primary education subjects to achieve the proposed results. This, in turn, contributes to the comprehensive development of students as a person.

scholarly journals Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach Between Fine Art and Science Education

2022 ◽  
Vol 11 (1) ◽  
pp. 435-443
Author(s):  
Robert Potočnik ◽  
Tanja Košir ◽  
Iztok Devetak
Keyword(s):  
Science Education ◽  
Primary School ◽  
Interdisciplinary Approach ◽  
Fine Art ◽  
Educational Goals ◽  
School Teachers ◽  
Art And Science ◽  
Primary School Teachers ◽  
Teaching Content ◽  
Meaningful Connections

<p style="text-align: justify;">In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.</p>

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

Networking Cooperation of Educational Institutions of Higher, General and Vocational Education in the Terms of Implementation of Extracurricular Activities in Application of the Federal State Educational Standard

2016 ◽  
Vol 4 (6) ◽  
pp. 13-22
Author(s):  
������� ◽  
Irina Ivanova
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Primary Education ◽  
Extracurricular Activities ◽  
Innovative Technology ◽  
Educational Institutions ◽  
School Teachers ◽  
Primary School Teachers ◽  
State Educational ◽  
The City

The study is relevant in the context of global projects supported by the government and initiated by the President of the Russian Federation: the federal state educational standards, the complex project of modernization of education, national educational initiative �Our new school�, �Concept of the spiritual and moral development and education of a citizen of Russia.� In the context of extracurricular activities in the design development of the FSES becoming especially popular networking projects that brings together institutions of diff erent levels (schools, supplementary education for children, psychological urban centers, higher education institutions). The interaction of educational institutions is becoming a modern highly innovative technology that allows them to develop dynamically. The article describes a model of network interaction of educational-governmental organizations of the city of Kaluga in the framework of the extracurricular activity of younger schoolboys in the terms of realization of the FSES of primary education. Model networking educational institutions of the city of Kaluga in the framework of the extracurricular activity of younger schoolboys in the development of the FSES of primary education has been successfully tested on the basis of four elementary schools in the city of Kaluga, the study involved 177 students and 7 primary school teachers. Social partners of educational networking were: Children and Youth Space Education Center �Galaxy� of the city of Kaluga and Kaluga State University named after K.E. Tsiolkovsky. The basis of networking cooperation were programs of extracurricular activities of I.V. Ivanova. The main results of testing of the model is the development of individual students in the development of programs that increase the level of professional competence of primary school teachers in the organization of extracurricular activities of the FSES of the primary general education. The study contributes to a system of total innovative design, Further and Higher Education; It shows the possibility of the contents and forms of social and pedagogical partnership in the system of education in the introduction of the FSES of primary education. The practical signifi cance of the study consists in the possibility of using the developed model in educational practice. The study will allow to make science-based contribution to the practical implementation of the regional. Prospects for the development of research consist in the development of new models of a network of educational cooperation, attraction of new bases for cooperation. This publication was prepared within the framework of a research project supported by the Russian Foundation for Humanities �14-16-40007.

scholarly journals Vzpostavitev slovenskega šolskega sistema leta 1919

2020 ◽  
Vol 20 (2020) (2) ◽  
pp. 395-457
Author(s):  
Edvard Protner
Keyword(s):  
School Reform ◽  
Primary School ◽  
Primary Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Status Position ◽  
Teacher Associations

In the foreword, we outline the situation in the field of education in the Austro-Hungarian Monarchy, so that we can later in the text further analyse the goals and visions of the school reform efforts of teachers organized in local associations and two prominent pedagogical theorists. In doing so, we limit ourselves to the activities of primary school teachers and primary school legislation. In the central part of the text we describe the efforts to improve the financial and status position of teachers, the efforts to systematically reform primary education, the efforts to overcome the ideological divisiveness of the two most powerful teacher associations, and the efforts to unify teachers' associations throughout the kingdom. At the end, we outline the three most important programming texts on the reform of education in the new country and try to identify the pedagogical theoretical influences that are characteristic of the period between the two wars.

scholarly journals Autopercepción del profesorado de Educación Primaria en servicio desde el modelo TPACK

2020 ◽  
Vol 23 (2) ◽  
pp. 53-65
Author(s):  
Ana Maria Ortiz Colon ◽  
Miriam Ágreda Montoro ◽  
Javier Rodríguez Moreno
Keyword(s):  
Multivariate Analysis ◽  
Primary School ◽  
Primary Education ◽  
Teaching Practice ◽  
The Self ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Las Mujeres ◽  
Educación Primaria

El estudio analiza los resultados más relevantes de la investigación realizada con docentes de educación primaria, en referencia al modelo TPACK. El objetivo de esta investigación es conocer la autopercepción de los docentes de primaria en servicio, con respecto a su capacitación tecnológica, tomando como referencia la escala de diagnóstico TPACK. Para la recopilación de información, se adaptó un cuestionario tipo Likert ya validado, siguiendo el modelo TPACK. El cuestionario está compuesto por 47 ítems que recopilan información de las siete dimensiones del modelo. La muestra está formada por 607 docentes. La investigación es de naturaleza descriptiva no experimental, y realiza un análisis de varianza multivariante (MANOVA). Los resultados más significativos han sido el hallazgo de diferencias con respecto al género de los participantes. En general, son los hombres los que tienen una mayor percepción de sí mismos con respecto al uso y la integración de las TIC en su práctica docente, especialmente en asuntos científicos. Las mujeres parecen ser más efectivas cuando seleccionan enfoques para guiar el aprendizaje y el pensamiento del estudiante en términos de lectura y escritura. The study aims to analyze the most relevant results of the research carried out with primary education teachers, with reference to the TPACK model. The objective of this research is to know the self-perception of primary school teachers in service, regarding their technological training, taking as a reference the TPACK diagnostic scale. For the collection of information, a Likert type questionnaire already validated was adapted, following the TPACK model. The questionnaire consists of 47 items that collect information on the seven dimensions of the model. The sample consists of 607 teachers. The research is of a non-experimental descriptive nature, and performs a multivariate analysis of variance (MANOVA). The most significant results have been the finding of differences regarding the gender of the participants. In general, it is men who have a greater perception of themselves regarding the use and integration of ICTs in their teaching practice, especially in scientific matters. Women seem to be more effective when they select approaches to guide student learning and thinking in terms of reading and writing.

scholarly journals CONDITIONS FOR THE FORMATION AND DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF PRIMARY SCHOOL TEACHERS

2021 ◽  
Vol 5 (2) ◽  
pp. 296-305
Author(s):  
Gayrat Nurmatov ◽  
◽  
Iqbol Kamolova ◽  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Professional Competence ◽  
Quality Education ◽  
Professional Competencies ◽  
School Teachers ◽  
Primary School Teachers ◽  
Education Teacher ◽  
The Right

Background. It is undoubtedly afield of education that provides a prosperous future for people, guides them in the right direction, and imparts knowledge, which is an inalienable treasure. It is possible to distinguish between the educated and the uneducated at once. Quality education provides a bright future for anybody. For this reason, this article also provides information on the field of education, emphasizing the importance of the role of primary education. There is also information about the professional competence of primary school teachers, that is, the merit, worthiness, love for their work. Suggestions and recommendations are also given on what professional competencies a primary education teacher should have.

scholarly journals Attitudes of primary school teachers in Croatia toward Music as a school subject / Stališča osnovnošolskih učiteljev na Hrvaškem do glasbe kot šolskega predmeta

2021 ◽  
Vol 17 (34) ◽  
pp. 13-27
Author(s):  
Snježana Dobrota ◽  
Antonija Vrančić ◽  
Ivana Križanac
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Education ◽  
Work Experience ◽  
Leisure Time ◽  
Classical Music ◽  
School Teachers ◽  
School Subject ◽  
Primary School Teachers ◽  
Music Activities

The paper explores the influence of years of work experience, professional qualifications, additional music education, engaging in music activities in leisure time, and going to the theatre/classical music concerts on the attitudes of primary school teachers toward the school subject Music. The research was conducted on a sample of primary education teachers from all Croatian counties (N = 233), using a questionnaire composed of two parts: The General Data Questionnaire and Attitudes Toward Music as a School Subject. The results confirm that primary school teachers with fewer years of work experience have more positive attitudes toward the Curriculum of Music Education for Primary Schools and for Grammar Schools in the Republic of Croatia, while in other aspects of attitudes no difference was found. Furthermore, no differences were found in the attitudes of primary school teachers toward the subject Music with regard to their professional qualifications. Primary education teachers who have attended additional music classes, who engage in music activities in leisure time and who often attend theatre/classical music concerts, consider Music to be an important school subject that relaxes the students, and consider themselves more competent to teach music. The obtained results have significant implications in terms of music pedagogy, with regard to organizing the music education of preservice primary teachers and their lifelong learning.

scholarly journals Forming cognitive activity in primary school students with samples of folk oral literature

2021 ◽  
Vol 16 (5) ◽  
pp. 2844-2857
Author(s):  
Uaidullakyzy Elmira ◽  
Nurlybek Omarov ◽  
Sarash Konyrbayeva ◽  
Mariya Jazdykbayeva ◽  
Elmira Orazbayeva ◽  
...  
Keyword(s):  
Primary School ◽  
Research Work ◽  
Cognitive Activity ◽  
Folk Art ◽  
Oral Literature ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Comprehensive Development

The goal of every nation is to raise a healthy and conscious generation that will continue their life and experience. Therefore, in this article, the aim was to comment on the concepts of samples of folk oral literature and analyze the problem of forming the cognitive activity of Primary School students. In this regard, the research work was carried out in primary classes of multidisciplinary Secondary School No. 156 in Almaty (Kazakhstan). The participants were primary school teachers and primary school students who participated in a pedagogical experiment. The results were analyzed using percentages.  As a result, it was concluded that tasks prepared using samples of oral folk art and effective and modern methods of its use in the classroom allow us to form the cognitive activity of Primary School students. This, in turn, contributes to the comprehensive development of students as a person. Key words: samples of oral folk art, cognition, cognitive activity, Primary School students.          

scholarly journals PRIMARY SCHOOL TEACHERS’ APPROACH TO ADVANTAGES OF ICT USE IN EDUCATION

2017 ◽  
Vol 3 ◽  
pp. 439
Author(s):  
Rasa Braslauskienė ◽  
Gražina Šmitienė ◽  
Reda Vismantienė
Keyword(s):  
Primary School ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Professional Competence ◽  
Primary School Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Advantages And Disadvantages ◽  
Study Results ◽  
Ict Tools

The article reveals primary school teachers’ approach towards advantages and disadvantages of information and communication technologies, their influence to children education as well as teacher experience in the application of ICT technologies in primary education and opportunities of teachers in the development of professional competence. Qualitative study (structured interview) was carried out which involved the teachers of 1 – 4 forms more than four years actively using ICT in the classroom. According to the teachers, Content analysis of the study results revealed essential  factors and potential ways of more efficient use of ICT in primary education, i. e .improvement of teachers’ special professional competence (knowledge, skills and ability to use various ICT tools in the classroom, identification of special needs of primary school children, linking the development of formal and informal needs, etc.), personal viewpoint to ICT in social life, the shortage of ICT tools in primary school.

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