scholarly journals Perceptions of Primary School Teacher Candidates towards the Turkish Education System, School, Teacher, and Student: A Metaphor Analysis

2019 ◽  
Vol 8 (4) ◽  
pp. 239
Author(s):  
Emel Tüzel İşeri ◽  
Uğur Akin
Keyword(s):  
Primary School ◽  
Education System ◽  
Teacher Candidates ◽  
School Teacher ◽  
Study Data ◽  
The Black Sea ◽  
Primary School Teacher ◽  
Black Sea Region ◽  
School Concept ◽  
Turkish Education

This study aimed to determine the perceptions of primary school teacher candidates about the Turkish education system, school, teacher, and student concepts by means of metaphors. The study group consisted of 82 primary school teacher candidates enrolled in the senior class of a university in the Black Sea Region in Turkey in 2018. The study data were collected using a questionnaire which involved gap filling questions aiming to determine the metaphors for the Turkish education system, school, teacher, and student. Findings indicated that the majority of the primary school teacher candidates had a negative perception of the Turkish education system. More than half of the negative metaphors that the participants used were about the unceasing change of the system. Primary school teacher candidates' perceptions of the school concept were mostly positive. The participants saw school as a home that educates and shapes people. Nevertheless, a considerable number of the participants considered school like an oppressive and uniformizing prison, where they would not like to be. Majority of the primary school teacher candidates had positive perceptions of the teacher concept. Nonetheless, there were neutral and negative perceptions as well. The participants mostly emphasized the educating and shaping characteristics of the teacher concept in their descriptions. Although primary school teacher candidates’ perceptions of student were generally positive, a student description, in which student was seen passive in the learning process and highlighted as an entity that can be shaped, stood out.

scholarly journals The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates

2020 ◽  
Vol 6 (2) ◽  
pp. 347
Author(s):  
Nevin Kozcu Çakır
Keyword(s):  
Primary School ◽  
Science Teaching ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teacher ◽  
Primary School Teacher ◽  
Data Set ◽  
Efficacy Belief

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant  relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.

scholarly journals Modern pedagogical technologies in teaching a foreign language in primary school

2021 ◽  
Vol 81 (1) ◽  
pp. 38-43
Author(s):  
Zh. Rapisheva ◽  
◽  
N. Kaliakparova ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Education System ◽  
Current System ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
Synthesis Methods ◽  
School Students

The article describes modern pedagogical technologies of teaching a foreign language in primary school and examines their impact on the development of various competencies of primary school students. The authors emphasize that information and communication pedagogical technologies help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of younger students, their level of education. And also modern pedagogical technologies as a systemic holistic means of restructuring activities make it possible to improve the quality of the educational process, to solve the problems of personality development. Purpose – analysis of modern educational technologies used in English lessons. The current system of training primary school teachers requires a revision of its structure, organization, relationship with school practice and innovative processes in the education system. Therefore, the article proves that an important part of the educational process should be the use of new pedagogical technologies in improving the quality of training of specialists at the university, providing the possibility of self-development of the teacher's personality, increasing his creative abilities and improving the educational process. The study used a descriptive method, analysis and synthesis methods. The authors of the article call the development of the student's personality (moral and cognitive) and the complex of abilities for successful interaction with the polycultural and multilingual world around him as the goal of foreign language education in primary grades. Therefore, it is important that the future primary school teacher, in accordance with the requirements of the state educational standard, has formed the knowledge, skills and abilities necessary for the application of modern pedagogical technologies. At the present time, when a new education system was created, focused on the world educational space, changes in the educational process changed the paradigm of education, updated the content of education, formed a new approach, new relationships.

scholarly journals Dominant Parameters of the Prospective Teachers’ Professional Training in Methodological and Mathematical Direction

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 70-82
Author(s):  
Nataliia Bondarenko ◽  
◽  
Nadiia Liashova ◽  
◽  
Keyword(s):  
Primary School ◽  
Prospective Teachers ◽  
Professional Training ◽  
School Teacher ◽  
Preschool Education ◽  
Preschool Age ◽  
Primary School Teacher ◽  
Pedagogical Practice ◽  
Definition Of ◽  
School Concept

The article reveals the dominant parameters of professional training of prospective teachers, taking into account the modern requirements of the New Ukrainian School concept, the Basic component of preschool education and the State Standard in Ukraine. The main scientific researches on this relevant issue are systematised and analysed. The definition of the concept of “competence” is given, the key requirements to the parameter “mathematical competence” of both children of senior preschool age and primary school pupils are allocated. The significance of the methodological vector as an important component of implementing the New Ukrainian School concept is proved. The tendency to develop fundamentally new approaches taking into account the principles of cooperation of pedagogical science and practice, continuity in professional training of prospective teachers for preschool institutions and primary school is determined. A brief description of the results of the study is given by observing the work of students while pedagogical practice, as well as the results of their questionnaire in order to study the needs and problems in obtaining educational services in the process of training. The possibilities of introducing modern technologies of a methodological nature and new parameters in the professional training of a primary school teacher and a teacher of a preschool institution are highlighted, taking into account the requirements of the continuity of preschool and primary education.

scholarly journals Primary school teacher candidates’ views on multilingual concepts: A perspective of learning technology

2021 ◽  
Vol 13 (1) ◽  
pp. 01-09
Author(s):  
Zhamilya Khajayeva ◽  
Assel Stambekova ◽  
Zhanar Gazikhanova ◽  
Gulnara Smagulova ◽  
Salamatova Rakhat Makhanbetjanovna
Keyword(s):  
Primary School ◽  
Ethnic Groups ◽  
Teacher Candidates ◽  
Minority Groups ◽  
Classroom Teacher ◽  
School Teacher ◽  
Primary School Teacher ◽  
Learning Technology ◽  
Multilingual Education ◽  
Training Programmes

With the expansion of primary school education in Kazakhstan, many ethnic groups were reached. This situation has started to signal the necessity of classroom teachers having knowledge, awareness and experience in subjects such as sensitivity, education and needs of children. This research is a qualitative study, and it was conducted to understand the awareness and knowledge levels of classroom teacher candidates on multilingual education. The research was conducted within the framework of the perspectives on learning technology. 38 teacher candidates who participated in the study were interviewed on the internet and their views on multilingual education were analysed with a descriptive qualitative analysis method. The data obtained as a result of the interviews were examined in detail and the opinions of the teacher candidates on multilingual education were interpreted. Based on the results of the research, suggestions have been made on subjects such as reshaping our teacher training programmes in the context of multilingualism and providing them with teacher support, both theoretically and practically, and to train teachers who can meet the needs of children from linguistic minority groups.   Keywords: Primary school, ethnic groups, technology, multilingual education.

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