Boris Denev and „The Drawing Lessons in Primary Schools“

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Marina Teofilova ◽  
◽  
◽  
Keyword(s):  
Art Education ◽  
Primary Schools ◽  
School Teacher ◽  
Primary School Teacher ◽  
Ministry Of Education ◽  
Grid Drawing ◽  
Liberation Education ◽  
Gradual Development ◽  
Real Objects ◽  
Almost All

After the Liberation, education in Bulgaria became the work of the Ministry of Education, which at that time determined the cultural and educational policy of the society. At the beginning of the twentieth century the different education of teachers in Bulgaria, the lack of experience and traditions in the teaching of drawing, lead to the use of almost all methods known from the geometric copying system and the experience of foreign countries such as drawing on a grid, drawing on stigmographed sheets, drawing on “templates”, drawing on patterns, drawing on dictation, in tact and others. In this method, at the process of learning the student is required to accurately reproduce a certain image (decorative composition, abstract geometric shapes or real objects). The means and ways of copying are determined by the gradual development of the methodology, by the emergence of new pedagogical views and requirements to the learning process. Some of the most zealous opponents of the geometric-copying system in our country are Otto Horeyshi, Dimitar Daskalov, Dobri Hristov, Stoyan Chakarov, Konstantin Svrakov, teachers Georgi Palashev, Ivan Strelukhov, Boris Denev, Atanas Chesmedjiev, Petar Angelov and many others. United in their opposition of outdated and stereotyped teaching methods, however, their views differ on the future of art education and the drawing as a subject of teaching. At the beginning of the century Boris Denev became popular with his reformist ideas related to the creative nature of art education. Based on his experience as a primary school teacher, he was the first in Bulgaria who bring out aesthetic education as the main goal of art teaching.

Interactive teaching methods for primery school: the algorithm for designing interactive activities.

2021 ◽  
Vol 91 (1) ◽  
pp. 56-71
Author(s):  
Liliia V. Volkova ◽  
◽  
Kristina A. Zanina ◽  
Keyword(s):  
Primary School ◽  
Human Life ◽  
School Teacher ◽  
Primary School Teacher ◽  
Ministry Of Education ◽  
Primary School Students ◽  
School Students ◽  
Functional Literacy ◽  
Teachers Perceptions ◽  
Psychology Pedagogy

The article describes the results of the development and testing of an algorithm for designing interactive activities for primary school. The algorithm is developed taking into account the characteristics of modern primary school students, examining different interpretations of the concept «interactive» in different spheres of human life and fields of study (such as linguistics, sociology, psychology, pedagogy) and considering the problem of using the term «interactive» in the modern education system. The algorithm for designing interactive activities includes six sequential steps: to select the content; to choose a type of group for the activity; to create the activity in which each student will personally participate; to think over different options to provide choice for students; to select the technical means; to set a time limit. Each action of the algorithm is depicted from the perspective of a primary school teacher. The survey of the teachers found significant changes in teachers’ perceptions of the term «interactive», in their understanding of distinctive features of the interactive activities and difficulties to create suitable interactive activities. It is noted the importance of continuing research in the aspect of the influence of interactive activities on the educational achievements of primary school students (including the development of functional literacy). The article was prepared with the financial support of the Ministry of Education of the Russian Federation within the framework of the research project «The development of functional literacy among primary school students in the implementation of educational programs».

scholarly journals Informal nature experience on the school playground

2015 ◽  
Vol 2 (1) ◽  
pp. 18-25 ◽  
Author(s):  
Andreas Raith
Keyword(s):  
Primary Schools ◽  
Large Scale ◽  
School Teacher ◽  
Meta Analysis ◽  
Educational Institutions ◽  
Primary School Teacher ◽  
School Playgrounds ◽  
First Results ◽  
The Impact ◽  
Nature Experience

Abstract In Germany, all-day care and all-day schooling are currently increasing on a large-scale. The extended time children spend in educational institutions could potentially result in limited access to nature experience for children. On the other hand, it could equally create opportunities for informal nature experience if school playgrounds have a specific nature-oriented design. This article is written from the perspective of a primary school teacher and presents the findings of a meta-analysis which looks at the impact nature experience has on the development of children. Furthermore, the first results of a research study on green playgrounds in primary schools is discussed. The results so far seem to indicate that green school playgrounds have the potential of providing nature experience particularly for primary students

scholarly journals Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach

2020 ◽  
Vol 10 (12) ◽  
pp. 388
Author(s):  
André Freitas ◽  
Fátima Pereira ◽  
Paulo Nogueira
Keyword(s):  
Life History ◽  
Primary School ◽  
Lived Experiences ◽  
Primary Schools ◽  
Arts Education ◽  
School Teacher ◽  
Expressive Arts ◽  
Primary School Teacher ◽  
Research Approach ◽  
Starting Point

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.

scholarly journals MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS

ALQALAM ◽  
2010 ◽  
Vol 27 (3) ◽  
pp. 452
Author(s):  
Mansur Akil
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Teacher ◽  
School Setting ◽  
School Curriculum ◽  
Primary School Teacher ◽  
Language Diversity ◽  
Native Languages ◽  
Cultural Festivals ◽  
Primary School Curriculum

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

scholarly journals The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

2019 ◽  
Vol 3 (1) ◽  
pp. 17-25
Author(s):  
Ahmad Jazuly ◽  
Ninuk Indrayani ◽  
Nostalgianti Citra Prystiananta
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Language ◽  
School Teacher ◽  
Primary School Teacher ◽  
Teaching English ◽  
English Language Policy ◽  
The Government ◽  
Compulsory Subject ◽  
Learning English

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

scholarly journals ORGANIZATION OF LESSONS IN PRIMARY SCHOOL USING THE METHOD OF CASE STUDY

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Larysa Vozniak ◽  
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
School Teacher ◽  
Approaches To Learning ◽  
Educational Process ◽  
Primary School Teacher ◽  
Primary School Teachers ◽  
High Level

Case study is one of the active approaches to learning, which is considered a more effective way to develop professional skills and achieve learning outcomes than traditional teaching methods. However interactive teaching methods require more responsibility, innovation of the primary school teacher and involvement of students in the educational process. The article examines the problem of introducing into the practice of primary school teachers the method of studying situations (case study) as a promising method of forming an educated, creative personality. The expediency of using case-based technologies for the formation of vital competence junior student, improving the quality of education in primary schools. Case study is considered by specialists as a method of interactive learning that provides a combination of theory with practice and knowledge with competencies. This method allows to implement the learning process in primary school on fundamentally different methodological approaches. Features, types, forms and other methodical characteristics of cases are considered, the structure of lessons in elementary school with use of a case method is described. The problems of introduction of the method in the educational process of primary school are also described. It is characterized by the means of the teacher's work in the context of the use of case-methods in more educated students. It was found solutions such research tasks as – understanding of the case as a multi-functional technologies; – characterization of educational opportunities Case technology; Studying of its content, the main types of structure in terms of achieving the objectives of formation of vital competence of the younger schoolboy. Тhe basic components of this technology are analyzed. It is noted that the work with cases in the classroom allows applying the theoretical knowledge to solve practical problems, helps to develop students' independent thinking, linking theory with practice. The work with cases is creative and is a determiner of the high level of teaching.

scholarly journals The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Eddie Denessen ◽  
Nienke Vos ◽  
Fred Hasselman ◽  
Monika Louws
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Student Attitudes ◽  
School Teacher ◽  
Science And Technology ◽  
Primary School Teacher ◽  
Female Teacher ◽  
Positive Attitudes ◽  
Attitudes Towards Science ◽  
Teachers Attitudes

This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

Playing to our strengths: Generalist teachers’ experiences of class swapping for primary physical education

2019 ◽  
Vol 26 (2) ◽  
pp. 571-586 ◽  
Author(s):  
Liam Clohessy ◽  
Richard Bowles ◽  
Déirdre Ní Chróinín
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Teacher ◽  
Specific Area ◽  
Primary School Teacher ◽  
Individual Interviews ◽  
Lead Teachers ◽  
Teachers Experiences ◽  
Generalist Teachers

Class swapping is the process whereby a generalist primary school teacher with a particular subject expertise and interest swaps classes with a teacher colleague and they teach each other’s class a specific area of the curriculum. Instances of class swapping for physical education (PE) have been noted in many countries, but there is currently no explicit research into this practice. Consequently, this research investigated the experiences of two generalist teachers with additional PE expertise teaching PE to classes other than their own in two Irish primary schools over two separate intervention periods totalling 18 weeks. The participants’ experiences of class swapping for PE were analysed using qualitative data generated by individual interviews, pupil focus groups, researcher observations and teacher reflections. Hargreaves and Fullan’s theory of professional capital was used as a theoretical framework. The lead teachers’ expertise and enthusiasm for PE provided the pupils involved with rich PE experiences. The opportunity to teach additional PE also increased the lead teachers’ ability and motivation to provide further PE leadership within their schools. Furthermore, class swapping contributed to increased teacher interactions focused on teaching and learning. These findings make a worthwhile contribution to our understanding of class swapping and its potential to enrich pupil experiences in primary PE settings where generalist teachers operate.

scholarly journals Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum)

2016 ◽  
Vol 16 (1) ◽  
pp. 14
Author(s):  
Warih Handayaningrum
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Research Collaboration ◽  
School Teacher ◽  
Mathematical Concept ◽  
Living Environment ◽  
Primary School Teacher ◽  
Learning Material ◽  
Material Development ◽  
Main Medium

<p>This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum). This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment). This study applies steps in developmental research collaboration by Borg &amp; Gall (1989) and Puslitjaknov (2008) to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama) by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas) will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.</p>

scholarly journals The import of professional development programmes for primary school teachers in Nigeria

2020 ◽  
Vol 3 (10) ◽  
pp. 48-55
Author(s):  
OSIESI Mensah Prince
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Development ◽  
Effective Teachers ◽  
Primary Schools ◽  
School Teacher ◽  
Primary School Teacher ◽  
Effective Teacher ◽  
School Teachers ◽  
Primary School Teachers

The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.

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