scholarly journals Classroom Teacher Candidates’ Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis

2017 ◽  
Vol 11 (1) ◽  
pp. 100
Author(s):  
Emine Gul OZENC ◽  
Mehmet OZENC
Keyword(s):  
Comparative Analysis ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Classroom Teachers ◽  
Negative Number ◽  
Reading And Writing ◽  
The Common ◽  
Phenomenological Design ◽  
Academic Year

The purpose of this study is to determine and compare candidate classroom teachers’ metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Omer Halisdemir University’s Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15 in both reading and writing. The most categories developed by classroom candidate teachers on the concept of reading is necessity. As to writing; the most categories developed by classroom candidate teachers on the concept of writing is on expressing feelings. The category with the least metaphor about writing concept is the negativity and watching. The common metaphors used by the classroom teacher candidates regarding the concepts of reading and writing are mostly gathered in the categories of water and its derivatives and life. Whereas the category with the least common metaphors about is infinity. Another result of the research is that the teacher candidates produce a more negative number of metaphorical concepts in the writing concept. Metaphors on the concept of writing are outpouring, effusion and the man himself. As a result, metaphors can be used as a research tool to determine teacher candidates' perceptions and opinions about reading and writing.

scholarly journals Challenges and encouraging educational practices: Observations from field experiences

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Belete Mebratu
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Development Programs ◽  
Course Work ◽  
Need Support ◽  
Management Changes

This study is an analysis of the reported observations of teacher candidates about the challenges and encouraging practices at schools following their field experiences visits required to meet course work and licensure for teaching.  The findings of the study indicate that the participants of the study observed that classroom teachers face the challenges of too much workload, meeting the needs of too many students who need support, lack of resources, classroom management, changes of curriculum and policies, and meeting the needs of diverse students. The candidates, however, are encouraged by their observations of the use and applications of a wide variety of instructional approaches, the prevalence of a culture of a community of learners and co-operations, discipline systems, applications of technology and inspiring teachers’ professionalism and commitment to make differences in the lives of their students. Ways of addressing the observed challenges include measures of providing support staff and assistants to the classroom teacher, supplying classrooms with adequate resources, efforts to involve parents and guardians in the education of their children and in the affairs of schools, refocusing teacher education programs on those reported areas of challenges classroom teachers face, and ongoing in-service trainings and professional development programs for teachers.  

Developing Digital Literacy

2017 ◽  
pp. 670-685
Author(s):  
Carolyn Haviland Obel-Omia
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Literacy Teachers ◽  
Education Programs ◽  
Reading And Writing

Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.

scholarly journals Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review

2021 ◽  
Vol 2 (2) ◽  
pp. 17-21
Author(s):  
Jongho Moon ◽  
Dongwoo Lee
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary Education ◽  
Learning Outcomes ◽  
Classroom Teacher ◽  
Classroom Teachers ◽  
Effective Teacher ◽  
Teachers Perceptions ◽  
School Classroom ◽  
Perceptions Of Teaching

Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.

scholarly journals Students and Teachers’ Metaphors about Classroom Teachers

2017 ◽  
Vol 7 (1) ◽  
pp. 245
Author(s):  
Nihal Yildiz Yilmaz
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Research Methods ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
School Teacher ◽  
Primary School Teacher ◽  
Classroom Teachers ◽  
School Students

The purpose of this study is to identify the metaphors that primary, secondary and high school students and classroom teacher candidates and the classroom teachers have regarding their primary school classroom teachers. The phenomenology pattern as one of the qualitative research methods was used in the research. The study group was determined by the purposeful criterion sampling method. The basic criterion in the research is that the participants are in the final grade of elementary, secondary, high school and are in the undergraduate 3rd and 4th grade students classroom teachers education program, and the class teachers who are still working. Participants' answers to the question “My primary school teacher is like ... Because ...” were analyzed both by qualitative and quantitative research methods. According to the findings of the study, 167 metaphors were produced and they were grouped under ten conceptual categories. There were no significant differences in these 10 conceptual categories regarding the elementary, secondary and high school students, university students and classroom teachers. Obtained results point out that the influences of the teachers on the individuals are evident. These results may be shared with faculties of education and help to give the teacher candidates a proper training for educating their students with positive attitudes in the future.

scholarly journals Comparison of Students’ and Teachers’ Opinions Toward Digital Citizenship Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Hasan Tangül ◽  
Emrah Soykan
Keyword(s):  
Primary School ◽  
Citizenship Education ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Descriptive Analysis ◽  
Research Approach ◽  
Digital Citizenship ◽  
Classroom Teachers ◽  
School Classroom ◽  
The Impact

The impact of the COVID-19 pandemic has led to the temporary interruption of educational activities in the classroom. Digitalization of the classrooms emerged as a need following that process. The objective of this study is to compare the digital citizenship levels of teacher candidates studying in the last year at the departments of classroom teaching and primary school classroom teachers and to reveal their needs. A total of 38 primary school classroom teachers and 27 classroom teacher candidates in the last year of teaching programs in North Cyprus participated in the research. This descriptive study was designed as a case study, which is a qualitative research approach. The data of the study were gathered within the frame of a grounded theory coding process and were analyzed through descriptive analysis, content analysis and the constant comparison technique. The digital citizenship levels of the classroom teachers and teacher candidates were analyzed according to the sub-dimensions of digital citizenship. As a result of the research, it was found that the digital citizenship sub-dimension scores of the classroom teachers were higher than the teacher candidates and that the teacher candidates needed digital citizenship education.

scholarly journals Availability of virtual museum applications in courses based on the views of classroom teachers

2020 ◽  
Vol 15 (2) ◽  
pp. 194-207
Author(s):  
Sule Eguz
Keyword(s):  
Life Science ◽  
Classroom Teacher ◽  
Study Data ◽  
Second Grade ◽  
Classroom Teachers ◽  
Virtual Museum ◽  
Spring Semester ◽  
Science Courses ◽  
Academic Year ◽  
Curriculum Topics

Virtual museum applications allowed individuals to access the museums that are located in distant areas and those who could not visit due to various reasons independent of time and space. The aim of this study was to determine the utilisation of virtual museum applications in life science courses based on the views of classroom teachers and the contribution of the applications to the students. This study was designed as a qualitative research based on the phenomenology method. The study data were collected using an interview form, developed by the author, in March 2019 during the 2018–2019 academic year spring semester. The study findings demonstrated that classroom teachers considered virtual museum applications important in life science courses; however, they also stated that not all curriculum topics were suitable for the virtual museum application, and the application was most frequently used in the second grade elementary school. Keywords: Classroom teacher, life science, virtual museum.

Developing Digital Literacy

2017 ◽  
pp. 103-118
Author(s):  
Carolyn Haviland Obel-Omia
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Literacy Teachers ◽  
Education Programs ◽  
Reading And Writing

Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.

scholarly journals Attitudes of Physical Education and Classroom Teacher Candidates towards Teaching Profession in Turkey

2019 ◽  
Vol 9 (5) ◽  
pp. 63
Author(s):  
Mehtap Yıldız ◽  
Mahmut Gülle
Keyword(s):  
Physical Education ◽  
Teacher Candidates ◽  
Primary Schools ◽  
Personal Information ◽  
Classroom Teacher ◽  
Teaching Profession ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
School Teaching ◽  
Academic Year

It is important to determine the attitudes of physical education teacher candidates who will carry out physicaleducation courses in secondary and high schools and classroom teacher candidates who will carry out physicaleducation courses in primary schools. The purpose of this study is to determine the attitudes of physical educationand classroom teacher candidates towards teaching profession. The research was evaluated with a general surveymodel. The research group consisted of totally 280 teacher candidates; 168 of them study at School of PhysicalEducation and Sports in Physical Education and Sports Teaching Department, 122 of them study at the Faculty ofEducation Primary School Teaching Department in the 2017-2018 academic year Hatay Mustafa Kemal Universityin Turkey. As data collection tools Personal Information Form developed by the researchers and the “Attitude ScaleToward Teaching (ASTT)” developed by Erkus (2000) et al. were used. In the statistical analysis of the data, t-testand one-way analysis of variance (ANOVA) were used. In the result of the research, it was determined that theattitudes of physical education and classroom teacher candidates towards teaching profession were high, but it wasfound that physical education teacher candidates had higher attitudes than classroom teacher candidates.

scholarly journals THE PERCEPTIONS OF THE TEACHERS ON THE APPLICATION OF PARALLEL PRINCIPLE IN PRIMARY SCHOOLS

2016 ◽  
Vol 7 (1) ◽  
pp. 997-1009
Author(s):  
Ahmet Akbaba
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Classroom Teachers ◽  
Study Group ◽  
Primary School Students ◽  
School Students ◽  
The Common ◽  
Information Transfers ◽  
Academic Year ◽  
Perceptions Of Teachers

The aim of this study is presenting the perceptions of teachers on the effects of implementation of the parallel principle on productivity of 1st, 2nd, 3rd and 4th grade primary school students. General screeningmethod was usedin the study. The population of the study consists of 1234 teachers working in 79 primary school of Van in the academic year period of 2013-2014 and the study group consists of 200 classroom teachers from 20 schools, which were selected randomly. The research datawere collectedby questionnairedeveloped by the researcher and the solutions were made with the SPSS program. As a result of the study, it is presented that linking courses increases the knowledge of the students, makes the information transfers and learning the courses easier by solidifying them and facilitates the permanence. Furthermore, the teachers should prepare the syllabuses by considering the common subjects between the courses.   

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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