scholarly journals Selektiva traditioner i grundskolans tidigare år: Lärares betoningar av kvalitéer i naturvetenskapsundervisningen

2013 ◽  
Vol 9 (1) ◽  
pp. 50-65 ◽  
Author(s):  
Annie-Maj Johansson ◽  
Per-Olof Wickman
Keyword(s):  
Primary School ◽  
Learning Material ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inquiry Based Learning ◽  
Selective Traditions

The aim of this study was to elucidate the selective traditions of Swedish primary school teachers in using inquiry-based learning.  Material from thirteen interviews where teachers described their own inquiry practice was used to study the selective traditions along with the qualities these traditions emphasized. Four different selective traditions were identified: the fact oriented, the activity oriented, the collaboration oriented and the community oriented traditions. Different qualities were emphasized in the different traditions, for instance regarding whether teaching and inquiry should be difficult, correct, free or fun.

scholarly journals Use and Utility of Teacher Guides for Primary School Teachers in Punjab

2019 ◽  
Vol 5 (1) ◽  
pp. 5-10
Author(s):  
Fayyaz Ahmad Ranjha ◽  
Muhammad Khalid Mahmood ◽  
Intzar Hussain Butt
Keyword(s):  
Focus Group ◽  
Primary School ◽  
Learning Material ◽  
School Teachers ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Primary School Teachers ◽  
High Workload ◽  
Teacher Guide ◽  
Teacher Guides

This study is aimed at soliciting pubic primary school teachers’ viewpoints on use and utility of teacher guides, an initiative of government of the Punjab. Data were collected through focus group discussions of male and female teachers from District Sargodha. Teachers were asked to discuss need, importance and use of teacher guide and to suggest ways to improve. Focus group discussions were audio recorded, transcribed and analyzed for extracting themes. It was found that teachers acknowledged the need and importance of teacher guide for better teaching. It was noted from their discussion that teachers used Guides for lesson planning and activities but use of teacher guide was not optimal. Some of the teachers were using it in best possible way, while majority were using it occasionally. They highlighted difficulties and challenges like high workload, language of teacher guides and lack of learning material required for suggested activities. The y suggested revising guides for language, removing inconsistencies with respect to schedule of guide and academic calendar. They also suggested lower workload of teachers by recruiting new teachers, providing teachers with training to use guides and making monitoring and supervision more rigorous.

scholarly journals Unravelling the interplay of primary school teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science

2021 ◽  
Vol 9 (4) ◽  
pp. 35-75
Author(s):  
Athina Koutsianou ◽  
Anastassios Emvalotis
Keyword(s):  
Primary School ◽  
Qualitative Content Analysis ◽  
Teaching Experience ◽  
Epistemic Beliefs ◽  
Complex Nature ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Epistemic Belief ◽  
Inquiry Based Learning

Inquiry-based learning remains both an important goal and challenge for primary school teachers within and across different subjects, such as history and science. By addressing primary school teachers, for the first time, as both learners who deal with controversial topics and teachers who have significant teaching experience, this study aims to unravel the interplay between teachers’ topic-specific epistemic beliefs and their conceptions of inquiry-based learning in history and science. Fifteen primary school teachers from Greece participated in this exploratory study through scenario-based semi-structured interviews. Data were analysed through a qualitative content analysis by applying both deductive and inductive approaches. The results of this study revealed the complex nature of teachers’ epistemic beliefs and the necessity of using a nuanced approach to elicit their epistemic belief patterns in the context of working on a task. Further, this study revealed an overview of teachers’ conceptions of inquiry-based learning in both history and science, by giving voice to teachers’ thoughts and reasoning. But most importantly, the interplay between the two constructs was unravelled, indicating a complex connection between teachers’ epistemic belief patterns and their conceptions of inquiry-based learning. Overall, it could be argued that the more availing the teachers’ epistemic beliefs, the more thoroughly they conceive inquiry-based learning. Similarities and differences between history and science were also detected. Theoretical, empirical, and educational implications are discussed in an attempt to support primary school teachers involve themselves, and then their students, in an active process of knowing by applying helpful epistemic criteria.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

A Study of Teacher’s Commitment of Primary School Teachers

2012 ◽  
Vol 2 (11) ◽  
pp. 142-144
Author(s):  
Dr. B. Yella Reddy ◽  
◽  
Dr. T. I. Nagarjuna Dr. T. I. Nagarjuna ◽  
Dr. M. Sateeshnadha Reddy
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers
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