scholarly journals The contribution of teachers peer-and self-assessment for the implementation of active learning strategies: Perceptions of Ethiopia Primary School teachers

2014 ◽  
Vol 9 (17) ◽  
pp. 618-629
Author(s):  
Melesse Mengistie Solomon
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Learning Strategies ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Active Learning Strategies

Assessment of Active Learning

2011 ◽  
Author(s):  
Kay Gibson ◽  
Carolyn M. Shaw
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Traditional Teaching ◽  
Video Content ◽  
Self Assessment ◽  
Learning Techniques ◽  
Traditional Teaching Methods ◽  
Measurement Tools ◽  
Active Learning Strategies ◽  
Assessment Techniques

With the shift in learning objectives that were more focused on the development of skills and processes, new assessment techniques were required to be developed to determine the effectiveness of new active-learning techniques for teaching these skills. In order for assessment to be done well, instructors must consider what learning objective they are assessing, clarify why they are assessing and what benefits will derive from the process, consider whether they will conduct assessments during or after the learning process, and specifically address how they will design solid assessments of active learning best suited to their needs. The various types of assessment for active-learning strategies include written and oral debriefing, observations, peer- and self-assessment, and presentations and demonstrations. In addition, there are several different measurement tools for recording the assessment data, including checklists and student surveys. A final aspect to consider when examining assessment techniques and measurement tools is the construction of an effective rubric. Ultimately, further research is warranted in the learning that occurs through the use of active-learning techniques in contrast with traditional teaching methods, the “portability” of active-learning exercises across cultures, and the use of newer media—such as internet and video content—as it is increasingly incorporated into the classroom.

scholarly journals Exploring the Reflective Learning Experiences of Primary School Teachers during the use of Open Educational Resources

2015 ◽  
Vol 2 (2) ◽  
pp. 163
Author(s):  
S. O. Essuman
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Experiences ◽  
Reflective Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Pedagogical Practice ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills

<p class="2M-body">This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching.</p>

The Important of the Community of Practice (CoP) in Improving the Primary School Teachers’ Performance in Riau Province

2021 ◽  
Vol 13 (1) ◽  
pp. 26
Author(s):  
Neni Hermita ◽  
Tommy Tanu Wijaya ◽  
Naila Fauza ◽  
Eva Astuti Mulyani ◽  
Jesi Alexander Alim ◽  
...  
Keyword(s):  
Active Learning ◽  
Primary School ◽  
Community Of Practice ◽  
Teacher Performance ◽  
Quality Of Education ◽  
Learning Tools ◽  
School Teachers ◽  
Primary School Teachers

Efforts to developing the quality of education is empowering educators. Positive activities that accommodate teachers to improve the quality of education are the activities of the Community of Practice (CoP). Community of Practice (CoP) or KKG in Indonesia Context is a forum for professional development for primary school teachers, and one of which is improving teacher performance. The effectiveness of the CoP really needs to be studied in depth. Therefore, a study was conducted on the role of CoP in improving the performance of primary school teachers in Riau Province. The method is a quantitative descriptive study, which describes the role of CoP activities in improving teacher performance in Riau through quantitative data. The research was carried out in May-August 2020. The participant was elementary schools’ teachers in Riau Province. The data source is the primary school teachers totalling 60 people. Data collection techniques using a questionnaire. Based on the results and discussion, it can be concluded that there are several roles of CoP activities in improving teacher performance, among others: through CoP teachers can discuss in construct learning tools, teachers were able to arrange lesson plans for active learning based on analysis of student needs, learning materials are arranged based on various learning sources, using media active learning, analysing evaluation test and conducting assessments according to active learning and student abilities.

scholarly journals Developing Confidence: Visual Art Teaching in a Primary School

2021 ◽  
Author(s):  
◽  
Ian Bowell
Keyword(s):  
Primary School ◽  
Visual Art ◽  
Assessment System ◽  
Collaborative Group ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Collaborative Groups ◽  
The Arts ◽  
One Year

<p>In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated to primary school teachers has also been reduced. As a result teachers' confidence in teaching visual art is under threat. This study focused on a group of generalist primary school teachers as they worked to develop their confidence in the teaching of visual art. They worked as a non-hierarchical collaborative group, using action research to analyse the voices of the children in their school, and to reflect on their own practice. Following their reflections they used their developed confidence to develop a visual art self-assessment system. Their developed confidence in teaching visual art enabled them to offer support in the teaching of visual art to other teachers within the school. However, the narrow focus of the study did not allow exploration of why the participants were motivated to develop their expertise in the teaching of visual art. The limitations of the data also failed to reveal whether the participants were able to sustain their collaborative working relationship after the study ended. The study recommends further research into the long-term sustainability of teacher collaborative groups and the motivation that enables teachers to develop their confidence in the teaching of visual art.</p>

scholarly journals Developing Confidence: Visual Art Teaching in a Primary School

2021 ◽  
Author(s):  
◽  
Ian Bowell
Keyword(s):  
Primary School ◽  
Visual Art ◽  
Assessment System ◽  
Collaborative Group ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Collaborative Groups ◽  
The Arts ◽  
One Year

<p>In New Zealand specialist courses in the arts at undergraduate level, and one year diplomas in teaching have been reduced. Visual art advisory time allocated to primary school teachers has also been reduced. As a result teachers' confidence in teaching visual art is under threat. This study focused on a group of generalist primary school teachers as they worked to develop their confidence in the teaching of visual art. They worked as a non-hierarchical collaborative group, using action research to analyse the voices of the children in their school, and to reflect on their own practice. Following their reflections they used their developed confidence to develop a visual art self-assessment system. Their developed confidence in teaching visual art enabled them to offer support in the teaching of visual art to other teachers within the school. However, the narrow focus of the study did not allow exploration of why the participants were motivated to develop their expertise in the teaching of visual art. The limitations of the data also failed to reveal whether the participants were able to sustain their collaborative working relationship after the study ended. The study recommends further research into the long-term sustainability of teacher collaborative groups and the motivation that enables teachers to develop their confidence in the teaching of visual art.</p>

scholarly journals Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers

2021 ◽  
Vol 25 (3) ◽  
pp. 463-481
Author(s):  
Vladimir A. Mazilov ◽  
Yurii N. Slepko
Keyword(s):  
College Students ◽  
University Students ◽  
Primary School ◽  
Test Methods ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
College And University ◽  
Psychological System ◽  
Developing System

Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.

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