scholarly journals Dictionary article as text in lexicology instruction

2020 ◽  
Vol 33 (4) ◽  
pp. 13-26
Author(s):  
Bojana Milosavljević
Keyword(s):  
Qualitative Analysis ◽  
Main Part ◽  
Knowledge Assessment ◽  
Literary Texts ◽  
Reading Literacy ◽  
School Teachers ◽  
Primary School Teachers ◽  
Functional Literacy ◽  
Starting Point ◽  
Academic Courses

The paper presents the possibilities of using dictionary articles from our descriptive monolingual dictionaries as texts for teaching lexicology at academic courses of teacher training faculties. The starting point of the paper is that literary texts are traditionally used in teaching languages, while other types of texts (non-literary texts) are less frequently used, which, in turn, affects students' reading literacy. The main part of the paper focuses on the qualitative analysis of the selected dictionary articles from our descriptive monolingual dictionaries, with a special emphasis on using a dictionary article in teaching lexicology as an 1) introductory text, 2) text used for identifying lexical phenomena, 3) text used for practising lexical phenomena, and 4) text as a part of the knowledge assessment test. Based on our analysis, we concluded that using dictionary articles in teaching lexicology may entail multiple benefits - acquiring the knowledge of lexicology, enriching one's vocabulary, developing language culture, but also developing lexicological knowledge, skills, and habits, which fosters preservice primary school teachers' functional literacy.

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

scholarly journals READING AS A MEANS OF ACTIVATING THE PUPILS

2021 ◽  
pp. 97-104
Author(s):  
Viera LAGEROVÁ
Keyword(s):  
Literary Work ◽  
Book Reading ◽  
Reading Literacy ◽  
Active Engagement ◽  
School Teachers ◽  
Primary School Teachers ◽  
Children And Young People ◽  
The World ◽  
Support Students

Activation of pupils is an essential part of the teaching process within our schools. In this endeavour, teachers are not always successful, but in prevalent cases they are able to support students and pupils to read the offered work, which might not correspond with their area of interests by using various methods and approaches, and thus gradually broaden their horizons of their perception of the world around. To support the reading during the tuition, we may use variety of activation and motivation methods that shift teaching into the phase of an active engagement of pupils into the class work and beyond. Through a discussion, establishing of a problem or a possibility of alternating a literary work, or maybe other forms of work, a pupil moves from a role of a passive recipient of a piece of information to an active participant in the teachinglearning process. By this approach, not only the reading literacy is developed, but the communication and cooperation skills as well. Gestion to reading should be a priority especially for primary school teachers at the first degree. By their work (especially by an active differentiation) and their overview in the field of children´s literature, they can positively align their pupils in choosing a suitable book. Reading is the best way how to non-violently shape and positively influence the psychological and aesthetical development of children and young people.

Formation of Functional Literacy of Primary School Children in the Field of Healthy and Safe Lifestyle

2020 ◽  
Vol 8 (2) ◽  
pp. 27-30
Author(s):  
Irina Artyuhova
Keyword(s):  
Primary School ◽  
School Children ◽  
Healthy Lifestyle ◽  
Primary School Children ◽  
Practical Skills ◽  
School Teachers ◽  
Basic Principles ◽  
Primary School Teachers ◽  
Functional Literacy ◽  
Safe Behavior

The article discusses the basic principles and specifics of the organization of activities of primary school teachers in the formation of students’ knowledge in the field of safe behavior and healthy lifestyle, as well as their development of practical skills in relevant situations. Questions of didactic support are highlighted, target methodological modules are marked. As an example of their use, the development of classes on the topic “My safety when riding a scooter and crossing the roadway” is presented.

Formation of Functional Literacy of Primary School Children in the Field of Healthy and Safe Lifestyle

2020 ◽  
Vol 8 (3) ◽  
pp. 15-18
Author(s):  
Irina Artyuhova
Keyword(s):  
Primary School ◽  
School Children ◽  
Healthy Lifestyle ◽  
Primary School Children ◽  
Practical Skills ◽  
School Teachers ◽  
Basic Principles ◽  
Primary School Teachers ◽  
Functional Literacy ◽  
Safe Behavior

The article discusses the basic principles and specifics of the organization of activities of primary school teachers in the formation of students’ knowledge in the field of safe behavior and healthy lifestyle, as well as their development of practical skills in relevant situations. Questions of didactic support are highlighted, target methodological modules are marked. As an example of their use, the development of classes on the topic “My safety when riding a scooter and crossing the roadway” is presented.

scholarly journals Training of future primary school teachers for the formation of functional literacy in pupils

2021 ◽  
Vol 104 ◽  
pp. 02010
Author(s):  
Valentyna Shpak ◽  
Anna Klim-Klimashevska ◽  
Tatyana Ninova
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Technological Development ◽  
Problem Area ◽  
Middle Level ◽  
Professional Activity ◽  
School Teachers ◽  
Educational Models ◽  
Primary School Teachers ◽  
Functional Literacy

The main problem area of the article is the current issues of pedagogical science concerning training of future primary school teachers for the formation of functional literacy in pupils. The emergence of these issues is determined by globalization and integration processes in the educational system of Ukraine and in the world, social transformations that affect the content of primary education, as well as modern humanitarian, scientific and technological development. This requires each individual to show functional literacy. Based on this, there is an urgent need for fundamental changes in postclassical education, caused by modern European theories, educational models, the latest tools of professional activity of primary school teachers who are responsible for the provided educational services. These changes are necessary in the context of the recommendations provided by leading European and international educational organizations, and are confirmed by the results of international PISA research. The purpose of the research involves establishing the essence of the basic concept of “functional literacy” and its structure. The research found a link between functional literacy and soft skills. The program of the experiment provides for the diagnosis of the formation of functional literacy in future primary school teachers. Questionnaire and testing of final year students’ in specialty 013 Primary Education of Bohdan Khmelnytsky National University of Cherkasy (Ukraine) confirmed the assumption that in most students functional literacy is formed at the middle level.

scholarly journals Linking Computational Thinking and BNCC in Primary School: a qualitative study on the perspective of teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 19
Author(s):  
Suéllen Rodolfo Martinelli ◽  
Luciana Martinez Zaina ◽  
Tiemi Christine Sakata
Keyword(s):  
Qualitative Study ◽  
Qualitative Analysis ◽  
Primary School ◽  
Continuing Education ◽  
Computational Thinking ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Activities ◽  
Primary And Secondary Education ◽  
Subject Areas

INTRODUCTION: The incorporation of ways of developing computer skills in primary and secondary education has been a demand in some countries, and practice in others. Among these skills, Computational Thinking (CT) has the aim of working the ability to using mental processing to find out solutions to problems. National Common Curricular Base (BNCC) of Brazil, CT appears strictly applied to the curricular component of Mathematics and focused on the use of technologies. OBJECTIVE: This paper presents the connections between CT and the skills and the subjects found in BNCC. These connections were identified from activities which were created and applied by primary school teachers. METHOD: A practical continuing education course was carried out in which two groups of teachers who had to handle teaching activities that associated CT to BNCC. During the course, the participants were encouraged to create practical activities to be applied in their classrooms afterwards. In total, 33 activities were built by the participants. Later, these activities were examined, and some parts were coding following a qualitative analysis approach. RESULTS: As a result, we found out codes related to actions, concepts and processes that were connected to four subject areas of BNCC. CONCLUSION: Most of the participants had a preference to use unplugged activities and applied different teaching strategies. Additionally, we concluded that the CT is characterized as being a multidisciplinary topic and can be associated with different components of the curriculum. Even having struggled in some activities, we considered the participants could foster among their students the "computational think".

scholarly journals Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

2017 ◽  
Vol 10 (11) ◽  
pp. 135 ◽  
Author(s):  
Michael Hast
Keyword(s):  
Science Education ◽  
Primary School ◽  
Tacit Knowledge ◽  
Conceptual Development ◽  
Continuing Professional Development ◽  
Assessment Tools ◽  
Knowledge Assessment ◽  
School Teachers ◽  
Primary School Teachers ◽  
Early Science Education

For some time a central issue has occupied early science education discussions – primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers’ own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers’ willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers’ views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.

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