scholarly journals Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

2021 ◽  
Vol 24 (2) ◽  
pp. 163-182
Author(s):  
Katarina Mićić ◽  
Tünde Kovács-Cerović ◽  
Selena Vračar
Keyword(s):  
Primary School ◽  
Narrative Analysis ◽  
First Year ◽  
Third Wave ◽  
Policy Recommendations ◽  
School Teachers ◽  
Primary School Teachers ◽  
Comprehensive Picture ◽  
One Year ◽  
Second Wave

The purpose of the study is to explore the experiences shared by primary school teachers in three waves of data collection. Teachers' narratives about their experiences of schooling during the COVID-19 pandemic were elicited online. In three instances, a total of 116 participants were prompted to narrate in story and letter genres, providing 233 narratives. We conducted the values analysis and additionally analysed data statistically in order to compare the values teachers expressed at three key turning points for education in the first year of the COVID-19 pandemic in Serbia. Altogether, three major values and nine value codes were identified. This multi-genre three-wave approach provided a nuanced and comprehensive picture of teachers' most important impressions, concerns, and strategies in the new reality, in particular as the emphasis changed over the course of one year of the pandemic. Teachers who took part in the first wave mostly focused on health and prevention issues, their duties, the workload, and the strategies for coping with the new normal. In the second wave, as the threat eased, teachers expressed increased awareness of schooling related issues. Teachers' narratives in the third wave primarily focused on the learning process and outcomes. Based on the conducted analyses, the paper draws policy recommendations.

scholarly journals Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning

Teachers Work ◽  
2015 ◽  
Vol 12 (1) ◽  
pp. 63-77 ◽  
Author(s):  
Margaret Clare Kitchen ◽  
Maree Jeurissen ◽  
Susan Gray
Keyword(s):  
Primary School ◽  
Professional Learning ◽  
Reading Attitudes ◽  
First Year ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Affecting ◽  
Speakers Of Other Languages ◽  
Teacher Professional ◽  
Professional Reading

Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.

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 Assessment of the Development Level of Future Primary School Teachers’ Special Competences at the University

2021 ◽  
Vol 14 (9) ◽  
pp. 1266-1276
Author(s):  
Gulsum S. Ayapbergenova ◽  
◽  
Arna Zh. Aplashova ◽  
Nagima A. Bissembayeva ◽  
Nazymgul S. Assenova ◽  
...  
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Professional Competence ◽  
School Teacher ◽  
Primary School Teacher ◽  
First Year ◽  
School Teachers ◽  
First Year Students ◽  
Primary School Teachers ◽  
Low Level

The authors investigate the leading problem of the formation of future primary school teachers’ special competences in the process of professional training. This study was conducted to identify the initial level of special competences the future primary school teachers of Karaganda Buketov University have. The results of the study have shown that the students demonstrate a generally low level of formation of special competences, which can significantly complicate the process of improving the quality of training a future primary school teacher of a new type for the pedagogical activity in the 21st century. The study has revealed that the first-year students with low academic performance and lack of knowledge, skills and abilities necessary for future pedagogical activity have a low level of formation of the components of future primary school teachers’ special competences, which confirms our hypothesis. The article argues that the low level of special competencies of students cannot contribute to the successful formation of the professional competence of graduates of higher educational institutions

scholarly journals Education of students by means of national and cultural heritage

2021 ◽  
pp. 428-438
Author(s):  
Irina Vasilyevna Terentyeva ◽  
Lyubov Grigorevna Chumarova ◽  
Anastasia Viktorovna Fakhrutdinova ◽  
Marina Anatolevna Mefodeva ◽  
Guzel Rafkatovna Fassakhova
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
English Language ◽  
Native Language ◽  
School Teachers ◽  
Communicative Skills ◽  
Primary School Teachers ◽  
The Future ◽  
One Year ◽  
Education Of Students

The usage of national cultural peculiarities for university students, i.e. the native language (Russian and Tatar) folklore in teaching a foreign language at Kazan Federal University is considered. The research aimed to study the pedagogical potential of folklore of the native language in the training of future primary school teachers. The students of the 5th year of the Institute of Psychology and Education took part in the experiment. The work lasted for one year. The authors held the English language classes where they used the genres of the folklore (Russian and Tatar) for different educational purposes. The results of the study were the creation of some interesting exercises which helped students master their communicative skills, improve their pronunciation, grammar, and expand their vocabulary. The future primary school teachers actively participated in the research and creation of the exercises. Students were involved into the atmosphere of studying history and culture of the country they live in by reading, retelling, and analyzing fairy tales, myths, legends, baits. Translating folklore genres from their native language into a foreign one, students developed and improved their vocabulary, communication, and translation skills. According to the experience the future primary school teachers worked hard in self-development, they tried to find and use additional sources: dictionaries, literature, textbooks, encyclopedias and publications.

scholarly journals Tarefas Investigativas nos Anos Iniciais: Estratégias e Conjecturas Desenvolvidas Pelas Crianças

2021 ◽  
Vol 14 (2) ◽  
pp. 163-172
Author(s):  
Márcia Jussara Hepp Rehfeldt ◽  
Bruna Zanoni Ruthner ◽  
Ieda Maria Giongo ◽  
Marli Teresinha Quartieri ◽  
Sônia Elisa Gonzatti
Keyword(s):  
Primary School ◽  
Elementary Students ◽  
First Year ◽  
Pedagogical Practice ◽  
Task Sequence ◽  
School Teachers ◽  
Primary School Teachers ◽  
Group Activities ◽  
Written Assignments ◽  
5Th Grade

ResumoA Investigação Matemática é uma tendência de ensino cada vez mais explorada nas aulas de matemática dos anos iniciais. Sendo assim, este artigo tem como objetivo relatar as estratégias e conjecturas desenvolvidas por alunos de 1º, 2º, 3º e 5º anos do Ensino Fundamental quando foram desafiados a resolver tarefas de cunho exploratório-investigativo. Estas foram desenvolvidas em parceria com as professoras dos anos iniciais e, posteriormente, exploradas com alunos no segundo semestre de 2018. A prática foi realizada em duas escolas, sendo as tarefas exploradas pelas pesquisadoras, auxiliadas pelas docentes dos anos iniciais. Tal exploração seguiu os quatro momentos propostos por Ponte, Brocardo e Oliveira (2009). O material de análise foi coletado por meio de tarefas escritas dos discentes e imagens oriundas de fotografias. Os resultados apontam que as conjecturas e estratégias apresentadas pelas turmas de 1º, 2º, 3º e 5º anos, nas duas tarefas, foram distintas e mais elaboradas conforme a escolaridade dos alunos. Na primeira (copos e canudos), os estudantes propuseram padrões de repetição (1º ano); adição de canudos (2º ano); ideia dos números pares e ímpares (3º ano) e a tabuada do três (5º ano). Na segunda, a sequência de flechas e as conjecturas perpassaram por repetições de blocos (1º ano); uso de distintas direções (2º ano) e adições do número de setas dentro dos quadrados. Em contrapartida, observou-se alguma dificuldade na realização das tarefas em grupo (1º ano) e uma certa dispersão. Palavras-chave: Investigação Matemática. Anos Iniciais. Tarefa Investigativa. AbstractMathematical Investigation is becoming a widespread teaching trend in primary school math classes. Therefore, this article aims to report the strategies and conjectures employed by 1st, 2nd, 3rd and 5th grade elementary students to solve exploratory-investigative tasks. These tasks were created in collaboration with Primary School teachers and later explored with students during the second semester of 2018. The pedagogical practice took place in two schools. The researchers explored the tasks with the assistance of the Primary School teachers. This investigation is based on the concepts suggested by Ponte, Brocardo, and Oliveira (2009). The students' written assignments and photographs were used to collect the material. The results of both tasks indicate that the conjectures and methods used by 1st, 2nd, 3rd and 5th grade elementary students were distinct and more elaborated as the students' grade increased. In the first challenge (cups and straws), students proposed repetition patterns (1st year); addition of straws (2nd year); the concept of even and odd numbers (3rd year) and the multiplication table of three (5th year). In the second task (sequence of arrows), the methods and conjectures used by the students were based on repetitions of blocks (1st year); the use of different directions (2nd year) and the inclusion of the number of arrows inside the squares. Finally, due to dispersion, there was some difficulty executing group activities in the first year. Keywords: Mathematical Investigation. Primary School. Investigative tasks.

scholarly journals First Grade Teachers’ Expectations of Children’s Skills in Transition to Primary School

2020 ◽  
Vol 2 (1) ◽  
pp. 51-63
Author(s):  
Lara Fridani
Keyword(s):  
Primary School ◽  
Group Discussion ◽  
First Grade ◽  
Capital City ◽  
First Year ◽  
Framework Analysis ◽  
School Teachers ◽  
Primary School Teachers ◽  
Key Variables ◽  
Teachers Professional Development

This study investigated first grade primary school teachers’ expectations of children’s skills entering primary school in Jakarta, the capital city of Indonesia. The aim of the study was to provide some reasons or beliefs that form teachers’ expectations regarding children’s competency and learning in their first year of primary school. The study was conducted using a qualitative approach which involved 30 first grade primary school teachers across Jakarta’s regions (Centre, East, West, South, and North).  The Focus Group Discussion was used as an instrument that provides a forum for teachers to describe their expectations. The study employed the Ritchie and Spencer’s qualitative analysis framework analysis approach (1994) which involved five key stages: familiarization, identifying a thematic framework, indexing, charting and mapping, and interpretation. The results showed that expected academic skills, teachers’ competency, and educational policy were the key variables that informed teachers’ expectations. The findings of this study have demonstrated that it is crucial to support teachers professional development as their knowledge and expectation may greatly affect the way teachers treat their students.

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