scholarly journals La modernización educativa en España en un escenario de cambio social y de apertura democrática. Conversaciones con Pedro Caselles Beltrán, Director General de Educación Básica (1976-1982)

2021 ◽  
pp. 695
Author(s):  
Xosé M. Malheiro Gutiérrez
Keyword(s):  
Education Reform ◽  
General Education ◽  
Political Action ◽  
Basic Education ◽  
School Teacher ◽  
Director General ◽  
Primary School Teacher ◽  
Ministry Of Education ◽  
Professional Career ◽  
State Schools

This text is an extract from several conversations held with Pedro Caselles Beltrán (1937), a primary school teacher with a degree in Philosophy and Humanities, specialising in Pedagogy, and an education inspector. Pedro Caselles occupied the provincial education offices in Lugo, Cádiz and A Coruña (1970-1976); later he was Deputy Director General of Non-State Schools and General Director of Basic Education (1977-1982). The text deals with his professional career, a summary of administrative  management and political action, with particular emphasis on his time as a provincial delegate and later as a senior official in the Ministry of Education and Science (MEC). Under his mandate, several initiatives were carried out, including the promotion of the General Education and Financing of the Education Reform Act (LGE) of 4 August 1970 through the renewal of the Basic General Education Programmes.

Motivation for Becoming a Teacher in Relation to Personal Characteristics of Students in the Context of John L. Holland’s Theory

2015 ◽  
Vol 5 (2) ◽  
pp. 134-147
Author(s):  
Marie Faltýnková ◽  
Veronika Smetanová
Keyword(s):  
Teacher Training ◽  
School Teacher ◽  
Personal Characteristics ◽  
Personality Types ◽  
Female Students ◽  
Male Students ◽  
Primary School Teacher ◽  
Type I ◽  
Professional Career ◽  
Holland's Theory

This study is based on John L. Holland’s theory in which he defined six career personality types. Following this theory one of the aims of the study is to find out what is the percentage of individual types amongst students of pedagogical programmes. Further the research aims to discover how much are students of pedagogical programmes motivated to become teachers and what is the relation between the motivation to become a teacher and scores in scales of a Questionnaire of career choice and planning of professional career. We also attempted to identify the motivation related to gender and different pedagogical study programmes. The results show that the most motivated are students of Kindergarten teacher training and Primary school teacher training. Generally female students are more motivated than male students. From the personality types amongst students of pedagogical programmes the most common is Social type (S) and the least common is the Investigative type (I).

scholarly journals Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu
Keyword(s):  
Education Reform ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Learner Autonomy ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Autonomy Development ◽  
New Guidelines

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>

scholarly journals IMPLEMENTASI PROGRAM INDONESIA PINTAR PADA SMPN 3 BANJARBARU KECAMATAN CEMPAKA KOTA BANJARBARU

2021 ◽  
Vol 6 (1) ◽  
pp. 19
Author(s):  
Tamliha Harun
Keyword(s):  
Data Collection ◽  
Basic Education ◽  
Descriptive Study ◽  
Education Level ◽  
Dropping Out ◽  
Director General ◽  
Ministry Of Education ◽  
Student Data ◽  
Out Of School

The purpose of this research is to find out how the implementation of the Smart Indonesia Program (PIP) at SMPN 3 Banjarbaru, Cempaka Subdistrict, Banjarbaru City, is it in accordance with the Regulation of the Director General of Education of the Ministry of Education and Culture Number: 1881 / D / BP / 2019 concerning Guidelines for Implementing the Smart Indonesia Program at the Basic Education level. This research is a descriptive study, with data collection techniques interview, observation, and documentation, then the results are analyzed qualitatively. The results of this study indicate that: a. Implementation of the Smart Indonesia Program (PIH), through the Smart Indonesia Card (KIP) at SMPN 3 Banjarbaru has been running well and effectively, in accordance with applicable regulations; b. The number of students receiving assistance from the Smart Indonesia Program through the Smart Indonesia Card at SMPN 3 Banjarbaru was 228 students. However, there are some people who actually no longer meet the requirements, because the income of the parents / guardians of the students concerned has increased from before. KIP recipient students, the process of recapitulation, verification and input of student KIP recipient student data to Dapodik, until the disbursement and use of KIP funds by recipient students; d. The Smart Indonesia Program (PIH), through the Smart Indonesia Card (KIP) at SMPN 3 Banjarbaru, is very beneficial for students from poor or underprivileged families, so that the number of students dropping out of school can be reduced; e. However, there were still some students who received KIP or their guardians who did not understand the use of KIP funds, so they were used to finance expenses outside the context of their educational / school needs. 

Interactive teaching methods for primery school: the algorithm for designing interactive activities.

2021 ◽  
Vol 91 (1) ◽  
pp. 56-71
Author(s):  
Liliia V. Volkova ◽  
◽  
Kristina A. Zanina ◽  
Keyword(s):  
Primary School ◽  
Human Life ◽  
School Teacher ◽  
Primary School Teacher ◽  
Ministry Of Education ◽  
Primary School Students ◽  
School Students ◽  
Functional Literacy ◽  
Teachers Perceptions ◽  
Psychology Pedagogy

The article describes the results of the development and testing of an algorithm for designing interactive activities for primary school. The algorithm is developed taking into account the characteristics of modern primary school students, examining different interpretations of the concept «interactive» in different spheres of human life and fields of study (such as linguistics, sociology, psychology, pedagogy) and considering the problem of using the term «interactive» in the modern education system. The algorithm for designing interactive activities includes six sequential steps: to select the content; to choose a type of group for the activity; to create the activity in which each student will personally participate; to think over different options to provide choice for students; to select the technical means; to set a time limit. Each action of the algorithm is depicted from the perspective of a primary school teacher. The survey of the teachers found significant changes in teachers’ perceptions of the term «interactive», in their understanding of distinctive features of the interactive activities and difficulties to create suitable interactive activities. It is noted the importance of continuing research in the aspect of the influence of interactive activities on the educational achievements of primary school students (including the development of functional literacy). The article was prepared with the financial support of the Ministry of Education of the Russian Federation within the framework of the research project «The development of functional literacy among primary school students in the implementation of educational programs».

scholarly journals Pelaksanaan Program Wajib Belajar Pendidikan Dasar Sembilan Tahun pada Pondok Pesantren Salafiyah IBNU Taimiyyah Kebokura Sumpiuh Banyumas

2019 ◽  
Vol 7 (1) ◽  
pp. 43-55
Author(s):  
Rifqi Abdul Rosyad
Keyword(s):  
General Education ◽  
Education Program ◽  
Formal Education ◽  
Basic Education ◽  
Compulsory Education ◽  
Boarding School ◽  
Director General ◽  
Learning Program ◽  
Study Program ◽  
The Government

Abstract   This paper focused describing the implementation of the Nine-Year Compulsory Basic Education Learning Program at the Salafiyyah Ibn Taimiyah Islamic Boarding School in Kebokura, Sumpiuh, Banyumas Regency in terms of the Director General Decree of Islamic Institution Number: E / 239 / 2001. This is a qualitative research the subjects of which are the caregivers of Islamic boarding schools, Muslim scholars, Administrative Staff (TU), and santri. The data of this research were collected through observation, interviews and documentation. The results showed that the Implementation of the Nine-Year Compulsory Basic Education Study Program at Ibn Taymiyyah Islamic Boarding School was good, because of the 11 criteria contained in the Director General of Islamic Institutional Decree Number: E / 239/2001 concerning the implementation of the Compulsory Education Program in this institution is appropriate. In addition, the implications of the implementation of the Nine-Year Compulsory Basic Education Learning Program at Ibn Taymiyyah Islamic Boarding School had many positive impacts on management, such as the admission of certificate equivalece to formal education, the integration of religious and general education, the increase number of santri and regular funding from the government.. Keywords program implementation, nine-year basic education compulsory education program at salafiyah islamic boarding school, director general of islamic religion decision number: E/239/2001   Abstrak   Tulisan ini bermaksud untuk menguraikan pelaksanaan program Wajib Belajar Pendidikan Dasar Sembilan Tahun di Pondok Pesantren Salafiyyah Ibnu Taimiyah Kebokura Sumpiuh Banyumas ditinjau dari Keputusan Direktur Jenderal Kelembagaan Agama Islam Nomor: E / 239 / 2001. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif, subjek penelitiannya adalah pengasuh pondok pesantren, Ustadz dan Staff Tata Usaha (TU) serta santri. Teknik yang digunakan dalam pengumpulan datanya adalah observasi, wawancara dan dokumentasi. Hasil penelitian menunjukan bahwa Pelaksanaan Program Wajib Belajar Pendidikan Dasar Sembilan Tahun di Pondok Pesantren Salafiyah Ibnu Taimiyah baik, karena dari 11 kriteria yang terdapat dalam Keputusan Direktur Jenderal Kelembagaan Agama Islam Nomor: E / 239 / 2001 tentang penyelenggaraan Program Wajib Belajar Pendidikan Dasar pada Pondok Pesantren salafiyah Pondok Pesantren Salafiyah Ibnu Taimiyah  sudah sesuai. Kemudian implikasi diterapkannya Program Wajib Belajar Pendidikan Dasar Sembilan Tahun di Pondok Pesantren Salafiyah Ibnu Taimiyah memberikan banyak dampak positif terhadap manajemen di Pondok pesantren tersebut, mulai dari ijazah pondok yang setara dengan pendidikan formal, integrasi pendidikan agama dan umum, peningkatan jumlah santri dan adanya sumber dana yang sudah pasti dari pemeintah.

scholarly journals PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION

2018 ◽  
Vol 2 ◽  
pp. 39
Author(s):  
Ingrida Baranauskienė ◽  
Diana Saveikienė
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Teacher ◽  
Attitudes Toward Inclusion ◽  
Primary School Teacher ◽  
Education School ◽  
Teachers Attitudes ◽  
Families With Children ◽  
Descriptive Survey

By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.

Implementation of a competency-based approach in the training of future primary school teachers

2021 ◽  
Vol 7 (3C) ◽  
pp. 463-470
Author(s):  
Тetiana Vasіutina ◽  
Оlena Kondratiuk ◽  
Olga Lukianchenko ◽  
Alla Romanchuk ◽  
Tetiana Теslenko
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Educational Process ◽  
Primary School Teacher ◽  
School Teachers ◽  
Ability To Act ◽  
Number Of Factors ◽  
Competency Based

Ensuring the reform of today's primary school provides for a certain removal of restrictions in pedagogical activity, providing teachers with freedom in interpreting educational programs, using forms and methods of working with younger students. This requires from elementary school teachers not only deep knowledge, possession of a set of relevant professional skills and abilities, but also an orientation towards pedagogical creativity, towards the needs of the student in the educational process, an understanding of their own responsibility for the results obtained, the ability to act effectively in conditions of academic freedom and decentralization of the school. In modern conditions of education reform, the relevance of the problem under study is explained by a number of factors. Therefore, we consider the solution of certain social and educational problems to be an important component of the activity of a primary school teacher.

scholarly journals Teacher Motivation: Does It Matter to Primary School Teachers in Their Practice?

2020 ◽  
pp. 16-26
Author(s):  
Belle Louis Jinot ◽  
Horil-Khulputeea Savitree
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Teacher Motivation ◽  
Basic Education ◽  
Case Study Research ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Management Staff

Motivation is a fundamental concept of professionalism and efficacy for teachers. The present study investigated the motivational factors that affect the performance of primary school teachers in Mauritius. Governments have in the past come up with major educational reforms, but many shortcomings of the education system have influenced teacher motivation. The empirical data was analysed by using mixed methods with a semi-structured questionnaire and interviews from practising teachers to allow the researcher to draw valid conclusions. The purposive and convenient sampling was used for the case study research design. The findings indicated that the motivation of teachers was influenced by several aspects of their job. Teachers were not motivated due to excessive parental involvement, a lack of discipline of pupils inside and outside the classroom, unwilling learners and poor working conditions. However, most of them were more intrinsically than extrinsically motivated. It was also found that the Ministry of Education had a significant influence on their motivation, especially in the context of the Nine Year Continuous Basic Education reform. The researcher recommended that teaching materials and further teacher training should be provided to teachers and the management staff should be trained in using effective leadership and management of schools.

scholarly journals A DOCÊNCIA NO ENSINO FUNDAMENTAL I: DESAFIOS E POSSIBILIDADES

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 33-38
Author(s):  
Viviane Barrozo Manfré ◽  
Michele da Silva Carlos ◽  
Onaide Schwartz Mendonça
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Primary School ◽  
Basic Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Research Approach ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

The main objective of this work is to reflect on the theory-practice relationship in the classroom and to understand what it is to be a primary school teacher, the challenges and possibilities of teaching in this stage of Basic Education. Specific objectives are: to observe the teacher-student relationship; identify and analyze how the seven areas that make up the curriculum are worked out; observe and analyze the methodologies used in the educational practices, as well as the activities proposed by the teacher. Considering the objectives of this study, we will develop a qualitative research approach, and will use bibliographic research in theoretical material with the intention of conducting a survey of information and analysis about what it is to be a teacher of Elementary School I and what are the necessary knowledge to be teaching teacher Fundamental I.

scholarly journals The factors of professional training of a primary school teacher in the context of the second graduate degree in Pedagogy

2021 ◽  
Vol 104 ◽  
pp. 02011
Author(s):  
Olena Pavlyk ◽  
Liudmyla Lysohor ◽  
Jarkko Lampiselka
Keyword(s):  
Primary School ◽  
Professional Training ◽  
Basic Education ◽  
Life Experience ◽  
School Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Primary School Teacher ◽  
Practical Training ◽  
Graduate Degree

The article highlights the problem of effective education of adults receiving the second graduate degree in Pedagogy. The importance of this problem is related to the specifics of the formation of the contingent of part-time students majoring in 013 Primary education, which is heterogeneous in age, basic education, and professional activity. The study used the method of questionnaires, interviews, observation of the educational process, methods of quantitative mathematical analysis of data processing. The normative-legal base in the context of the research is analyzed; the comparative analysis of the system of teacher training in a number of European countries is carried out. It was found that in the process of professional training of primary school teachers in the second graduate degree should take into account the following factors: age of students, their needs, social status, the availability of main education, and work due to the specialty. This determines the selection of methods and techniques of teaching, technologies that provide quality practical training, taking into account their professional and life experience, intrinsic motivation and a strong desire for self-realization. The study identified the most important principles of andragogy, which should be based on professional training of students receiving second graduate degree in pedagogic, specifically: priorities of self-study, organization of group work, use of professional experience as a source of new knowledge, relevance of knowledge and experience, self-motivation. This made it possible to identify the priority forms of organization of the educational process, to provide a practical component of the formation of subject and methodological competencies of the modern primary school teacher.

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