Attitudes of prospective elementary school teachers towards arithmetic

1968 ◽  
Vol 15 (4) ◽  
pp. 363-366
Author(s):  
Robert E. Reys ◽  
Floyd G. Delon
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Educational Level ◽  
Education Majors ◽  
School Teachers ◽  
Elementary Education Majors ◽  
Preparatory Program

What are the attitudes toward arithmetic of preservice elementary education majors? At what educational level were these attitudes developed? Are the attitudes of preservice elementary education majors altered by courses in their mathematics preparatory program? Questions such as these are of paramount importance to those engaged in preparation of elementary school teachers.

scholarly journals Addressing Alcohol in the Context of Elementary Education: the Social Imaginary Reconstruction of Teachers

2010 ◽  
Vol 18 (5) ◽  
pp. 928-935
Author(s):  
Ingryd Cunha Ventura Felipe ◽  
Antonio Marcos Tosoli Gomes
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Professional Practice ◽  
Social Imaginary ◽  
School Teachers ◽  
Pedagogical Strategies ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

Alcohol consumption is considered a global problem, principally affecting adolescents. In this context, the aims of this study were to identify the pedagogical strategies developed by elementary school teachers in the approach to alcohol with adolescents; To analyze the attitudes, beliefs, values and practices of the elementary school teachers in relation to alcohol; To discuss the repercussions of the attitudes, beliefs, values and practices of the teachers about alcohol in the dialogue with the students and in the implementation of the strategies referred to above. This was a qualitative study performed with 26 teachers of a Rio de Janeiro public school. The data were analyzed through thematic content analysis and grouped into 5 categories. It was concluded that social imaginary and attitudinal construction of the teachers directly interferes with the personal and professional practice and has repercussions in the quotidian life of the students. It was noted that the focus should not just be on the students, but on the relationship of the teachers with their pedagogic strategies.

EDUCATIONAL TECHNOLOGIES FOR WORKING WITH MIGRANT CHILDREN

2021 ◽  
Vol 53 (1) ◽  
pp. 76-88
Author(s):  
C. R. Gromova ◽  
◽  
R. R. Khayrutdinova ◽  
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Educational Institution ◽  
Russian Language ◽  
Migrant Children ◽  
Educational Technologies ◽  
School Teachers ◽  
Open Questions

Educational institutions have high potential for sociocultural integration of migrant children. An important role in the course of adaptation of the child belongs to the teacher, his professional skills and personal qualities. Due to the increase of cultural diversity in society and in educational institution, multicultural competences of the teacher become relevant. One of the aspects of the teacher’s multicultural competences is the mastery of forms, methods and practices of working in a multicultural class, i.e. educational technologies. Research objective is to reveal the educational technologies applied by the Russian teachers of preschool and elementary education in training and educating migrant children. We have used the questionnaire with open questions to study the educational technologies for working with migrant children applied in teaching practice. Answers of teachers have been subjected to the content analysis. Sixty-three elementary school teachers and fifty teachers of preschool institutions have participated in the research. Russian preschool and elementary school teachers consider the most acceptable and use the following educational technologies for working with migrant children: ethnocultural, group, interactive, game technologies, individualization of training, information and communicative technologies and technologies of the differentiated training. A part of the interviewed teachers give additional Russian language classes for migrant children without using technologies of training Russian as nonnative language. Also, a number of restrictions for the application of a questioning method of this research has come to light. These restrictions have been connected with impossibility to specify, clear, concretize answers of respondents.

scholarly journals ORGANIZATIONAL TRANSFORMATIONS OF THE ELEMENTARY EDUCATION SYSTEM IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991-2001)

2019 ◽  
pp. 59-83
Author(s):  
Tetiana Havrylenko
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Social Protection ◽  
Gifted Students ◽  
Educational Institutions ◽  
School Teachers ◽  
National Minorities ◽  
Technical Base ◽  
And Training

It was argued that the following transformations took place in the organization of elementary education: transition to the four year elementary school and training of children from six years in 2001; abandoning unified education through the opening of private schools, expanding the network of author schools and educational institutions for the development of abilities and talents of junior schoolchildren, dissemination of the educational complex “kindergarten - elementary school”; increase of schools and classes with the Ukrainian language of education; creation of conditions for obtaining primary education for gifted students, children of national minorities; increase in the number of elementary school teachers with higher education; exacerbation of the problem of social protection of pupils and teachers; destruction of the educational, material and technical base of the general secondary education institutions.

scholarly journals MASTERING RESEARCH SKILLS BY FUTURE ELEMENTARY SCHOOL TEACHERS UNDER THE CONDITIONS OF NON-STANDARD LESSON

2021 ◽  
pp. 14-21
Author(s):  
Liudmyla Bisovetska ◽  
Tetiana Surzhuk
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Children's Literature ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Children’S Literature ◽  
Training Session ◽  
Educational Process ◽  
School Teachers ◽  
Research Skills

This study investigates the development of research skills in the course of higher education training programs for future elementary school teachers. The purpose of this article is to analyze the formation and development of the scientific and pedagogical outlook of higher education students by employing an innovative approach to traditional education. The article identifies the role of modern children’s books in the development of educational competencies by university students in the elementary education field.The authors suggest optimal methods for future teachers’ research competence development by using the material of modern children’s literature. The emphasis on the creative nature of teaching instruction and the application of learning technologies in the education process are outlined. The proposed design foundation for unconventional teaching methods is focused on generating interest in the content of the subject being taught, emphasizing creative approach to the learning exercise completion and ongoing pedagogical evaluation and research. These principles define the educational content and the teaching methods.The author underlines the importance of using the training method in the classroom for the independent assignments to activate the students’ creative potential and curiosity.The study shows how the training session in the works of modern children’s literature could contribute to the language quality and literary education improvements for future elementary school teachers.It is proposed in the article to design a system of training sessions to develop personal and professional competencies and skills required for the future elementary school teachers. The authors hope that the content of the article is of interest to all Ukrainian language students and educators of all levels from elementary to postgraduate education. Keywords: educational process; research skills and competence; language and literary competence; children’s literature, integration; innovation in training; training, hands-on training.

scholarly journals Algebraic Thinking: Conceptions of Elementary School Teachers

2014 ◽  
Vol 9 (1) ◽  
pp. 121-135
Author(s):  
Ana Sofia Rodrigues Rézio
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Scientific Community ◽  
Algebraic Thinking ◽  
Early Years ◽  
Algebraic Reasoning ◽  
First Year ◽  
School Teachers ◽  
Mathematical Properties

Students’ algebraic reasoning, at the beginning of their schooling years, includes the development and promotion of functional thinking and the understanding of mathematical properties, which can be stimulated by solving problems. In the latest Portuguese Program for Mathematics Elementary Education, we do not see the topic Algebra in the first year of school although some other topics include objectives of algebraic nature. This fact showed the importance of research about the introduction of concepts and development of algebraic skills by elementary school teachers. We investigated the concept of algebraic thinking and how it has been addressed, by interviewing 50 teachers from Portugal. The results showed that the respondents agree with algebraic experiences in the early years of school; however, the data showed a considerable distance when compared to the concept of “algebraic reasoning” adopted by the current scientific community have of algebraic reasoning. With regard to activities that contribute to its promotion, problem solving was considered to play an important role in the development of algebraic skills as well as its representation and generalization.

Mathematics Attitudes of Elementary Education Majors

1986 ◽  
Vol 33 (5) ◽  
pp. 50-51
Author(s):  
Joanne Rossi Becker
Keyword(s):  
Elementary Education ◽  
Elementary School Teachers ◽  
Mathematics Anxiety ◽  
Mathematics Attitudes ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Experience Teaching ◽  
Mathematics Educators ◽  
Long Time ◽  
The Subject

A recent article by Bulmahn and Young (1982) in this journal discussed an important topic, the mathematics anxiety of future elementary school teachers. For a long time many mathematics educators have decried the poor attitudes toward the subject of those who will teach young children. Unfortunately, relatively little data have been published documenting these poor attitudes and anxieties (see NCTM 1982). Perhaps Bulmahn and Young have such data, but they did not present them in their paper. Instead, they discussed the results in rather broad generalities that make it difficult to compare results with those of other samples or to determine if the elementary education majors in their sample were substantially more anxious about mathematics than the non–education majors in their sample. The authors made the problem of mathematics anxiety seem more severe than I judged it to be from my experience teaching mathematics to students majoring in elementary education. I decided to gather data to substantiate or refute that judgment. This article presents data on the mathematics attitudes of elementary education majors and compares them to data obtained from other populations.

Teachers’ Ability to Accurately Identify Disordered Voices

1992 ◽  
Vol 23 (2) ◽  
pp. 136-140 ◽  
Author(s):  
Catherine N. Davis ◽  
Timothy B. Harris
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Classroom Teachers ◽  
Education Majors ◽  
Elementary Education Majors ◽  
Speech Language Pathologist ◽  
School Classroom ◽  
Children’S Voices ◽  
Listening Task ◽  
Voice Problem

The present study investigated whether or not elementary school classroom teachers can, without special training, consistently identify children with disordered voices. Forty-five elementary school classroom teachers and 64 junior/senior elementary education majors served as subjects. A listening task was devised utilizing 30 audiotaped samples of children’s voices. The subjects were told to listen to each sample and decide if they would refer the child to a speech-language pathologist for a suspected voice problem. Teacher and student data were analyzed separately in four comparisons each: (a) normal voices, referred versus not referred; (b) disordered voices, referred versus not referred; (c) normal voices not referred versus disordered voices referred; and (d) normal voices referred versus disordered voices not referred. The results demonstrate that elementary classroom teachers can consistently identify children with disordered voices. The implications of these results for teachers’ roles in the referral process and teacher/speech-language pathologist interaction are discussed.

scholarly journals Elementary school teachers’ knowledge on dyslexia

Revista CEFAC ◽  
2018 ◽  
Vol 20 (1) ◽  
pp. 87-94 ◽  
Author(s):  
Isabelly Silva do Nascimento ◽  
Angélica Galindo Carneiro Rosal ◽  
Bianca Arruda Manchester de Queiroga
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Postgraduate Education ◽  
Structured Interview ◽  
Literacy Teachers ◽  
School Teachers ◽  
Education Network ◽  
Lack Of Knowledge

ABSTRACT Objective: to describe the knowledge of elementary school teachers on child dyslexia. Methods: 10 teachers from the 1st to the 5th year of elementary education in public schools in the municipality of Abreu e Lima, Pernambuco, Brazil, participated in the study. A semi-structured interview was conducted with each teacher, individually, in the school itself and was based on some guiding questions. Results: content analysis allowed the identification of three thematic categories: 1. Teacher training does not address dyslexia; 2. Feelings and difficulties of the literacy teacher facing the challenges of literacy; 3. Lack of knowledge about dyslexia: school management of possibly dyslexic children. Conclusion: the research revealed the lack of knowledge of literacy teachers on dyslexia, despite having undergraduate and postgraduate education, as well as that of teachers who participated in training offered by the municipal education network.

FUTURE ELEMENTARY SCHOOL TEACHERS’ LEARNING ISSUES OF LITERARY WORKS OF SYR REGION POETS AND ZHYRAUS

2019 ◽  
pp. 174-178
Author(s):  
Sapartayeva Lazzat
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Scientific Literature ◽  
Creative Work ◽  
School Teachers ◽  
Regional Literature ◽  
Creative Personality ◽  
Literary Heritage ◽  
Learning Issues

The task of society is to educate, to form creative personality and to develop student’s activeness in society. The more future specialist is able to make changes, the more intensely he knows the nature and the environment. In this regard, regional literature creativity of the works of poets and zhyraus of the Syr region is a source of enthusiasm for literature lovers. The promotion of the literary heritage of poets and zhyraus who lived in Syr region is one of the main ways of combining education and upbringing. It is possible to increase desire of “Pedagogy and methods of elementary education” specialty students to study scientific literature and literature in the field of thematic-ideological, genre and artistic skills by introducing the poetry of Syr region. For this purpose, the teacher should be able to use the most effective methodology for the implementation and to consider the ways in which the student's creative work and ones feelings can be enhanced.

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