Effects of Technology-Enhanced learning environments for primary school teachers on their technological proficiency, teaching skills, interaction skills and understanding of future schools and innovation

According to Malaysian National Philosophy, one of the main goals of education is to help students become well-rounded persons who can think critically. Being aware of how well teachers can impart knowledge and skills is vital because they are the most influential players in the educational process. In other words, the aim of this study is to see if there are any disparities in thinking abilities between male and female professors. 266 primary school teachers in Selangor completed the Teaching Skills Inventory, and the results showed that teachers use executive thinking skills. In spite of the fact that men teachers outperformed female teachers in all of Sternberg's proposed thinking types, a t-test shows that male teachers preferred executive thinking skills. The study's findings were followed up with several recommendations for further investigation.

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ICT AS EXPERIENTIAL TEACHING/LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL: TEACHERS’ APPROACH

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2018vol1.3109 ◽

2018 ◽

Vol 2 ◽

pp. 464-477

Author(s):

Gražina Šmitienė ◽

Rasa Braslauskiene ◽

Reda Vismantiene

Keyword(s):

Experiential Learning ◽

Primary School ◽

Learning Environments ◽

Primary Schools ◽

Learning Opportunities ◽

Three Dimensions ◽

School Teachers ◽

Primary School Teachers ◽

Experiential Teaching ◽

Teaching Learning

The article reveals opportunities of information communication means in creating experiential teaching environments and provides insights for the development of experiential teaching/learning opportunities in a primary school. Experiential learning, which treats a person as a whole and emphasizes one’s unlimited potential opportunities, covers all three dimensions of teaching/learning: cognitive (i.e. perceptual), effective (emotional) and social (behavioural), and accordingly is a condition for the teaching/learning success. A qualitative research that involved teachers of primary schools (teachers of 1-2 and 3-4 grades) has been carried out. Content analysis of the results of the research revealed the essential conditions for using ICT means in creating experiential teaching/learning environments in a primary school and preconditions for creating experiential learning environments: sufficient special competences of primary school teachers to use ICT means, insufficient competences to create an experiential teaching/learning environment in a school (lack of knowledge and skills), lack of ICT means in classrooms, lack of cooperation between primary education teachers and of their motivation.

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Self-Efficacy and Teaching Skills Perceptions of Primary School Teachers: A Predictive Study

Shanlax International Journal of Education ◽

10.34293/education.v9i4.4142 ◽

2021 ◽

Vol 9 (4) ◽

pp. 236-246

Author(s):

Belgin Arslan-Cansever ◽

Beril Ceylan ◽

Pınar Çavaş ◽

Alev Ateş-Çobanoğlu ◽

Şengül, S. Anagün

Keyword(s):

Primary School ◽

21St Century ◽

21St Century Skills ◽

Primary Schools ◽

Goodness Of Fit ◽

Linear Regression Analysis ◽

Teaching Skills ◽

School Teachers ◽

Primary School Teachers ◽

Teacher Skills

The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.

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HABILIDADES DOCENTES Y ESTILOS DE AFRONTAMIENTO EN PROFESORES DE EDUCACIÓN PRIMARIA

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v5.670 ◽

2016 ◽

Vol 5 (1) ◽

pp. 215

Author(s):

Miguel Ángel Carbonero Martín ◽

José María Román Sánchez ◽

Luis Jorge Martín Antón ◽

Juan Antonio Valdivieso Burón ◽

Natalia Reoyo Serrano ◽

...

Keyword(s):

Primary School ◽

Self Efficacy ◽

Rating Scale ◽

Training Programs ◽

Teaching Skills ◽

School Teachers ◽

Self Assessment ◽

Primary School Teachers ◽

Sense Of Efficacy ◽

Educación Primaria

Abstract.TEACHING SKILLS AND COPING STYLES IN ELEMENTARY TEACHERSThis research aims to analyze the differences in self-perceived of the efficacy of Primary School teachers according to the self-perceived level of development of teaching skills. In a sample of N = 33 teachers of Primary School teachers in Valladolid was applied to the Likert scale ECAD -EP (Valdivieso, Carbonero & Martín-Antón, 2013) to measure the applied self-assessment of teaching skills in three dimensions (a. Social-emotional , b. Communicative and Relationship, c. Instructional) and a self-assessment of the level of teaching effectiveness rating scale adapted by Sunjin Oh (2011) created by Tschannen-Moran & Woolfolk (2001): Teacher Sense of Efficacy Scale (TSES). Descriptive statistical calculations and mean comparison (U and W tests) were made. The results revealed significant differences in all dimensions, especially in the instructional factor. We conclude the need to develop training programs for teachers in the potential development of teaching skills in order to increase levels of self-efficacy and thereby the development of quality in education.Keywords: Teaching skills, self-efficacy, self-perceived competence, Primary Education, Training programs for teaching.Resumen.Esta investigación tiene como objetivo analizar las diferencias de la autopercepción de la eficacia del profesorado de Educación Primaria según el nivel autopercibido del desarrollo de habilidades docentes. En una muestra de N=33 maestros en activo tomada de centros educativos de Valladolid pertenecientes a la etapa de Primaria, se aplicó la escala de autovaloración tipo Likert ECAD-EP (Valdivieso, Carbonero y Martín-Antón, 2013) para la medición de la autovaloración de habilidades docentes en tres dimensiones (socioemocional, comunicativo-relacional e instruccional) y una escala de autovaloración del nivel de eficacia docente adaptada por Sunjin Oh (2011) del Test Teacher Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk, 2001). Se hicieron cálculos estadísticos descriptivos y de comparación de medias (pruebas U y W), revelando los resultados obtenidos que existen diferencias significativas en todas las dimensiones, especialmente en la instrucional. Se puede concluir la necesidad de desarrollar programas formativos en el profesorado para el desarrollo potencial de habilidades docentes con el fin de incrementar los niveles de autoeficacia y, con ello, el desarrollo de la calidad en los procesos educativos.Palabras Clave: Habilidades docentes, autoeficacia, autopercepción, Educación Primaria, programas de formación del profesorado.

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Tingkat Keterampilan Dasar Mengajar Calon Guru Sekolah Dasar Pada Perkuliahan Mikroteaching [Level of Basic Skills for Teaching Prospective Primary School Teachers at Mikroteaching Lectures]

PEDAGOGIA Jurnal Pendidikan ◽

10.21070/pedagogia.v8i1.1952 ◽

2019 ◽

Vol 8 (1) ◽

pp. 69

Author(s):

Yuanita Yuanita

Keyword(s):

Primary School ◽

Basic Skills ◽

Lesson Plan ◽

School Teacher ◽

Primary School Teacher ◽

Teaching Skills ◽

School Teachers ◽

Primary School Teachers ◽

Opening And Closing ◽

Academic Year

This research is a descriptive qualitative research purposes to identify the level of basic teaching skills of the prospective primary school teachers through microteaching subject and to find out the problems of basic skills mastery of the prospective primary school teachers in STKIP Muhamamdiyah Bangka Belitung. There are 5 basic skills assesed, include: 1) asking skills, 2) strengthening skills, 3) providing variaton skills, 4) explaining lesson skills, 5) opening and closing skills. The subject of this research is 42 college students in fifth semester who took microteaching subjects in academic year of 2018/2019 as sample. This research was conducted for 6 months and the research instruments were in the form of observation sheets and interviews. The identification results of basic teaching skills showed that 1) mean score of asking skills is 80.36, categorized as excellent, 2) mean score of strengthening skills is 84.23, categorized as excellent, 3) mean score of giving variaton skills is 77.20, categorized as excellent, 4) mean score of explaining lesson skills is 75.51, categorized as good, 5) mean score of opening and closing skill is 77.45, categorized as excellent. While, the problems that is faced to the prospective primary school teacher on mastering the basic teaching skills are feeling nervous, thoughtless materials, the teaching process is not based on lesson plan set, and students lack of practice.

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HABILIDADES DOCENTES Y ESTILOS DE AFRONTAMIENTO EN PROFESORES DE EDUCACIÓN PRIMARIA

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2014.n1.v5.695 ◽

2016 ◽

Vol 5 (1) ◽

pp. 361

Author(s):

Miguel Ángel Carbonero Martín ◽

José María Román Sánchez ◽

Luis Jorge Martín Antón ◽

Juan Antonio Valdivieso Burón ◽

Natalia Reoyo Serrano ◽

...

Keyword(s):

Primary School ◽

Self Efficacy ◽

Rating Scale ◽

Training Programs ◽

Teaching Skills ◽

School Teachers ◽

Self Assessment ◽

Primary School Teachers ◽

Sense Of Efficacy ◽

Educación Primaria

Abstract.TEACHING SKILLS AND COPING STYLES IN ELEMENTARY TEACHERSThis research aims to analyze the differences in self-perceived of the efficacy of Primary School teachers according to the self-perceived level of development of teaching skills. In a sample of N = 33 teachers of Primary School teachers in Valladolid was applied to the Likert scale ECAD -EP (Valdivieso, Carbonero & Martín-Antón, 2013) to measure the applied self-assessment of teaching skills in three dimensions (a. Social-emotional , b. Communicative and Relationship, c. Instructional) and a self-assessment of the level of teaching effectiveness rating scale adapted by Sunjin Oh (2011) created by Tschannen-Moran & Woolfolk (2001): Teacher Sense of Efficacy Scale (TSES). Descriptive statistical calculations and mean comparison (U and W tests) were made. The results revealed significant differences in all dimensions, especially in the instructional factor. We conclude the need to develop training programs for teachers in the potential development of teaching skills in order to increase levels of self-efficacy and thereby the development of quality in education.Keywords: Teaching skills, self-efficacy, self-perceived competence, Primary Education, Training programs for teaching.Resumen.Esta investigación tiene como objetivo analizar las diferencias de la autopercepción de la eficacia del profesorado de Educación Primaria según el nivel autopercibido del desarrollo de habilidades docentes. En una muestra de N=33 maestros en activo tomada de centros educativos de Valladolid pertenecientes a la etapa de Primaria, se aplicó la escala de autovaloración tipo Likert ECAD-EP (Valdivieso, Carbonero y Martín-Antón, 2013) para la medición de la autovaloración de habilidades docentes en tres dimensiones (socioemocional, comunicativo-relacional e instruccional) y una escala de autovaloración del nivel de eficacia docente adaptada por Sunjin Oh (2011) del Test Teacher Sense of Efficacy Scale (TSES, Tschannen-Moran & Woolfolk, 2001). Se hicieron cálculos estadísticos descriptivos y de comparación de medias (pruebas U y W), revelando los resultados obtenidos que existen diferencias significativas en todas las dimensiones, especialmente en la instrucional. Se puede concluir la necesidad de desarrollar programas formativos en el profesorado para el desarrollo potencial de habilidades docentes con el fin de incrementar los niveles de autoeficacia y, con ello, el desarrollo de la calidad en los procesos educativos.Palabras Clave: Habilidades docentes, autoeficacia, autopercepción, Educación Primaria, programas de formación del profesorado.

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