Communication Violence in Verbal Expression and Nonverbal Behavior of Preschool and Early Primary School Teachers During Teaching Process: An Observational Study

2017 ◽  
Vol 6 ◽  
pp. 159-165
Author(s):  
Panagiotis J. Stamatis Panagiotis J. Stamatis ◽  
Keyword(s):  
Observational Study ◽  
Primary School ◽  
Nonverbal Behavior ◽  
School Teachers ◽  
Teaching Process ◽  
Primary School Teachers ◽  
Verbal Expression ◽  
Early Primary

The health promotion role of Australian early primary school teachers supporting students with type 1 diabetes

2020 ◽  
Vol 31 (2) ◽  
pp. 240-250
Author(s):  
Anne L. Marks ◽  
Nathan J. Wilson ◽  
Stacy Blythe ◽  
Christine Johnston
Keyword(s):  
Health Promotion ◽  
Type 1 Diabetes ◽  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Early Primary

Voice Disorders in Lower Primary School Teachers: An Observational Study

2020 ◽  
Author(s):  
Muhammed Gazi Yildiz ◽  
Nagihan Bilal ◽  
Irfan Kara ◽  
Saime Sagiroglu ◽  
Israfil Orhan ◽  
...  
Keyword(s):  
Observational Study ◽  
Primary School ◽  
Voice Disorders ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals EARLY PRIMARY SCHOOL TEACHERS’ PERCEPTIONS ABOUT SCIENCE AND SCIENCE PROCESS SKILLS: A CASE STUDY IN SOUTH AFRICA

2021 ◽  
Author(s):  
Monde Kazeni ◽  
Keyword(s):  
South Africa ◽  
Science Education ◽  
Primary School ◽  
Basic Knowledge ◽  
Process Skills ◽  
School Teachers ◽  
Primary School Teachers ◽  
Science Process Skills ◽  
Limited Knowledge ◽  
Early Primary

Early primary school (grades R to 3) science education has been in the spotlight in recent years, as science education scholars are increasingly acknowledging the need to provide a strong foundation in science education, to motivate learners to study the subject in subsequent years. Literature suggests that most early primary school teachers lack the basic knowledge required to introduce young learners to science, and to motivate them in the study of science. Primary school teachers’ limited knowledge of science and its processes could affect how they introduce and develop science concepts in early primary school learners. In the South African context, there is limited literature on early primary school teachers’ knowledge of science and its processes, as well as on teachers’ attitudes towards the teaching of science to early primary school learners. The purpose of the study was to investigate early primary school teachers’ knowledge of the concepts of science and science process skills, and to determine their perceptions regarding the teaching of science in early primary school. The study involved four purposively selected early primary school teachers, in the Gauteng province of South Africa. Qualitative data were collected using semi-structured interviews, and the findings showed that the participating teachers had limited knowledge of the concepts of science and science process skills, and that they mostly had negative perceptions about the teaching of science in early primary school. These findings have implications on the training of early primary school teachers.

scholarly journals Use of GeoGebra in primary math education: a theoretical approach

2014 ◽  
Vol 55 ◽  
Author(s):  
Inga Žilinskienė
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Math Education ◽  
Learning Objects ◽  
School Teachers ◽  
Teaching Process ◽  
Primary School Teachers ◽  
Educational Plan

GeoGebra as cost-free, multi-platform mathematics software, dynamically connecting concepts in geometry, algebra and calculus is applied in different school’s levels, and primary school is no exception. The aim of the paper is to present a theoretical approach of application of GeoGebra in Lithuanian’s primary math education. It analyzes features of GeoGebra, its possible integration into primary school education according to Educational Plan and Programme. Also some examples how this software can be effectively incorporated into teaching and learning are presented. With a view to evaluate GeoGebra’s suitability to primary education primary school teachers were interviewed and results of that exploratorystudy are presented. Also the study seeks to identify the conditions to successfully support teachers in using GeoGebra and learning objects prepared by it in their teaching process including organisational and technical support required.

scholarly journals The Competent Teacher of a Gifted Pupil in Early Primary School Education - Expectations versus Reality. The Author’s Own Study

2020 ◽  
Vol 9 (1(17)) ◽  
pp. 119-133
Author(s):  
Aneta Kamińska
Keyword(s):  
Primary School ◽  
Educational Development ◽  
Gifted Students ◽  
School Age ◽  
School Teachers ◽  
Primary School Teachers ◽  
Early School ◽  
Early School Age ◽  
The Subject ◽  
Early Primary

The aim of the article is to present the results of the study on early primary school teacher’s preparation for working with gifted pupils. The study was conducted among 697 primary school teachers teaching in grades I, II, and III in Cracow and nearby towns. The theoretical aim of the article is to demonstrate, on the basis of the subject literature, the most important predispositions these teachers should possess. The author's own study has revealed that teachers are not adequately prepared to provide effective and engaging education for gifted pupils at an early school age. In the last part of the article the author indicates solutions aimed at improving this situation, e.g. enriching the offer of university study programmes for teachers in the area of education of gifted students; creating a position of a "teacher of gifted students"; creating separate centres supporting educational development of gifted students; and extending cooperation between all educational units.

scholarly journals Peran Supervisi untuk Meningkatkan Kualitas Pembelajaran di Sekolah Dasar

2018 ◽  
Author(s):  
zuryanty
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Teacher Competencies ◽  
School Teachers ◽  
Teaching Process ◽  
Personal Problems ◽  
Primary School Teachers ◽  
Quality Of Learning

Improving teacher competencies in teaching process have to supervice by competent supervisor. Supervisory means monitoring what’s teachers did and did not in classroom and encourage them to reach the best performance. Supervision conduct in general and personal problems to serve and help Primary School Teachers to improve the quality of learning process.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

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