Turning Social Problems Determined by Pre-service Teachers into Course Content in Primary Education

2021 ◽  
Vol 9 (2) ◽  
pp. 151
Author(s):  
Ahu Taneri
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Social Problems ◽  
Teaching Practice ◽  
Teaching Method ◽  
Teaching Practicum ◽  
Course Content ◽  
Teachers Perceptions ◽  
Grade Levels ◽  
Key Competencies

In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers’ perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.

scholarly journals The Application of Situational Education Method in Art Appreciation Course in Primary School

2020 ◽  
Vol 9 (7) ◽  
pp. 103
Author(s):  
Ning Zhu
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Teaching Method ◽  
Teaching Quality ◽  
Education Sector ◽  
Art Appreciation ◽  
Teaching Purpose ◽  
Learning Interest

With the increasingly improvement of teaching quality, primary education has aroused widespread attention in the education sector. Situational teaching method has become a popular and useful teaching method. In primary school it enables students to appreciate the beauty, feel the beauty, enjoy the charm of art, stimulate learning interest, cultivate basic aesthetic ability. In that case can we better achieve the teaching purpose.

Trainee Teachers' Perceptions of History Teaching and the Critical Education of Citizenship

2020 ◽  
pp. 239-263
Author(s):  
Cosme Jesús Gómez Carrasco ◽  
Ramón López Facal ◽  
Belen María Castro Fernandez
Keyword(s):  
Primary Education ◽  
Teaching Practice ◽  
Critical Education ◽  
History Teaching ◽  
Santiago De Compostela ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Active Teaching ◽  
Implicit Model ◽  
Critical Model

This chapter presents the results of a study carried out at the Universities of Murcia and Santiago de Compostela in Spain regarding the perceptions of trainee primary education teachers about educational knowledge of history education. The decision was taken to employ a quantitative non-experimental design via a Likert-type questionnaire (values from 1 to 5). Significant data have been obtained making it possible to carry out a diagnosis of their professional competencies. The results show that the majority of trainee primary education teachers identify with a critical model of teacher, one who must use active teaching methods and promote ethical values related with social justice. However, this idea contrasts with an implicit model which is much more traditional in its theoretical and methodological conceptions. In the conclusions, its propose the need to improve teacher training linking it more directly with the carrying out of teaching practice.

scholarly journals Autopercepción del profesorado de Educación Primaria en servicio desde el modelo TPACK

2020 ◽  
Vol 23 (2) ◽  
pp. 53-65
Author(s):  
Ana Maria Ortiz Colon ◽  
Miriam Ágreda Montoro ◽  
Javier Rodríguez Moreno
Keyword(s):  
Multivariate Analysis ◽  
Primary School ◽  
Primary Education ◽  
Teaching Practice ◽  
The Self ◽  
School Teachers ◽  
Primary School Teachers ◽  
Reading And Writing ◽  
Las Mujeres ◽  
Educación Primaria

El estudio analiza los resultados más relevantes de la investigación realizada con docentes de educación primaria, en referencia al modelo TPACK. El objetivo de esta investigación es conocer la autopercepción de los docentes de primaria en servicio, con respecto a su capacitación tecnológica, tomando como referencia la escala de diagnóstico TPACK. Para la recopilación de información, se adaptó un cuestionario tipo Likert ya validado, siguiendo el modelo TPACK. El cuestionario está compuesto por 47 ítems que recopilan información de las siete dimensiones del modelo. La muestra está formada por 607 docentes. La investigación es de naturaleza descriptiva no experimental, y realiza un análisis de varianza multivariante (MANOVA). Los resultados más significativos han sido el hallazgo de diferencias con respecto al género de los participantes. En general, son los hombres los que tienen una mayor percepción de sí mismos con respecto al uso y la integración de las TIC en su práctica docente, especialmente en asuntos científicos. Las mujeres parecen ser más efectivas cuando seleccionan enfoques para guiar el aprendizaje y el pensamiento del estudiante en términos de lectura y escritura. The study aims to analyze the most relevant results of the research carried out with primary education teachers, with reference to the TPACK model. The objective of this research is to know the self-perception of primary school teachers in service, regarding their technological training, taking as a reference the TPACK diagnostic scale. For the collection of information, a Likert type questionnaire already validated was adapted, following the TPACK model. The questionnaire consists of 47 items that collect information on the seven dimensions of the model. The sample consists of 607 teachers. The research is of a non-experimental descriptive nature, and performs a multivariate analysis of variance (MANOVA). The most significant results have been the finding of differences regarding the gender of the participants. In general, it is men who have a greater perception of themselves regarding the use and integration of ICTs in their teaching practice, especially in scientific matters. Women seem to be more effective when they select approaches to guide student learning and thinking in terms of reading and writing.

Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum

2017 ◽  
Vol 6 (2) ◽  
pp. 330
Author(s):  
Vasiliki Fotopoulou
Keyword(s):  
Preservice Teachers ◽  
Identity Formation ◽  
Student Teachers ◽  
Teaching Practice ◽  
Transformation Process ◽  
Theory And Practice ◽  
Teaching Activity ◽  
Teaching Practicum ◽  
Teachers Perceptions ◽  
Third Stage

The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.

scholarly journals Education in primary school as a strategy to control dengue

2002 ◽  
Vol 35 (3) ◽  
pp. 221-226 ◽  
Author(s):  
Newton G. Madeira ◽  
Carlos Alberto Macharelli ◽  
José Figueiredo Pedras ◽  
Maria C.N. Delfino
Keyword(s):  
Aedes Aegypti ◽  
Primary School ◽  
Primary Education ◽  
Teaching Method ◽  
Morphological Characteristics ◽  
Health Issues ◽  
Larval Habitats ◽  
Preventative Measures ◽  
Adult Insect ◽  
Before And After

The proliferation of Aedes aegypti, a species of mosquito that is the vector of the dengue pathogen, is being augmented by the population's lack of care in allowing the formation of larval habitats. One form of controlling dengue is the distribution of information on the mosquito to improve awareness and to provide the means necessary for the elimination of its reproductive habitats. To evaluate a teaching method concerning the vector and dengue, students from the 5th and 6th years of primary education were compared before and after didactic intervention with a group of control students. The students who received intervention were more successful in identifying the stages of the cycle, biological and morphological characteristics of the adult insect and the importance of the mosquito in health issues. The didactic intervention was successful in developing knowledge leading to increased awareness of the importance of preventative measures that should be taken against the vector and the disease.

scholarly journals The Implementation of Metacognition in Teaching Character Education in Primary Education

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Elisabeth Avryanne Suminto ◽  
Concilianus Laos Mbato
Keyword(s):  
Primary School ◽  
Character Education ◽  
Primary Education ◽  
Future Research ◽  
Mixed Method Research ◽  
Holistic Learning ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Central Java ◽  
School Vision

Metacognition is concerned with a person’s awareness of his or her own thinking processes. It is essential to study the implementation of metacognition in teaching character education since it serves as the basis for the teachers to guide the students into holistic learning. This research focused on the teachers’ perceptions on the implementation of metacognition in character education. In particular, it aimed to obtain the information about the extent to which metacognition in character education in primary education led the teachers to school vision. The researchers employed mixed-method research involving twenty-one primary school teachers in a primary school in the Magelang region, Central Java. The instrument used were questionnaire and interview. The findings of this research showed that the teachers perceived the implementation of metacognition in teaching character education positively. However, the results of the interview revealed that they did not implement regulation of cognition wholly. Furthermore, the results of the open-ended questionnaire showed that there were four values which were well-implemented i.e., compassion, celebration, competence, and conviction. For the future research, therefore, urges future researchers to conduct a research in the broader scope of schools.

scholarly journals Sociocultural competence under the scope of 5th and 6th grade EFL Primary school teachers

2021 ◽  
Vol 14 (29) ◽  
Author(s):  
Andrés Canga Alonso ◽  
María Alonso Álvarez
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Teaching Practice ◽  
Daily Practice ◽  
Cultural Knowledge ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Language And Culture ◽  
Efl Teachers ◽  
La Rioja

English as a Foreign Language (EFL) educational curriculum in La Rioja (Decreto Nº24, 2014) fosters the introduction of sociocultural and linguistic competence in EFL teaching. This research focuses on the study of 5th and 6th grade Primary School Education EFL teachers’ views on the inclusion of the sociocultural competence in their teaching practice. The study is based on an online questionnaire sent to fifteen teachers from public funded schools in La Rioja. The study revealed that, according to EFL teachers’ views, students and teachers showed a positive attitude towards the foreign language and culture. However, teachers noticed a lack of cultural knowledge on their students. Teachers tried to bring culture closer, considering that language and culture are closely linked. The results also purported that teachers adopted a communicative approach in their daily practice, and they preferred to teach cultural topics related to festivities and customs. Further research could be conducted in different grades of primary or secondary education in the same region to provide a complete picture of teachers’ perceptions. Students’ views would be also worth exploring.

scholarly journals Critical Thinking Development of Primary School Pupils by Means of Inventive Problems

2021 ◽  
Vol 26 (1) ◽  
pp. 28-40
Author(s):  
Iryna Gavrysh ◽  
Svitlana Dotsenko
Keyword(s):  
Critical Thinking ◽  
Primary School ◽  
Primary Education ◽  
Developed Countries ◽  
Initial Stage ◽  
Educational Programmes ◽  
Key Competencies ◽  
The Subject ◽  
Primary School Pupils ◽  
Alternative Solutions

The purpose of the research is to determine the effective tools for the critical thinking development for primary school pupils. Methodology. The retrospective analysis of the primary education systems development in Ukraine and in highly developed countries was used, the primary school is determined to be the initial stage of the pupils’ critical thinking development. The material of the study is primary school educational programmes, branches of education, and existing academic subjects, it indicates the necessity to develop and implement the particular subject, and its aim is to develop critical thinking and the abilities to express one’s own opinion, assess risks and solve problems. According to the State Standard of Primary Education the key competencies require the following skills: creativity; initiative; the abilities to justify one’s position logically, to manage emotions constructively, to assess risks, to make decisions, to solve problems, to cooperate with others. Results. The article clarifies that critical thinking is a type of thinking aimed at solving problems, namely studying the argument line (hypotheses, criteria, definitions, arguments, facts, etc.), analyzing alternative solutions; forecasting and assessing consequences. It is proved in practice that inventive problems serve as an effective way to develop critical thinking. The basis of such problems is the theory of inventive problem solving (TIPS). It is determined that an inventive problem contains a cognitive contradiction, its solving promotes the pupils’ critical thinking development. The authors’ subject ‘Eureka’ for pupils of 2-4 classes is offered. Its aim is to develop pupils’ critical thinking, creative and inventive abilities, and also primary skills to carry out natural science researches. The results of the subject approbation are given. Conclusions. Primary school pupils’ critical thinking development can be achieved through the introduction of a range of new subjects at the initial stages of education. The aim of such subjects is to teach pupils to solve inventive problems.

scholarly journals Future Teachers’ Opinions on Preparation and Use of Interactive Materials in Teaching

2020 ◽  
Vol 15 (23) ◽  
pp. 121
Author(s):  
Aigul Kassabolat ◽  
Shynar Kadirsizova ◽  
Makhabbat Kozybayeva ◽  
Kamaryash Kalkeyeva ◽  
Meiramgul Zhorokpayeva ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
School Teacher ◽  
Material Design ◽  
Structured Interview ◽  
Primary School Teacher ◽  
Instructional Technologies ◽  
Education Department

This study aims to determine the opinions of students in the primary education department about the preparation and use of materials with the teaching practice in Instructional Technologies and Material Design (TTMD) course. This study is a descriptive study based on qualitative data. The sample of the research consists of 49 students from the primary education department who took TTMD course at Almaty University in the 2018-2019 academic year. The data of the research were collected by structured interview form. According to the results, it has been revealed that primary school teacher candidates emphasized the importance on preparing and using materials based on their answers regarding the use and preparation of materials in teaching. When the opinions of primary school teacher candidates about the criteria that they value in preparing and using materials were examined, they emphasized the criteria such as suitability for the student level, fitness for the purpose, being clear and easy to understand. Moreover, the results showed that future primary school teachers have difficulty in finding materials and tools suitable for this purpose.

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