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2022 ◽  
Vol 30 (70) ◽  
Julio-César Mateus ◽  
Pablo Andrada ◽  
Catalina González-Cabrera ◽  
Cecilia Ugalde ◽  
Sebastián Novomisky

The COVID-19 pandemic in Latin America forced a transition from a face-to-face educational model to a distance model affected by emergencies, technological precariousness, and lack of planning. This has heightened the need for media literacy in the region. In this context, the changes that have occurred were analyzed in order to propose a critical agenda from the perspective of teachers. First, a desk research of official sources was carried out to learn about the strategies of the four countries under study: Argentina, Ecuador, Chile, and Peru. Secondly, eight focus groups were conducted with primary school teachers from public and private institutions to learn about their perception of their own and their students' media competencies, the impact of the pandemic on their practices and needs, and the emerging challenges in this crisis. The results shed light on the need for relevant ICT training from a media literacy perspective, and strategies to address connectivity gaps, lack of adequate environments and work overload. The specific results per country and the differences and demands of each context are discussed in this work as contributions to the development of a critical agenda in media education. La pandemia causada por la COVID-19 en América Latina obligó a transitar de un modelo educativo presencial a uno a distancia atravesado por la emergencia, las precariedades tecnológicas y la falta de planificación. Esto ha agudizado las necesidades de educación mediática en la región. En ese contexto, se analizó los cambios ocurridos para proponer una agenda crítica desde la perspectiva de los docentes. En primer lugar, se realizó una revisión documental de fuentes oficiales para conocer las estrategias de los cuatro países de estudio: Argentina, Ecuador, Chile y Perú. En segundo lugar, se llevaron a cabo ocho grupos focales con docentes de primaria de instituciones públicas y privadas para conocer su percepción sobre sus competencias mediáticas y las de sus estudiantes, el impacto de la pandemia en sus prácticas y necesidades, y los retos emergentes en esta crisis. Los resultados apuntan a la necesidad de capacitaciones pertinentes en el manejo de las TIC, así como estrategias que atiendan las brechas de conectividad, la falta de ambientes adecuados y la sobrecarga laboral. Los resultados específicos por país, las diferencias y demandas propias de cada contexto, se discuten en este trabajo como aportes al desarrollo de una agenda crítica en educación mediática.

2021 ◽  
Vol 10 (4) ◽  
pp. 920
Vibha Joshi ◽  
Nitin Kumar Joshi ◽  
Praveen Suthar ◽  
Yogesh Kumar Jain

Non-communicable diseases (NCDs) are considered as life-style diseases. School teachers' behavior in this context could be transmitted to students that may act as determining factor of prevention for NCDs at primordial level. Aim of this study is to assess the prevalence of risk factors among teachers and their practices with respect to common NCDs. A cross-sectional study was conducted in Jodhpur among 394 government school teachers. Questionnaire was adopted from WHO STEPS tool and responses were documented which included socio-demographic details, anthropometric measurements and risk factors including diet, hours of physical activity, smoking and alcohol intake. Mean age of participants was 43 years out of which 23% were found to be having blood pressure more than 140/90 mm of Hg at the time of interview. 4.8% consumed alcohol and 1.5% was smokers. Mean body mass index (BMI) was found to be 25.4 while only 13% had their cholesterol checked post 35 years of age. The 23.6% had knowledge of reducing fat by using the right type of cooking oil, 35.7% were engaged in any daily physical activity and 76% knew that excess salt was not good for health. This survey assessed baseline levels by identifying the overall prevalence and associated risk factors that provided first step towards initiating surveillance for NCDs among school teachers in Jodhpur, Rajasthan, whilst delivering the necessary information concerning with developing a suitable framework for determining priorities over intervention.

2021 ◽  
Vol 4 (4) ◽  
Ayten Ates ◽  
Seda Şahin ◽  

It is almost impossible to talk about a monocultural society in the world that exist diversity and differences. Cultural diversity also makes its presence felt in schools, as in every atmosphere. Pre-school institutions, where children leave their home environment and are involved in the educational environment for the first time, are the places in which each child brings the cultural diversity of himself and his family, and in which peer interaction first occurs and develops. For these reasons, it is important to determine the views and practices of pre-school teachers about multiculturalism and its applications. In this study, a phenomenological research model, one of the qualitative research methods, was used by interviewing 23 preschool teachers working in official independent kindergartens in the city center of Diyarbakır. Data were collected through interviews with teachers, and content analysis was used in the analysis of the data. So far as the results of the research; it has been determined that the number of teachers who make arrangements in terms of multiculturalism in their classrooms is quite low, and the teachers who do not make arrangements for this, justify that the children in their classes are from Diyarbakır province or its surroundings, and ignore the cultural diversity of the province they work in. It was designated that all of the participants included the issues of respect for differences in their plans, and due to the pandemic, the diversity of teachers' activities for multiculturalism and respect for differences decreased. It has been determined that teachers focus on different themes and subjects due to the limited education period during the pandemic process. All the teachers participating in the study emphasized that it is more effective to address cultural issues in face-to-face education, however it was determined that they could not associate some of their practices with multiculturalism and respect for differences.

2021 ◽  
Sergey Alekseev ◽  
Galina Kosteckaya

This publication is an integrative textbook covering pedagogical approaches to the formation of methodological competence of life safety teachers. It includes 132 practical works and 21 professional tasks, reflecting various sections of the BZHD (OBZH) training course and various modules of specialized educational programs of higher professional education. An attempt is made to form an innovative approach among students and teachers to the methodology of teaching and educating life safety, developing their own author's methodological style of teaching. Meets the requirements of the federal state educational standards of higher education of the latest generation. For undergraduate and graduate students studying in the direction of "Pedagogical education" (profile "Education in the field of life safety"), as well as the teaching staff of the higher school, teachers and students of organizations of additional professional education.

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Keith S. Taber

This article argues that what is most at risk in schooling during a global pandemic, or other similar broad challenges to normal functioning, are those elements that might be considered the less traditional and so the most progressive. After setting out some general background common to the challenge faced by schools and school teachers, this argument is exemplified through the case of school science education. Two particular aspects are considered: one related to pedagogy (responding to learners’ alternative conceptions or ‘misconceptions’) and one related to curriculum (teaching about the nature of science). These are considered ‘progressive’ features in the sense that they have widely been championed as ways of improving and reforming science education across a wide range of national contexts but can be understood to have faced resistance both in the sense of being opposed by ‘reactionary’ stakeholders and in terms of the level of support for teacher adoption. It is argued that at a time when the education system is placed under extreme stress, such progressive elements are at particular risk as teachers and administrators may view them as ‘extras’ rather than ‘core’ features of practice and/or as reflecting more ‘difficult’ educational objectives that may need to be de-prioritised (and so neglected) for the time being. In that sense, they are fragile aspects of practice that lack the resilience of more established, and thus robust, features. It is concluded that where progressive elements are especially valued, they need to become sufficiently embedded in custom and practice to no longer be viewed as luxuries but rather to be recognised as core elements of good teaching to be protected and maintained during a period of emergency.

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Tiina Korhonen ◽  
Leenu Juurola ◽  
Laura Salo ◽  
Johanna Airaksinen

This case study explores how Finnish primary school teachers orchestrated school days and how teachers and headmasters organised virtual workplace collaboration and collaborated with parents during a period of distance education forced by the Covid-19 crisis in Spring 2020. The data was collected by interviewing primary and secondary school teachers (n = 15) from eight schools in various parts of Finland. Teachers’ experiences were analysed with qualitative content analysis. In this study, the school is seen as a Complex Adaptive System (CAS) and the Covid-19 crisis as a disorder forcing teachers to adapt to a rapidly changing environment. Teachers are viewed here as innovators who address both pedagogical and digital challenges under abnormal circumstances. We identify diverse practices at different stages of digitalisation during the distance education period within four domains: 1) structures of school days, 2) forms of teaching, 3) collaborative activities of teachers and headmaster, and 4) forms of home and school collaboration. We also identify three groups of enablers of distance education practices: 1) the use of digital technology, 2) digipedagogical competence of the teachers, and 3) the ability of teachers to act as adaptive innovators. We find that teachers’ ability to innovate and to adapt pedagogical and digipedagogical expertise become critical success factors when change is forced upon the educational field. We suggest that the results of this study, portrayed as the enablers and domains of distance education, be utilised in planning post-Covid education. All stakeholders influencing schools at different levels should be included in envisioning and implementing future classroom practices of innovative post-Covid schools.

Nathalie Sayac ◽  
Michiel Veldhuis

Abstract We investigated French primary school teachers’ assessment practice in mathematics. Using an online questionnaire on teachers’ background, teaching, and grading practice, we were able to determine assessment profiles of 604 primary school teachers. As evidenced by the teachers’ scores on the latent factors Assessment purposes, Assessment practices, and Differentiation, teachers with the profile of Enthusiastic assessors view assessment as more useful and use it more often to adapt their instruction than teachers with the profile of Unenthusiastic assessors. This can be useful for practice and sheds more light on French teachers’ assessment practices in mathematics. It is also interesting to compare the results of this survey with those from China and the Netherlands, as the differences reflect different assessment cultures and may shed light on some of the results of international large-scale assessments such as PISA.

2021 ◽  
Bayu Purbha Sakti

Teachers should be respected because teachers have a concern for the success of learning in school. Education conducted in schools is related to the era of globalization. Teachers who work professionally still need the ability to organize all aspects of life in society. But there are various problems faced by teachers in Indonesia. Elementary school teachers who have undergraduate diplomas are still few in Indonesia. Teachers are distributed in Indonesia less evenly. The welfare of teachers working in Indonesia is still of concern. The type of research used is qualitative research. This research was conducted by searching various library materials. The government's effort to increase professional teachers is done by granting lecture permits through tertiary education. Efforts to increase professional teachers are also carried out by the government through activities such as seminars, training, and teacher certification programs. The government's effort to increase professional teachers is done by giving UKG (Teacher Competency Exams). Government efforts to increase professional teachers are carried out through institutionalized activities such as PKG (Teacher Activity Center) and KKG (Teacher Working Group). Government efforts to increase professional teachers are carried out through zoning systems activities.

2021 ◽  
Vol 11 (10) ◽  
pp. 644
Mayra Urrea-Solano ◽  
María J. Hernández-Amorós ◽  
Gladys Merma-Molina ◽  
Salvador Baena-Morales

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.

2021 ◽  
Vol 19 (1) ◽  
pp. 12-17
Subir Bhattacharjee ◽  
Om Prakash Singh ◽  
Sumanta Dawn ◽  
Payel Talukdar

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