Outraged housewives and sympathetic school children: Primary drama in digital form

This article focuses on the delivery of two primary English workshops delivered on the BA Primary (with QTS) degree course to first year trainees studying in the School of Education at University of Brighton. These interactive sessions include practical activity, specifically drama, and are typically delivered on campus. This is a significant point for our first-year students in primary teacher education as they explore challenging texts through drama, positioning themselves as learners in the primary classroom. Transformative learning occurs as aspiring teachers negotiate their previous experiences of drama and develop their understanding of it as a tool for the classroom. This article, a jointly composed reflection upon adapted practice during the Covid 19 pandemic, considers how drama (as a practical, interactive pedagogical tool) was delivered and engaged with in digital form. Feedback was gathered through informal interviews to collate student and tutor perspectives on the experience.

Improving Primary Teacher Education Students’ Writing Performance Using Flipped Classroom

<p><strong>Abstract:</strong> This study aimed to improve students’ writing performance in ESP subject by implementing Flipped Classroom and Collaborative activities. Classroom action research was applied as the method in this study was. According to the data obtained, 88,89% of the students experienced improvement at least 10 points compared to their initial writing product. Students active participation also improved which was shown by the average score that was above 3,0 points obtained from peer assessment rubric. Therefore, the combination of these two strategies was proven successful in improving students’ writing performance in ESP subject.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk meningkatkan kinerja menulis bahasa Inggris siswa sebagai mata pelajaran ESP dengan menerapkan kegiatan <em>Flipped Classroom</em> dan <em>Collaborative</em>. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas. Menurut data yang diperol<strong>eh, 88,89% dari siswa mengalami </strong>peningkatan setidaknya 10 poin dibandingkan dengan produk penulisan awal mereka. Partisipasi aktif siswa juga mengalami peningkatan yang ditunjukkan oleh skor rata-rata di atas 3,0 poin yang diperoleh dari rubrik penilaian sejawat. Dengan demikian, kombinasi dari dua strategi tersebut terbukti berhasil meningkatkan kinerja menulis bahasa Inggris siswa sebagai mata pelajaran ESP.

Application Of Learning Science Concepts Through Sunan E-Learning

The purpose of writing this article is to describe the application of LMS (Sunan) in learning the concept of science in the Primary Teacher Education Study Department Universitas Muria Kudus before the covid-19 pandemic and after the covid-19 pandemic. Internet-based learning allows synchronous learning to occur with the main advantage that the learner and facilitator do not have to be in the same place. The use of Sunan helps to learn in a remote context and is limited to not meeting face to face during this covid-19 pandemic. In this era of e-learning, lecturers have an important role in using Moodle to support e-learning activities. The benefits of using e-learning are that it can be accessed easily, the cost is more affordable, the learning time and insight becomes external because of the learning resources obtained from various sources.

Opinions of Primary Teacher Education Students on Extra-Curricular Activities in Education

The aim of this study is to reveal the opinions of the Primary Teacher Education students in terms of the Extra-Curricular Activities in Education (ECAE) course. In this study, in which a qualitative research method was used, the case study design was preferred. In this context, the subjects of the research consist of 77 Primary Teacher Education students studying in Sivas Cumhuriyet University, Faculty of Education. Data were collected through a semi-structured interview form consisting of 7 open-ended questions. The content analysis method was employed in the analysis of the data. As a result of the research, it was determined that most of the students did not have an idea on the ECAE course at the beginning of the term. The ECAE course contributed to the students in &ldquo;Cognitive&rdquo;, &ldquo;Social&rdquo;, &ldquo;Affective&rdquo; and &ldquo;Psychomotor&rdquo; fields. The ECAE course improved the skills of receiving support, increasing self-confidence in public, and establishing an ability to communicate about communication with stakeholders. While preparing the activities related to the ECAE course, the students encountered problems related to the activity, personal, intra-group, technical, material related, time, official procedure, and place problems and they offered solutions to these problems. The ECAE course enabled students for learning material properties, developing handicraft skills, developing creativity, improving imagination, augmenting one&rsquo;s willingness to utilize materials, increasing the frequency for utilizing materials, and ensuring ideas to be put into practice regarding students&rsquo; skill to utilize materials. Finally, the ECAE course positively affected the students&rsquo; skills to use educational technology. The students stated that they learned to use a computer, to make use of the internet, how to use technology more effectively, and that they became practical in utilizing the technology.