scholarly journals Music Teachers' Perceptions of, and approaches to, Creativity in the Greek‐Cypriot Primary Education

2021 ◽  
Author(s):  
Stavros Makris ◽  
Graham F. Welch ◽  
Evangelos Himonides
Keyword(s):  
Primary Education ◽  
Music Teachers ◽  
Teachers Perceptions ◽  
Greek Cypriot

Elementary General Music Performances and Teachers’ Perceptions of Stress

2021 ◽  
pp. 875512332110104
Author(s):  
Jennifer Potter
Keyword(s):  
Time Management ◽  
Music Teachers ◽  
Management Control ◽  
Elementary Music ◽  
General Music ◽  
Teachers Perceptions ◽  
Time Control ◽  
Elementary General Music ◽  
And Performance ◽  
The Impact

The purpose of investigation was to examine the perceptions of elementary music teachers concerning the preparation of elementary music performances and the impact on their perceived stress. Participants were practicing elementary general music teachers ( N = 3) representing three different elementary schools from a metropolitan area in the Midwest. All participants were interviewed twice over a period of two months via Zoom. Data were analyzed through an open coding process (Gibbs, 2007), which yielded three themes: time management, control, and isolation. Facets of time management included strategic planning, organizational techniques, and instructional time; control concerned scheduling, repertoire selection, equipment, and performance venues; and isolation pertained to relationships with colleagues and administrators and an overwhelming amount of responsibility. These findings indicate the importance of acknowledging various stressors affecting music educators and how those might positively and negatively affect teachers and students.

scholarly journals Comparative Analysis of North and South Cyprus’ Teachers’ Perceptions of Teachers’ Unions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098828
Author(s):  
Fatoş Silman ◽  
Ahmet Güneyli ◽  
Osman Vaiz ◽  
Nedime Karasel-Ayda
Keyword(s):  
Primary School ◽  
Trade Unions ◽  
Comparative Case Study ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Teachers Unions ◽  
Greek Cypriot ◽  
Turkish Cypriot ◽  
North And South

This study aims to examine the views of primary school teachers from North and South Cyprus on Teachers’ Unions. Qualitative research and a comparative case study method were used for the study. Thirty-seven primary school teachers from North and South Cyprus participated in this study. The data were obtained through interviews and analyzed by the content analysis method. The comparison of the findings of the research suggests that the functions of trade unions are related to the pressing issues of education, teachers, and the nation in both regions. Turkish Cypriots placed emphasis on education-related functions, while for Greek Cypriots teachers-related functions mattered more. Turkish Cypriot teachers assessed the functions of their unions to be more unsatisfactory than their Greek Cypriot counterparts’.

scholarly journals CLIL TEACHERS’ PERCEPTIONS OF INTERCULTURAL COMPETENCE IN PRIMARY EDUCATION

2017 ◽  
pp. 82-99 ◽  
Author(s):  
Elisa Pérez Gracia ◽  
Ma. Elena Gómez Parra ◽  
Rocío Serrano Rodríguez
Keyword(s):  
Primary Education ◽  
Intercultural Competence ◽  
Conceptual Analysis ◽  
Qualitative Data ◽  
Linguistic Competence ◽  
Teachers Perceptions ◽  
Intercultural Awareness ◽  
Quantitative Data Analysis ◽  
Open Question ◽  
Question Survey

CLIL (Content and Language Integrated Learning) includes the development of intercultural awareness as one of its main axes. Therefore, the main objective of this research is to examine the perceptions that CLIL teachers have regarding Intercultural Competence (IC) and the elements that contribute to its development. Through an open-question survey, we analysed the opinions of 59 Primary Education CLIL teachers from Cordoba. For the analysis of the qualitative data, Atlas.ti has been used on its two options: the textual and the conceptual analysis, thus generating the corresponding networks. On the other hand, SPSS v. 21 was used for the quantitative data analysis. The results show that CLIL teachers define IC closely linked to linguistic competence, and that communicative activities play an important role.

Perceived Factors Impacting School Music Programs

2014 ◽  
Vol 62 (4) ◽  
pp. 344-361 ◽  
Author(s):  
Carlos R. Abril ◽  
Julie K. Bannerman
Keyword(s):  
School District ◽  
Music Teachers ◽  
Music Programs ◽  
Elementary Music ◽  
Substantial Impact ◽  
Teachers Perceptions ◽  
Or Groups ◽  
School Music ◽  
Micro Level ◽  
Teaching Positions

The purpose of this study was to examine elementary music teachers’ perceptions of factors impacting their music programs and teaching positions as well as the actions these teachers take in response to those factors. The following research questions guided the study: (1) What factors are perceived to impact music programs and teaching positions? (2) What is the nature of these factors? (3) How and within what socioecological levels do teachers act on behalf of their programs or positions? (4) To what degree are specific actions, people, and/or groups thought effective in impacting music programs? U.S. music teachers ( N = 432) responded to a survey designed to answer these questions. A socioecological framework was used in the design of the survey and analysis of the data. Results suggest that teachers perceive micro-level factors (school) to have a substantial impact on their programs. Teachers’ actions were mostly focused on the micro level although many teachers considered meso-level (school district) engagement to be vital for maintaining or improving music programs in a given school district. Besides music-specific policies, macro-level issues (state and national) were not viewed as impacting programs in substantive ways. The further removed a factor from the micro level, the less impact was felt and the fewer actions were taken.

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.

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