scholarly journals The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors

2019 ◽  
Vol 21 (5) ◽  
pp. 211-230
Author(s):  
Karine Pertile ◽  
Jutta Cornelia Reuwsaat Justo
Keyword(s):  
Primary School ◽  
Basic Education ◽  
National Curriculum ◽  
Rio Grande ◽  
Discussion Group ◽  
Rio Grande Do Sul ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
The Common

This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

scholarly journals Sex education in the eyes of primary school teachers in Novo Hamburgo, Rio Grande do Sul, Brazil

2013 ◽  
Vol 21 (41) ◽  
pp. 114-123 ◽  
Author(s):  
Denise Quaresma da Silva ◽  
Oscar Ulloa Guerra ◽  
Christiane Sperling
Keyword(s):  
Primary School ◽  
Sex Education ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
School Teachers ◽  
Primary School Teachers

How Primary School Teachers View the National Curriculum in one LEA

1991 ◽  
Vol 43 (3) ◽  
pp. 273-281 ◽  
Author(s):  
Theo Cox ◽  
Jane Evans ◽  
Susan Sanders
Keyword(s):  
Primary School ◽  
National Curriculum ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals Inspiring or confusing – a study of Finnish 1–6 teachers’ relation to teaching programming

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ray Pörn ◽  
Kirsti Hemmi ◽  
Paula Kallio-Kujala
Keyword(s):  
Primary School ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
National Curriculum ◽  
Computational Thinking ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceived Preparedness ◽  
Preparedness To Teach

There is limited research on teaching and learning of programming in primary school and even less about aspects concerning teaching programming from teachers’ viewpoint. In this study, we explore how Finnish 1-6 primary school teachers (N=91), teaching at schools with Swedish as the language of instruction, relate to programming and teaching of programming, one year after the introduction of the new national curriculum that included programming. The teachers’ relation to programming is studied by analyzing their view on programming, perceived preparedness to teach programming and their attitudes towards teaching programming. The main results of the present study are that the responding teachers approach programming in school with mixed emotions, but the majority claim to have sufficient preparedness to teach programming, and many of them have a positive attitude towards the subject. The findings indicate that the most important factor for high perceived preparedness and positive attitude is sufficient domain knowledge. The teachers’ views on programming are very diverse, ranging from focusing only on the connection to elementary step-by-step thinking to more sophisticated reasoning connecting to central aspects of computational thinking and other educational outcomes. The findings suggest that there is a need for educational efforts to make the connection between mathematical content and programming more visible for primary school teachers.

scholarly journals Learning Tasks Setting in the System of DevelopingTraining of D.B. Elkonin and V.V. Davydov under Introducing New Educational Standards in Primary Schools

2015 ◽  
Vol 7 (1) ◽  
pp. 69-79 ◽  
Author(s):  
V.G. Vasilyev ◽  
A.V. Perevozchikova
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Sufficient Conditions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Tasks ◽  
The Common ◽  
Action Taking ◽  
Subject Material ◽  
Self Learning

Westudythepossibilitiesofthetheoryandpracticeofdevelopingtrainingonthesystemof D.B. Elkoninand V.V. Davydov to form universal educational actions in primary school. Basedontheanalysisofscientificandmethodicalliterature, werevealedtheessenceofeducationalaction "takingfromtheteacherorself-learningtaskssetting" insolvingeducationalproblemsinthesystemofdevelopingtrainingof D.B. Elkoninand V.V. Davydov [2, p. 159, 160]. Developed on this basis, the structure of the educational action "taking from the teacher or self-learning tasks setting" and requirements for the organization of subject material can be considered as sufficient conditions for (as the common way) statement of learning tasks in today's elementary school. We provide practical materials and fragments of guidelines for primary school teachers. Further studies may be associated with the transfer of pupils’ own ability to set goals of learning activities to other social practices and in their own development.

scholarly journals Selection and Application of graphical and numerical statistical tools by prospective primary school teachers

2019 ◽  
Vol 21 (6) ◽  
pp. 82-97
Author(s):  
José António Fernandes ◽  
Adelaide Freitas
Keyword(s):  
Primary School ◽  
Basic Education ◽  
Early Years ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Third ◽  
Statistical Measures ◽  
Statistics Course ◽  
Probability And Statistics

Teaching statistics in the early years requires that teachers at this school level develop skills to analyze small collections of data. Given a collection of quantitative data (12 observations), in this paper we looked at how students and prospective primary school teachers select and make appropriate graphs and identify and determine statistical measures suitable for summarizing the data, including the interpretation of the third quartile. The study involved 50 students who were attending the 2nd year of the Basic Education Bachelor’s program at a university in northern Portugal. The collected data correspond to the answers given by the students in a formal examination in a Probability and Statistics course. An analysis of the answers showed that the students had difficulties in both the selection and application of statistical methods, which were more pronounced when they had to identify the appropriate graphs to represent the data and to determine the quartiles and to interpret the third quartile, and less pronounced in the case of determining other statistical measures.

Teachers’ approaches to multicultural education in Georgian classrooms

2015 ◽  
Vol 9 (4) ◽  
pp. 248-262 ◽  
Author(s):  
Shalva Tabatadze
Keyword(s):  
Multicultural Education ◽  
General Education ◽  
Primary School ◽  
Social Action ◽  
Intercultural Sensitivity ◽  
National Curriculum ◽  
Practical Importance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type

Purpose – This paper aims to explore the multicultural education strategies employed by primary school teachers in Georgia. Design/methodology/approach – In-depth interviews with 65 primary school teachers were used. The interviews were analyzed using the theoretical framework of multicultural educational approaches defined by James Banks. The approaches used by Georgian teachers were classified into four approaches to multicultural education: contributions, additive, transformation and social action approaches. Findings – The research revealed that the majority of teachers use the contributions and additive approaches to multicultural education. The use of the transformation approach by teachers is very rare and only happens if school textbooks, as well as exercises and assignments in the textbooks, provide this opportunity. The social action approach to multicultural education has not been used in primary grades in Georgia. The research revealed that some teachers reject diversity in their classroom as well as the necessity of developing their students’ intercultural sensitivity. These teachers have an informed and conscious approach to not using multicultural approaches in the teaching process. This approach is named by the author as the “inactive action approach”, which is specific to Georgia and is widely used in primary school classes. Practical implications – The study has scientific and practical importance. The findings of this study also have practical importance. They can be used for the implementation of teacher education and training programs in Georgia. Consideration of these findings will contribute to the implementation of the National Objectives of General Education and the National Curriculum of Georgia. Originality/value – This study makes contribution to the development of the field of multicultural education in Georgia.

scholarly journals Teacher Motivation: Does It Matter to Primary School Teachers in Their Practice?

2020 ◽  
pp. 16-26
Author(s):  
Belle Louis Jinot ◽  
Horil-Khulputeea Savitree
Keyword(s):  
Education Reform ◽  
Primary School ◽  
Teacher Motivation ◽  
Basic Education ◽  
Case Study Research ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Management Staff

Motivation is a fundamental concept of professionalism and efficacy for teachers. The present study investigated the motivational factors that affect the performance of primary school teachers in Mauritius. Governments have in the past come up with major educational reforms, but many shortcomings of the education system have influenced teacher motivation. The empirical data was analysed by using mixed methods with a semi-structured questionnaire and interviews from practising teachers to allow the researcher to draw valid conclusions. The purposive and convenient sampling was used for the case study research design. The findings indicated that the motivation of teachers was influenced by several aspects of their job. Teachers were not motivated due to excessive parental involvement, a lack of discipline of pupils inside and outside the classroom, unwilling learners and poor working conditions. However, most of them were more intrinsically than extrinsically motivated. It was also found that the Ministry of Education had a significant influence on their motivation, especially in the context of the Nine Year Continuous Basic Education reform. The researcher recommended that teaching materials and further teacher training should be provided to teachers and the management staff should be trained in using effective leadership and management of schools.

scholarly journals Simulation of professional training of teachers of physical culture of the New Ukrainian school using innovative technologies

2019 ◽  
Vol 65 (2) ◽  
pp. 252-257
Author(s):  
Viсtoria Savchenko
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Physical Culture ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
Innovative Technologies

The article discusses the ways of professional training of teachers of physical culture of the New Ukrainian school using innovative technologies in the system of continuous education and experimentally tested the effectiveness of the use of innovative teaching technologies in refresher courses for primary school teachers who teach physical culture. Fundamentally new conceptual ideas and provisions for the modernization of education require a reorientation of the simulation of the professional training of the teacher of physical culture for the search and development of new, innovative ways of developing the education system, the formation of a truly new pedagogical thinking in the pedagogical environment at all levels of pedagogical activity. It will provide an educational area of mobility, accelerate its renewal, and eliminate the inertia inherent in centrally managed systems. At the same time, in order to prevent the destructive and destructive impact of innovations, it is important to intensify their comprehension, modeling, social selection and accelerate the processes of approbation, verification and selection of pedagogical innovations. In our study, the professional training of the teacher of physical education in primary education in the system of continuous education is defined as a set of interrelated factors, which subordinates all types and forms of the educational process and corresponds to the purpose of teacher training for pedagogical activities, provides a continuous and consistent influence on the professionalism of teachers, aimed at acquiring them new knowledge, skills and abilities, personal and professional qualities necessary for the successful leadership of the physical education of young people s students. The readiness of teachers of physical culture for professional activity is an integral education, which includes knowledge, skills, professionally meaningful qualities, pedagogical abilities and consists of the following components: motivational, cognitive, operational and reflexive. It is determined that simulation of the professional training of primary school teachers who teach physical culture at the New Ukrainian School will be effective under the following conditions: ensuring the improvement of the educational process; development of teachers’ competence.

scholarly journals PRIMARY SCHOOL TEACHERS’ WELFARE: A PREREQUISITE FOR QUALITATIVE PRIMARY EDUCATION IN NIGERIA

2015 ◽  
Vol 16 (2) ◽  
pp. 8
Author(s):  
Shehu Uthman El-Yakub
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Education ◽  
Basic Education ◽  
Positive Development ◽  
Prime Mover ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training

Education is the most important vehicle for progress and overall development of individual in particular and society in general. Yearning for positive development and progress cannot come by without sound primary education background, teacher is the prime mover of education in general without whom, education can hardly be acquired. No education system can rise above the quality of its teachers, this gives important support for teacher on their role in the first place, as educators, implementers of the curriculum content and determinant factors that influence the needed learning outcomes of instruction. Primary school teachers in Nigeria suffer serious neglect in terms of their social welfare especially in the areas of salaries and allowances, in-service training, office accommodation as well as inadequate funding of primary education. The paper also brought the issues on child’s needs for education, universal basic education and suggestions were proffered.

scholarly journals The Degree of Knowledge and Use of Authentic Assessment Tools by Basic Elementary Teachers' According to some Variables

2021 ◽  
Vol 32 (3) ◽  
pp. 86-98
Author(s):  
Amjad Joma ◽  
Amjad Joma ◽  
Sharif Al Soudi ◽  
Salma Alalawi
Keyword(s):  
Primary School ◽  
Alternative Assessment ◽  
Basic Education ◽  
Authentic Assessment ◽  
Assessment Tools ◽  
Evaluation Tools ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Alternative Evaluation

Evaluation is one of the most important elements of  teaching process. The recent trends in evaluation and educational reform movements have called for using alternative evaluation, which focuses on performance evaluation. Authentic assessment is usually described as formative, in which students participate in their acquisition, in addition to the fact that students are productive and active, which is reflected in the students' achievement and skill level. The study aims to reveal the degree of knowledge and use of alternative assessment tools by primary school teachers in Gaza -Palestine. To meet the objective of the study, the researchers used the descriptive-analytical method and the questioner as a study tool. The study sample consisted of (134) elementary basic school teachers in the Gaza governorate in Palestine. Results have shown that the percentage of knowledge of alternative evaluation tools reached (77.7%), which is a high level, and that the percentage of using alternative evaluation tools reached (70.3%). As it is seen, the percentages do not vary according to variables, such as: gender, educational qualification, specialization, classes taught by the teacher, years of service, type of school, gender of school students, educational region, and taking training courses. Howerver, the degree of usage of such alternative tools varies in favour of basic education. The study recommends continuing to motivate primary school teachers to employ alternative assessment tools, and to support them with courses and workshops that enhance their skills in employing these tools

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