LEARNING DIFFICULTIES OF PRIMARY SCHOOL PUPILS OCCURING DUE TO UNFAVOURABLE ENVIRONMENTAL FACTORS: THE EXPERIENCE OF TEACHERS

2019 ◽  
Vol 2 ◽  
pp. 420
Author(s):  
Rita Raudeliunaite ◽  
Vida Gudžinskienė
Keyword(s):  
Environmental Factors ◽  
Primary School ◽  
Specific Activity ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Structured Interview ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary School Pupils

The objective of the study, which is presented in the article, is to identify learning difficulties of primary school pupils occurring due to unfavourable environmental factors on the basis of the experience of pedagogues. Problematic study question: What learning difficulties of pupils resulted in by unfavourable environmental factors do primary school teachers encounter?  Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. 12 pedagogues participated in the study.The study findings revealed that primary school teachers encounter three different types of learning difficulties of pupils occurring due to unfavourable environmental factors: academic, social, behavioural and emotional.Academic difficulties should be associated with a reduced interest of children in their environment, the lack of knowledge and experience, the lack of  curiosity and desire to learn something new,  a lower level of preparedness for school, attention retention problems, passivity when performing tasks, distrust/doubts regarding his/her abilities, fluctuation, regress or stagnation of a child's progress (learning achievements), reduced interest in learning and poor learning efforts when performing tasks, the lack of learning motivation, getting late to classes or missing them.Social difficulties are associated to the lack of communication skills (contact establishment, politeness, attention when communicating with others, discipline, self-regulation, conflict resolution) and activity organisation and cooperation  skills (ability to prepare tools for a specific activity, consistency when performing tasks; the performance of tasks to the end; the self-evaluation of activity results; involvement in a group activity; to listen to and hear   what others say, consulting with others, permission to express their opinion give to others; ability to receive a different opinion and to express their opinion politely,   avoidance to downgrade others, offering assistance to others and assistance solicitation, if need be; uttering compliments). The study revealed that primary school teachers also encounter with various behavioural and emotional difficulties.  

ACADEMIC DIFFICULTIES OF PRIMARY SCHOOL PUPILS OCCURRING DUE TO UNFAVOURABLE ENVIRONMENTAL FACTORS AND STRATEGIES TO OVERCOME THEM: THE EXPERIENCE OF PEDAGOGUES

2019 ◽  
Vol 2 ◽  
pp. 433
Author(s):  
Rita Raudeliunaite ◽  
Vida Gudžinskienė
Keyword(s):  
Primary School ◽  
Peer Group ◽  
Teaching Style ◽  
Educational Institution ◽  
Structured Interview ◽  
Learning Motivation ◽  
School Teachers ◽  
Academic Difficulties ◽  
Primary School Teachers ◽  
Primary School Pupils

The objective of the study presented in the article is to reveal academic difficulties of primary school pupils occurring due to unfavourable enviromental factors and the strategies to overcome them on the basis of the experience of pedagogues.  Problematic study question: What academic difficulties of pupils, which are resulted in by unfavourable enviromental factors, do primary school teachers encounter and how do they overcome them? Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. The study data were processed by using the method of content analysis. 12 pedagogues participated in the study.Academic difficulties of primary school pupils are resulted in by three groups of unfavourable enviromental factors: unfavourable factors related to their close environment (family) (the resolution of mutual problems in an inappropriate way, violence in close environment, emotionally cold relationships in their family, the lack of thoughtful and meaningful family leisure time, child's seclusion from one/both parent(s) due to various circumstances, the addiction of one/both parent(s), hypoguardianship and hyperguardianship), unfavourable factors within an educational institution (the mismatch between an educational programme and individual abilities and needs of a child, failure to involve a child in various activities, human and material resources of a school, unsafety of the school environment), unfavourable factors related to a peer group (rejection by peers, bullying, encouragement of a child to behave in a socially inappropriate manner).The study findings revealed that primary school teachers encounter the following academic difficulties: a lower level of a pupil's interest in his/her environment, the lack of knowledge and  experience, the lack of curiosity and inquisitiveness when  learning environment,  a  lower level of preparedness for school, attention retention problems, passivity when performing tasks, distrust / doubts regarding his/her abilities, fluctuation, regress or stagnation of a child's progress (learning achievements), reduced interest in learning and poor learning efforts when performing tasks, the lack of learning motivation, getting late to lessons or missing them.In order to overcome academic difficulties of pupils, teachers render them  individual assistance: they make the best use of the opportunities provided by their curriculum (they individualise and differentiate the learning in a lesson, provide consultations after lessons, if need be, they organise additional lessons), talk with a pupil about the learning difficulties arising to him/her and discuss strategies to overcome difficulties, set learning goals together with a pupils, rethink their teaching style, try various teaching methods, which correspond to a pupil's abilities and needs,  and enhance learning motivation, involve child's parents (guardians, custodians), and engage the specialists of educational assistance. 

scholarly journals What does giftedness mean according to teachers?

2016 ◽  
Vol 8 (2) ◽  
pp. 150 ◽  
Author(s):  
Deniz Ozcan ◽  
Furkan Kaya
Keyword(s):  
Primary School ◽  
Gifted And Talented ◽  
Research Study ◽  
Structured Interview ◽  
Study Data ◽  
Ring Theory ◽  
Gifted Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Talented Students

The purpose of this research study was to determine the primary school in-service teachers’ views about giftedness. Totally 30 primary school in-service teachers had participated in this study. Data was collected via Semi-structured interview form and comparatively tried to be discussed considering some of the most common conceptions of giftedness. Findings indicated that primary school teachers’ views about giftedness and their knowledge about giftedness are inadequate for the realization and the nomination of the gifted children. Keywords: Giftedness, Gifted and Talented Students, Teachers Views, Three Ring Theory.

The personality and competences of primary-school teachers: a research study

2021 ◽  
Vol 3/2021 (2) ◽  
pp. 41-50
Author(s):  
Lucia Ludvigh Cintulová ◽  
Libuša Radková
Keyword(s):  
Primary School ◽  
Research Study ◽  
Educational Outcome ◽  
Central Importance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes And Knowledge ◽  
Primary School Pupils ◽  
The Ideal

This article presents an investigation into how primary-school pupils imagine a good teacher and what characteristics of teachers they appreciate. The teacher’s personality is a quality of central importance to the teaching process. Teachers find themselves in many diverse situations and they cannot always remain the same. Each situation requires different qualities, attitudes and knowledge. In different situations, the teacher can achieve the same educational outcome in various ways, by using a range of methods. No teacher can be expected to have the ideal personality and cannot possibly have all the desired qualities, so some qualities compensate for the lack of others. However, the crucial aspects of a good teacher’s personality is authenticity, naturalness and positive relationship with pupils.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

scholarly journals The opinions of primary school teachers’ candidates towards material preparation and usage

2016 ◽  
Vol 11 (2) ◽  
pp. 70
Author(s):  
Zeynep Genc
Keyword(s):  
Primary School ◽  
Teaching Practice ◽  
Material Design ◽  
Structured Interview ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning And Teaching ◽  
School Teaching ◽  
Course Material

Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with instruction materials in order to provide permanent learning. The Teaching Technologies and Material Designing (TTMD) course which is one of the compulsory courses that students must take aims to acquire students the information and skills related with the preparation and use of materials. Evaluation of TTMD course is important in terms of the effectiveness of the course which provides the opportunity of motivating the students to learn by attracting their attention, keeping their attentions alive, making abstract concepts more concrete, facilitating the acquisition of knowledge in an organized way in the process of learning and teaching. In this context, it was aimed to determine the opinions of students in the department of primary school teaching about preparation and use of materials through teaching practice which is done within TTMD course in this study. This study is a descriptive study based on qualitative data. The sample of this research included 37 students from the department of primary school teaching who took TTMD course in the second semester in 2014-2015 academic year at Ataturk Education Faculty of Near East University or students who took this course in previous academic years. The data of this research were collected with structured interview form. According to the results, it was revealed that primary school teachers’ candidates attach importance to prepare and use materials based on their answers about the use and preparation of materials in instruction. When the opinions of primary school teachers candidates about the criteria that they give value in preparing and using materials, it was figured out that they emphasize the criteria such as suitability for student level, suitability for aim, simplicity and easy comprehensibility. Furthermore, the results indicated that primary school teachers’ candidates mostly experience difficulty in finding suitable materials and tools for the aim. It was also revealed that the majority of primary school teachers’ candidates stated that they will use materials and a few of them indicated that they will not use materials since they find materials as insufficient based on their answers about the question asking if they will use the materials which they prepared in TTMD course when they begin teaching profession. Keywords: primary school, primary teaching candidates, teaching technologies and material designing (TTMD) course, material design, instruction materials

scholarly journals ENHANCING QUALITY TEACHING THROUGH MENTORING: THE PERCEPTION OF PRIMARY SCHOOL TEACHERS IN OWERRI EDUCATION ZONE OF IMO STATE

2017 ◽  
Vol 13 (2) ◽  
pp. 245-255
Author(s):  
A. C. Izuagba ◽  
A. O. Afurobi ◽  
J. Oruwari
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Personal Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Study Data ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mentoring System ◽  
Area Of Study

The aim of the study was to find out the perception of teachers towards enhancing their professional and human developments through mentoring using Owerri Educational zone. The result of the study would be significant as it would provide a basis for incorporating the mentoring system into teachers' development programmes. Four research questions were formulated to guide the study. A simple random sampling technique with non-replacement balloting was used to sample hundred (900) teachers in the area of study. Data for the study were collected using a structured questionnaire relating to the topic and analysed with simple percentages The result of the analysis showed those primary school teachers were not aware of the benefits of enhancing their profession and personal development through mentoring. Teachers in the area of study had a negative perception towards enhancing their personal and professional development through mentoring by years of experience. The levels o f education, sex are not determining factors in the teacher's perception o f their professional development through mentoring. Based on the result some recommendations were made which include a review of the current development programmes of teachers to incorporate the mentoring system, and team teaching should be encouraged to facilitate networking and sharing of best practices among teachers among others.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

scholarly journals Effect of Implementing a Training Program on the Performance of Primary School Teachers Regarding Disaster Management in Al Malikeyeh - Syria

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Basem Essa Abozeed ◽  
Zakia Toma Toama ◽  
Amina Ahmad Mohamed ◽  
Alyaa Farouk Abd El-Fattah Ibrahim
Keyword(s):  
Primary School ◽  
Training Program ◽  
Disaster Management ◽  
Primary Schools ◽  
Management Practice ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Awareness Campaigns

Background: Disasters are a global problem, concern every community and no community is immune from it, schools all over the world suffer from disasters, which affect children health and safety. Teachers play essential roles in child protection so, teachers’ training is very significant for effective school disaster management. The study aimed to evaluate. The effectiveness of implementing a training program on the performance of primary school teachers in Al Malikeyeh regarding disaster management. Methods: Design: Quasi-experimental design. Setting: the current study conducted in six primary schools at Al-Malikeyeh distracts. Sample: 78 school teachers. Tool of the study: Teacher's knowledge and practice about disaster management structured interview questionnaire which contained three parts: part (I): Socioeconomic data, part (II): knowledge of the teachers, part (III): practice of the teachers .Results: about 35.8% of teachers had good knowledge pre program; meanwhile post and follow up the program this percent was increased respectively 87.2 % and79.5%. Also the findings observed that 30.8% of teachers had satisfactory practice, whereas, respectively 84.6% and 76.9 of them gained satisfactory disaster management practice post and follow up the program,. Conclusion: Implementing the training program had statistically significant improvement on knowledge and skills of primary school teachers in Al-Malikyeh regarding disaster management. Recommended: Training programs and workshops about disaster issues should be organized for the school teachers and key teams on regular basis, in addition to, awareness campaigns should be implementing with employing mass and social media technologies.

scholarly journals Aesthetics and aesthetic creativity in social studies

2019 ◽  
Vol 9 (3) ◽  
pp. 913-944
Author(s):  
Sevda Dolapçıoğlu ◽  
Burcu Gürkan ◽  
Memet Karakuş
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Emotional Development ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Aesthetic Education ◽  
School Teachers ◽  
Scientific Creativity ◽  
Primary School Teachers ◽  
Content Analysis Method

This study’s aim is to investigate the primary school teachers’ views on the applications of aesthetic and aesthetic creativity in social studies class. It was designed as a phenomenological study as one of the qualitative research methods. The participants of the study consisted of 8 primary school teachers working in schools with different socio-economic substructure in Adana and Hatay in the 2017-2018 academic year. The data were collected through semi-structured interview form, and analysed following content analysis method. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; they consider that aesthetic creativity is as important as scientific creativity; that aesthetic education contributes to mental and emotional development of the students; that social studies class is effective in gaining creativity; and accordingly, they have included aesthetic education in their courses. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; that they consider that aesthetic creativity is as important as scientific creativity; they believe aesthetic education contributes to mental and emotional development of the students; that they think social studies class is effective in gaining creativity; and, therefore, they include aesthetic education in various ways in their courses.

An analysis of attitudes towards the gifted students with learning difficulties using two samples of Greek and Czech primary school teachers

2013 ◽  
Vol 31 (3) ◽  
pp. 271-286 ◽  
Author(s):  
Aikaterini Gari ◽  
Kostas Mylonas ◽  
Sarka Portešová
Keyword(s):  
Primary School ◽  
Learning Difficulties ◽  
Gifted Students ◽  
Teaching Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Two Samples ◽  
Years Of Teaching Experience ◽  
Separate System ◽  
Teachers Attitudes

The provision of gifted students with learning difficulties (GSLD) composes a complicated educational problem that deserves special care. This study explores teachers’ attitudes towards the GSLD in two samples of primary school teachers: 225 Greek teachers and 158 teachers in the Czech Republic, 40–59 years of age and with 14–28 years of teaching experience. A questionnaire of 26 questions, created for the purpose of this study, was administered referring to teachers’ attitudes towards opinions and information regarding the GSLD characteristics, along with three open-ended questions on the most preferable types of the GSLD educational provision. Through multidimensional scaling solutions in their trigonometric transformation (MDS-T) one large common and one minor separate system of items emerged for the two samples, which were meaningful in the direction of understanding teachers’ difficulties in accepting the contradictory core of the GSLD characteristics and educational needs. These systems of attitudes are discussed in respect to their relative importance to Czech and Greek teachers and the respective educational settings.

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