TEACHERS’ READINESS TO IMPLEMENT THE ACQUISITION OF TRANSVERSAL SKILLS IN THE CONTEXT OF THE NEW STANDARD

2019 ◽  
Vol 2 ◽  
pp. 399
Author(s):  
Anita Petere
Keyword(s):  
General Education ◽  
Learning Process ◽  
Information Technologies ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Content ◽  
Approach To Teaching ◽  
Teaching Learning ◽  
Cooperation Partner

In today’s rapidly changing world, when information technologies are developing very fast, a new change of the paradigm of the educational system is needed. It means that a teacher’s pedagogical activities also have to change – from an educator to a cooperation partner in the teaching/learning process. National Centre for Education (NCE)  has worked out a new ”Competence approach to teaching/learning content”, the aim of which is to ensure the acquisition of the content of general education based on competence approach, and which embraces all stages in education.The objective of the article is to reveal the essence of competence approach and the readiness of primary school teachers to implement the acquisition of transversal skills in teaching/learning process and when planning curricula.In order to obtain data, semi- structured interviews, observation, the analysis of documents have been used. According to the research results, part of the teachers finds it difficult to change their style of conducting the teaching/learning process. Explanation and task formulation dominate without involving pupils in discussions. 

scholarly journals Attitudes and Opinions of Teachers towards Corporal Punishment

2012 ◽  
Vol 2 (5) ◽  
pp. 155
Author(s):  
Dr. Nuzhat Fatima ◽  
Dr. Shafqat Ali Janjua ◽  
Dr. Muhammad Nafees ◽  
Kamran Masood
Keyword(s):  
Primary School ◽  
Corporal Punishment ◽  
Learning Process ◽  
Negative Impact ◽  
School Teachers ◽  
Primary School Teachers ◽  
Difference Of Opinion ◽  
Sample Technique ◽  
Teaching Learning ◽  
Conducive Environment

Corporal Punishment yields negative impact on the behaviors of students and thus their learning achievements remain lower. Sometime, in a particular situation, students’ exhibit relatively better results but they actually get fed up with the learning enrolment and intrinsically intend to go away from teaching learning process. This study was under taken to get the opinion of primary school teachers and their practical behaviors towards corporal punishment at primary level in the Govt. Schools of Rawalpindi and Islamabad. In order to collect data, a questionnaire containing 35 questions was developed in Urdu for seeking opinion of primary school teachers. The questionnaire had two parts; the first part pertained to information about different aspects related to the classroom situation while the second part contained an open-ended question asking for suggestions.  Stratified random sample technique was used but only those school were selected which were willing to respond and easy to approach.  Data collected through questionnaire were tabulated and analyzed.  Although difference of opinion was found among the teachers on all issues yet an overall majority opined that corporal punishment must not be there as it was the greatest negative variable for creating a conducive environment for teaching learning process. Key words:  Punishment, Learning Achievements, Learning Environment, Motivation, Satisfaction.

scholarly journals Autism Spectrum in Classroom and Special Educationist: A Panorama of Challenges in Facilitating Teaching-Learning Process

2019 ◽  
Vol IV (III) ◽  
pp. 415-420
Author(s):  
Asmaa Azeem ◽  
Almas Shoaib ◽  
Fauzia Naheed
Keyword(s):  
General Education ◽  
Learning Process ◽  
Time Management ◽  
Research Study ◽  
Autism Spectrum ◽  
Structured Interviews ◽  
General Education Curriculum ◽  
Spectrum Disorders ◽  
Teaching Learning ◽  
And Behavior

Autism spectrum disorders are lifelong developmental disabilities that can impact how students understand, what they see, hear and otherwise sense. This can result in difficulties with learning, communication, and behavior in their classroom. To execute this phenomenological research study in private schools of autism, the researchers were keen to dig out and try to listen to the perspectives of the special educationists regarding challenges in facilitating the teaching-learning process. Through semi-structured interviews, data were collected from twenty (20) special educationists working with children diagnosed on the spectrum of autism disorder. The majority of the special educationists reported that during teaching, they must execute various intervention strategies by incorporating different tools provided by the school. Their one major issue was time management because they have to handle every kind of issues arouse by the child and environment, alone during teaching. It was reported that the general education curriculum is also difficult to teach alone because they have not received any kind of specialized curriculum for such kids.

Professional motives in primary school teachers

2020 ◽  
Author(s):  
María Alejandra Morales González ◽  
◽  
Yulia Solovieva ◽  
Keyword(s):  
Primary School ◽  
Activity Theory ◽  
Learning Process ◽  
Video Recording ◽  
School Teachers ◽  
Class Session ◽  
Primary School Teachers ◽  
Written Narratives ◽  
Cultural Paradigm ◽  
Teaching Learning

The purpose of this study was to analyze the professional motives of primary school teachers and their relation to the teaching/learning process. This research relies on the historic. cultural paradigm and the activity theory, especially the categories of motives proposed by A. Leontiev and N. Talizina. The study was based on semi.structured interviews with a teacher and six students of the 6th grade of a private urban primary school. It also included analysis of their written narratives and a video recording of a class session. Our findings suggest a relationship between the teacher’s motives and the students’ learning process.

scholarly journals Pre-Service Primary School Teachers’ Perceptions of Their Understanding of an Enquiry Based Approach to Teaching Primary School Science and Its Influence on Their Field Teaching Experiences

2016 ◽  
Vol 3 (1) ◽  
pp. 33
Author(s):  
Bisram Ramesar
Keyword(s):  
Primary School ◽  
School Science ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Science Courses ◽  
Approach To Teaching ◽  
Primary School Science ◽  
University Science

<p><em>This study seeks to explore pre-service primary school teachers’ perceptions of their understanding of an enquiry based approach to teaching primary school Science. The study also seeks to identify how pre-service primary school teachers perceive the effectiveness of</em><em> </em><em>their</em><em> </em><em>University Science courses</em><em> </em><em>in preparing them to teach science using an enquiry approach. Participants were pre-service teachers enrolled in the B.Ed programme at The University of Trinidad and Tobago. Data were collected using semi-structured interviews. The data revealed that the teachers understood the concept of guided enquiry and knew how to develop lesson plans that incorporate that approach.</em><em> </em><em>Although the teachers</em><em> </em><em>believed that their courses prepared them adequately to teach primary school Science using enquiry,</em><em> </em><em>they encountered problems because of the lack of adequate resources.</em></p>

scholarly journals Correlation between Self-Efficacy Perception and Teaching Performance: The Case of Mexican Preschool and Primary School Teachers

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Michaela Cocca ◽  
Armando Cocca ◽  
Elizabeth Alvarado Martínez ◽  
María Guadalupe Rodríguez Bulnes
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Self Efficacy ◽  
Teaching Quality ◽  
Educational Background ◽  
Teaching Performance ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Actual Teaching

Self-efficacy (SE) is a key factor of the teaching-learning process success. While literature on SE and its dimensions is rich in the field of education, still there is a lack of studies aiming to explore teachers’ SE in contrast with their actual teaching skills and their characteristics. For this reason, this study aims to respond to the following research questions: are there differences between perceived SE and actual teaching performance in preschool and primary school teachers? Which sources of SE can be considered as significant predictors of teachers’ SE? This work employs a quantitative approach based on the observational method. Teacher Sense of Efficacy Scale and classroom observation frameworks were used to collect data from a sample of 24 teachers. Results show that there are high inconsistencies between self-judgments and actual teaching performance (p &gt; .05). Experienced and medium experienced teachers show higher scores than novice teachers in several dimensions of SE (p &lt; .05). However, teachers’ educational background is not significantly correlated with their SE (p &gt; .05). Resource support is found as the only significant predictor of SE in our sample of teachers (p &lt; .001; p2 = .733). Our research suggests that teachers may have a distorted perception of their in-class performance, which could drive to lower quality of the teaching-learning process. Therefore, in the future, professional training programs should focus on promoting a more realistic understanding and awareness of teachers’ actions in the classroom as the first step of any intervention aiming to increase teaching quality.

scholarly journals Issues Faced by the Cochlear Implanted Students in the Mainstream Classes: An Analysis of Perspectival Accounts of Primary School Teachers

2020 ◽  
Vol 1 (4) ◽  
pp. 257-264
Author(s):  
Qurratulain Ershad ◽  
Dr. Sumaira Noreen
Keyword(s):  
Language Development ◽  
Qualitative Methodology ◽  
Primary Teachers ◽  
Structured Interview ◽  
Structured Interviews ◽  
School Teachers ◽  
Interview Schedule ◽  
Primary School Teachers ◽  
Mainstream Classroom ◽  
Teaching Learning

Learning to write is developmentally essential for nurturing literate children; its inability creates a huge barrier so is true for cochlear implanted students who face several challenges in terms of literacy and language development proficiency. It is a big challenge for any child with any kind of disability especially a listening disability to cope in the mainstream classroom with their peers and the communities where they live. And so is true for teachers of mainstream classes in their efforts towards classroom learning in a comfortable environment for such students. These papers aim at investigating perceptions and the problems faced by the primary teachers while teaching CI students in the mainstream classes. The study adopted qualitative methodology and the sample was purposively selected comprising of seven primary teachers who had CI students in their respective classes and were teaching them. Semi-structured interviews to determine the perceptions and the problems they encounter during the teaching-learning process. The semi-structured interview schedule consisted of twenty-four questions that were grouped into four major themes of the study. The results highlighted the importance of teachers' awareness, their training, and the use of differentiated instructions to help CI learners to cope in the mainstream classroom to their maximum potential.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

‘I think one of the ways they will help is to create awareness’: primary school teachers’ perceptions of cardiovascular diseases in Nigeria

2019 ◽  
Vol 27 (4) ◽  
pp. 24-31
Author(s):  
Kingsley Udeh ◽  
Candidus Nwakasi ◽  
John Fulton
Keyword(s):  
Risk Factors ◽  
Cardiovascular Diseases ◽  
Primary School ◽  
Cardiovascular Health ◽  
Communicable Diseases ◽  
Health Concern ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Non Communicable Diseases

The increasing incidence and prevalence of non-communicable diseases is a major global health concern. Cardiovascular diseases (CVDs) account for the highest percentage of deaths related to non-communicable diseases, and low and middle-income countries (LMIC) face the highest burden of CVDs. Understanding the knowledge and perception of CVDs and their risk factors in an LMIC such as Nigeria may play an important role in cardiovascular health promotion and improvement plans to reduce CVD-related deaths. A qualitative study was conducted using semi-structured interviews to gain an in-depth understanding of some personal and sociocultural views on CVDs and their risk factors. The participants were purposively sampled primary school teachers in South-Eastern Nigeria. Thematic analysis approach was used for data analysis. The study findings include knowledge of heart disease, perceived causes and risk factors of CVDs, spirituality, and the way forward. Overall, the knowledge of CVDs in the setting was found to be related to the psychosocial nature of the participants; the effectiveness of any intervention needs to take these factors into consideration. For example, health policies for CVD health education and awareness should be tailored to address some of the issues of belief, values, and religion, as mentioned in the study.

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