scholarly journals USING ELECTRONIC TEXTBOOKS IN PRIMARY EDUCATION: STUDENTS-PROSPECTIVE PRIMARY TEACHERS' VIEWS

2019 ◽  
Vol 34 (2) ◽  
pp. 467-473
Author(s):  
Lyubka Aleksieva
Keyword(s):  
Primary Education ◽  
Prospective Teachers ◽  
Online Survey ◽  
Preschool Education ◽  
Primary Teachers ◽  
Successful Implementation ◽  
Digital Competence ◽  
Electronic Textbooks ◽  
Teaching Aids ◽  
Prospective Primary Teachers

Bulgaria is now in а process of major changes and reforms in the field of education that involve the implementation of various strategies and regulations. Updating the curricula for school and preschool education has led to the development of new textbooks and teaching aids. Primary and middle school textbooks sets for all subjects were replaced with new ones complemented by their compulsory electronic versions. These e-versions are not only covering the topics and content of the printed versions of the textbooks, but include additional e-resources. Some research of the new textbooks contents has already been done by authors such as Kirova (Kirova, 2018; Kирова, 2018). She compares different components of the curriculum content and the way they are developed in the mathematics textbooks, but the components of the adjunct electronic textbooks (e-textbooks) are not yet analysed. Their examination is necessary for teachers’ practice as well as for the preparation of prospective primary teachers for using e-textbooks in the classroom. No special training for working with e-textbooks is provided in prospective teachers’ current university preparation. However, digital competence is one of the key competences which are developed in primary education programs in Faculty of Educational Studies and the Arts (FESA), Sofia University, Bulgaria. Although it is generally acknowledged that students use digital devices very often and their skills are sufficient for blended learning (Цанев, 2018), yet it is not clear if students’ digital competencies are sufficient for using e-textbooks. Furthermore, there is a gap in the literature about students’ views and attitudes towards working with e-textbooks. Along with their competencies, students’ attitudes are important for successful implementation of e-textbooks in their teaching. Therefore, Sofia University Scientific Research Fund funded project №80-10-170/2019 "Practical aspects of students-prospective primary teachers’ preparation for working with electronic resources" whose main objectives include exploration of the views, preparation and readiness of students-prospective primary teachers about the usage of e-textbooks in primary education. As a part of the project, this study analyses students’ views in terms of necessity of using e-textbooks, their benefits and the requirements that e-textbooks have to meet in order to be used effectively in primary education.Data include an online survey which was conducted during the summer term of academic year 2018-2019 and was completed by 166 students-prospective primary teachers from bachelor and master degree programs at FESA (SU), Bulgaria. The results revealed that the surveyed students generally have positive views about the usage of e-textbooks in education and are well aware of their advantages. They recognized their potential to better visualise learning content and save teachers time. The content that e-textbooks should include and the requirements that e-textbooks have to meet in order to be effectively used in the classroom are also discussed in the paper.

scholarly journals PROSPECTIVE TEACHERS’ INTERPRETATIVE KNOWLEDGE ON EARLY ALGEBRA

2018 ◽  
Vol 24 (esp.) ◽  
pp. 208
Author(s):  
Rosa Di Bernardo ◽  
Gemma Carotenuto ◽  
Maria Mellone ◽  
Miguel Ribeiro
Keyword(s):  
Prospective Teachers ◽  
Mathematical Knowledge ◽  
Primary Teachers ◽  
Algebraic Thinking ◽  
Early Years ◽  
Algebraic Reasoning ◽  
Early Algebra ◽  
Very Young Children ◽  
And Algebra ◽  
Prospective Primary Teachers

 Abstract: Starting from the assumption that very young children exhibit some naive forms of algebraic skills, in this paper we discuss some of our work aimed at inquiry, and in the same time develop, prospective primary teachers’ knowledge involved and required in recognize and interpret pupils’ early forms of algebraic thinking. The research dimension is perceived intertwined with teacher education and practice and thus, the tasks we develop for such work focus on early years’ prospective teachers’ mathematical knowledge specifically related with the work of teaching Early Algebra. Thus, our focus of attention concerns their knowledge that would sustain the work on supporting the development of pupils’ knowledge and reasoning toward more refined algebraic skills. We present promising preliminary results from an experiment conducted on 60 prospective Italian teachers’, which paves the way for further research about the expected early years teachers’ knowledge on Early Algebra and Algebra and even more refined didactic methods aimed at developing it.Keywords: Teachers’ knowledge. Algebraic Reasoning. Interpretative knowledge. Early years.CONHECIMENTO INTERPRETATIVO DE FUTUROS PROFESSORES DA EDUCAÇÃO INFANTIL E ANOS INICIAIS NO ÂMBITO DO PENSAMENTO ALGÉBRICO Resumo: Considerando que as crianças desde cedo possuem algumas capacidades, competências e conhecimentos algébricos, ainda que intuitivos, neste artigo discutimos uma parte de nosso trabalho que tem por objetivo acessar e desenvolver o conhecimento de futuros professores envolvido e requerido em reconhecer e interpretar produções de alunos no âmbito do Pensamento Algébrico. Pesquisa, formação e prática são consideradas de forma indissociada e, assim, as tarefas que conceitualizamos para desenvolver esse trabalho focam-se no conhecimento matemático de futuros professores especificamente relacionado com as tarefas de ensinar Pensamento Algébrico. Assim, o nosso foco de atenção refere-se, especificamente, ao conhecimento de futuros professores que contribua para o desenvolvimento do conhecimento e raciocínio dos alunos no sentido de refinar as suas competências algébricas. Apresentamos alguns resultados preliminares a partir da análise de uma tarefa para a formação de professores implementada em Itália a 60 futuros professores e que revelam alguns aspetos centrais do conhecimento do professor relativamente ao Pensamento Algébrico e à Álgebra e indicam necessidades de pesquisa que contribua para um desenvolvimento de tal conhecimento.Palavras-chave: Conhecimento do professor. Pensamento Algébrico. Conhecimento Interpretativo. Anos Iniciais. CONOCIMIENTO INTERPRETATIVO DE FUTUROS PROFESSORES DE INFANTIL E PRIMÁRIA EN EL CONTEXTO DEL PENSAMIENTO ALGEBRAICOResumen: Considerando que los niños desde edad temprana poseen algunas capacidades, competencias y conocimientos algebraicos, aunque intuitivos, en este artículo discutimos una parte de nuestro trabajo que tiene por objetivo acceder y desarrollar el conocimiento de futuros profesores involucrado y requerido en reconocer e interpretar producciones de alumnos en el ámbito del Pensamiento Algebraico. Investigación, formación y práctica se consideran de forma indisociada y así, las tareas que conceptualizamos para desarrollar ese trabajo se enfocan en el conocimiento matemático de futuros profesores específicamente relacionado con las tareas de enseñar Pensamiento Algebraico. Nuestro foco de atención se refiere específicamente al conocimiento de futuros profesores que contribuya al desarrollo del conocimiento y raciocinio de los alumnos en y para refinar sus competencias algebraicas. Presentamos algunos resultados preliminares a partir del análisis de una tarea para la formación de profesores implementada en Italia a 60 futuros profesores y que revelan algunos aspectos centrales del conocimiento del profesor respecto al Pensamiento Algebraico y al Álgebra e indican algunas necesidades de investigación que contribuya a un desarrollo de dicho conocimiento.Palabras claves: Conocimiento del profesor. Pensamiento Algebraico. Conocimiento Interpretativo. Educación Infantil e primaria 

scholarly journals Activities Written by Prospective Primary Teachers on Realistic Mathematics Education

2018 ◽  
Vol 7 (3) ◽  
pp. 229
Author(s):  
Hatice Kübra Güler
Keyword(s):  
Mathematics Education ◽  
Prospective Teachers ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Realistic Mathematics Education ◽  
Realistic Mathematics ◽  
Life Problems ◽  
Prospective Primary Teachers

It is important for students to connect with real life in mathematics courses. The aim of this study is to investigate the activities which are written by prospective primary school teachers in the context of Realistic Mathematics Education. This research is a case study of which data were collected by qualitative methods. The participants of the research included 81 prospective primary teachers who are junior students attended primary teacher department. It was asked them to write an activity suitable for primary mathematics curriculum by considering Realistic Mathematics Education principles. They were given one month to write the activities. The activities written by prospective teachers analyzed by descriptive methods in terms of learning domains, types of context and principles of Realistic Mathematics Education. Totally 36 activities were written by prospective teachers. Based on the analysis, it was observed that not all the contexts were exactly real life contexts. It was determined that prospective teacher could not distinguish routine word problems from real life problems. It can be said that theoretical knowledge of Realistic Mathematics Education is inadequate for writing activities and prospective primary teachers need to practice on writing activities regarding the mentioned theory.

scholarly journals Prospective teachers’ metacognitive awareness levels of reading strategies

2018 ◽  
Vol 13 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Mehmet Aşıkcan ◽  
Ahmet Saban
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Reading Strategies ◽  
Primary Teachers ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Problem Solving Strategies ◽  
Turkish Language ◽  
Prospective Primary Teachers ◽  
Reading Book

AbstractThe main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.Keywords: Metacognitive awareness, reading strategies, prospective teachers.*

scholarly journals Prospective teachers’ metacognitive awareness levels of reading strategies

2018 ◽  
Vol 13 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Mehmet Aşıkcan ◽  
Ahmet Saban
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Reading Strategies ◽  
Primary Teachers ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Problem Solving Strategies ◽  
Turkish Language ◽  
Prospective Primary Teachers ◽  
Reading Book

The main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.   Keywords: Metacognitive awareness, reading strategies, prospective teachers.  

scholarly journals Mathematics teacher's specialised knowledge of prospective primary teachers: An explorative study

2020 ◽  
Vol 14 (3) ◽  
pp. 226-240
Author(s):  
Federica Ferretti
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Positive Feedback ◽  
Exploratory Study ◽  
Primary Teachers ◽  
Explorative Study ◽  
Mathematics Knowledge ◽  
Education Courses ◽  
Prospective Primary Teachers

The importance of good mastery of specialised mathematics knowledge for mathematics teachers and prospective teachers is now recognised internationally. This paper presents an exploratory study aimed at investigating how mathematics education courses affect the Mathematics Teachers’ Specialised Knowledge (MTSK) of prospective primary teachers. A questionnaire was administered to a sample of 118 future teachers, and an analysis of their answers was carried out with the MTSK model. The research highlights positive feedback on the effectiveness of the mathematics education laboratory that was staged, and provides an outline of the beliefs and the knowledge of the prospective teachers. 

scholarly journals Prospective primary teachers’ views on the nature of science

2021 ◽  
Vol 11 (2) ◽  
pp. 403
Author(s):  
Rafael Amador-Rodríguez ◽  
Agustín Adúriz-Bravo ◽  
Jorge Alberto Valencia Cobo ◽  
Roberto Reinoso Tapia ◽  
Jaime Delgado Iglesias
Keyword(s):  
Philosophy Of Science ◽  
Student Teachers ◽  
Nature Of Science ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Primary Teachers ◽  
Logical Positivism ◽  
Undergraduate Teaching ◽  
Epistemological Views ◽  
Prospective Primary Teachers

This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain ‘eclectic’ epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers’ NOS ideas are ‘anchored’ in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 50 items was applied to determine trends in those teachers’ epistemological views on science. The results showed that teachers’ views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers’ views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers’ expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more detail concerning specific periods and topics of the philosophy of science.

scholarly journals Development of Teachers' Digital Competence: Problems and Solutions in Latvia

2021 ◽  
Author(s):  
Svetlana Usca ◽  
◽  
Janis Dzerviniks ◽  
Velta Lubkina ◽  
Aija Vindece ◽  
...  
Keyword(s):  
Professional Development ◽  
General Education ◽  
Online Survey ◽  
Professional Competence ◽  
Educational Institution ◽  
General Education Teachers ◽  
Competence Development ◽  
Successful Implementation ◽  
Digital Competence ◽  
Level Of Education

The data obtained from the Latvian National research programme “Life with COVID-19: Evaluation of the coming coronavirus crisis in Latvia and recommendations for social resilience in the future (CoLife)” show that the successful implementation of remote learning requires the improvement of teachers' digital competence. The professional development courses organized before the COVID-19 pandemic (their content, form) do not meet the needs of the real situation. It is necessary to look for new forms so that the content of professional development courses meets the needs of current general education teachers, including not only general skills characterizing digital competence, but also specific ones related to the level of education (age of learners) and field of study. The aim of the research: to identify the needs of general education teachers for the development of digital competence and to prepare proposals for the implementers of professional competence development courses. Research methods: online survey of 559 teachers, survey of 6 experts, quantitative data processing in SPSS program, content analysis of qualitative data. The research concluded that teachers' professional competence development courses should be practice-oriented, as close as possible to the technical capabilities of an educational institution, as well as considering the current needs of teachers, the field of subjects taught and the level of education at which they work.

Application of Project-based Learning for Primary Teachers - A New Direction in Professional Training at Pedagogical Universities and Colleges in Vietnam

2020 ◽  
Author(s):  
Thi Tam Bui ◽  
T.T.H. Vu ◽  
Q.H. Le ◽  
Trong Luong Pham ◽  
T.M.A. Nguyen ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Primary Education ◽  
Primary Teachers ◽  
Project Based Learning ◽  
Primary Teacher ◽  
Great Success ◽  
Learning Method ◽  
Teacher Training Program ◽  
Primary Teacher Training

Teaching staffs in general and primary teachers in particular have been proven to contribute to great success of the comprehensive renovation process in the current Vietnamese education system. Significantly, pedagogical universities specialized in primary education should predominantly pay attention to the quality of training and meet the requirements of society. In the case of Tay Nguyen University in Vietnam, lecturer staffs involved in training of primary teachers have made great efforts in applying new teaching methods. Furthermore, it has been used effectively in many parts of the primary teacher training program is the project-based learning method. In this paper, in addition to general theories about the project-learning method, we will present the advantages of applying the teaching method in the primary teacher training program in general and in the "Crafts and Techniques" module in particular at Tay Nguyen University. Finally, discussion process of applying project-based learning and project evaluation methods of primary education students in teaching this module are preferred.

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