EVALUATION OF PRIMARY EDUCATION PRE-SERVICE TEACHERS' PERCEPTIONS OF "GOOD TEACH

2019 ◽  
Vol 4 (9) ◽  
pp. 176-204
Author(s):  
Hüseyin Polat
Keyword(s):  
Primary Education ◽  
Teachers Perceptions

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.

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.

scholarly journals ‘Perhaps a Bit Different to What We Did Twenty Years Ago’: Senior Teachers' Perceptions of Outdoor Adventure within Primary Education in England.

Sports ◽  
2019 ◽  
Vol 7 (4) ◽  
pp. 92
Author(s):  
Webber ◽  
Hardwell
Keyword(s):  
Primary Education ◽  
National Curriculum ◽  
Leadership Teams ◽  
Full Potential ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Approach To Learning ◽  
Teachers Perceptions ◽  
The Subject ◽  
Northern City

Outdoor and adventurous activities (OAA) are now a compulsory component of the primary education curriculum in England, with senior leadership teams exerting significant influence on its delivery in schools. This study considers senior teachers’ perceptions and value of the OAA strand of the Physical Education (PE) National Curriculum (NC) in primary education. Six senior teachers from across a large northern city took part in semi-structured interviews. Data was analysed using an interpretivist paradigm incorporating a multistage thematic coding process. Findings centred on the lack of guidance given by the NC within OAA and ensuing issues for experienced and less confident teachers of the subject. Different interpretations of OAA were prevalent from traditional skills-based activities to personal and social development through basic activities delivered outside the classroom. Finally, all senior staff highly regarded OAA and offered a strong rationale for its inclusion within curriculum time. The full potential of OAA as a cross-curricular approach to learning in primary education is not being realised and can be partially mitigated by more purposeful integration within teacher education programmes.

scholarly journals Teachers’ perceptions about the use of the Learning ePortfolio as learning and assessment tool in Mondragon Unibertsitatea

2019 ◽  
Author(s):  
Sirats SantaCruz ◽  
Nagore Ipiña ◽  
Eugenio Astigarraga
Keyword(s):  
Formative Assessment ◽  
Primary Education ◽  
Assessment Tool ◽  
Longitudinal Research ◽  
Learning Processes ◽  
Early Years ◽  
Teachers Perceptions ◽  
Early Years Education

The aim of the present study is to analyse teachers’ initial perceptions about the use of the Learning ePortfolio as the main learning and assessment tool in Early Years Education and Primary Education Degrees. This is a piece of a major longitudinal research being carried out in the Faculty of Humanities and Education in Mondragon Unibertsitatea. Results show that teachers are aware of the flexibility offered by the Learning ePortfolio to assess students’ learning processes. Indeed, teachers think the Learning ePortfolio is a valuable tool for both students and teachers. However, there are still some outstanding issues to discuss with all the teachers involved in the use of the Learning ePortfolio. Conclusions drawn from this study show that the Learning ePortfolio constitutes a helpful and valuable tool for both students and teachers and it helps when carrying out formative assessment processes. Nevertheless, more training is needed to solve the gaps identified for its use.

scholarly journals INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS

2018 ◽  
Vol 76 (3) ◽  
pp. 380-392
Author(s):  
Mª del Carmen Pegalajar Palomino
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Information And Communication Technologies ◽  
Primary Education ◽  
Communication Technologies ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Perceptions And Attitudes ◽  
Information And Communication

This research analysed future teachers’ perceptions and attitudes towards the use of Information and Communication Technologies (ICTs) in the development of inclusive educational practices. Adopting a quantitative research approach, data were collected through an ad hoc questionnaire administered to fourth-year early childhood education and primary education degree students from the Catholic University of Murcia (UCAM), southeast Spain (n=231). Results revealed favourable perceptions towards ICT use in the classroom, with students viewing these resources as contributing to their professional development and improving digital competence. Furthermore, they report how ICTs present didactic opportunities for the development of the teaching-learning process when working with learners with specific educational support needs. Lastly, the research highlights statistically significant differences in future teachers’ perceptions towards the implications of ICT for teaching when developing inclusive educational processes as well as in their attitudes towards professional development and the training needs required for supporting learners with special educational needs. These differences are appreciated between early childhood education degree students and their primary education peers, the latter reporting more favourable assessments. Keywords: information and communication technologies, future teachers, educational inclusion, early childhood education, primary education.

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