In Search of the Perfect Blend: An ESL Hybrid Course for Prospective Primary Teachers

2017 ◽  
pp. 101-125
Author(s):  
María Fernández Agüero ◽  
◽  
Isabel Alonso Belmonte ◽  
Keyword(s):  
Primary Teachers ◽  
Hybrid Course ◽  
Prospective Primary Teachers

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 Pre–service and In-service primary teachers’ generic and subject-specific skills On Geometric understanding of symmetry: A case study

2021 ◽  
Author(s):  
Shiva Mafakheri
Keyword(s):  
Symmetry Axis ◽  
Primary Teachers ◽  
Primary Teacher ◽  
Elementary Level ◽  
Mathematical Activity ◽  
Math Teachers ◽  
Teacher Needs ◽  
Service Training ◽  
Prospective Primary Teachers

Abstract According to the curricula all over the world symmetry plays an important role in the teaching geometry at primary levels. Geometry is one of topics that have the most problematic content knowledge for the prospective primary teachers. This paper studies the understanding of the symmetry of shapes among pre-service and in-service teachers to find out their visual perception of the geometric shapes symmetry and the symmetry axis. The aim is to create a symmetrical pattern with symmetry axis of the shapes. Evidence that only content-oriented professional development coursework taken by primary school math teachers appears effective, suggests that relatively more resources ought to be put into content focused training for teachers and that changes are warranted at the elementary level and in pedagogical in-service training generally. The primary teacher needs to be able to modify some proposed problems in order to get a richer mathematical activity, being aware of their mathematical benefits. It should be part of growing the capacity of analyzing didactically the mathematics activity.

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 An Approach to Prospective Primary School Teachers’ Concept of Environment and Biodiversity through their Design of Educational Itineraries: Validation of an Evaluation Rubric

2020 ◽  
Vol 12 (14) ◽  
pp. 5553
Author(s):  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
Daniel Abril-López ◽  
María Paula Daza Navarro
Keyword(s):  
Qualitative Methodology ◽  
Primary Teachers ◽  
Educational Resource ◽  
Outdoor Activity ◽  
School Teachers ◽  
Primary School Teachers ◽  
Analysis And Evaluation ◽  
Teaching Learning ◽  
Prospective Primary Teachers ◽  
Conceptual Difficulties

The aim of this work is to promote outdoor activities to bring students closer to the environment and the biodiversity of their surroundings. In this sense, educational itineraries are a very good educational resource that promotes skills developing (scientific, cartographic, educational, etc.) which are necessary for the appropriate design of teaching proposals. The present study is carried out with the prospective primary teachers from the Universities of Sevilla and Huelva (Spain). Firstly, the purpose is to analyse what type of educational itineraries they can design after an outdoor activity. Secondly, a rubric is validated as an instrument of analysis and evaluation immersed in a qualitative methodology. The results show what kind of itineraries are designed, and what knowledge and conceptual difficulties the students display. Most of them do not recognize the minimal of elements making up the itineraries, and have difficulties in understanding the environment as a complex system. In summary, we think that the students’ lacking of knowledge about the environment and its biodiversity, the poor geographic-cartographic competencies that they have, together with their maintenance of traditional conceptions of teaching, do not allow them to design proposals of interest for teaching-learning processes.

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