Thematische Bibliographien / Primary school teachers

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Zeitschriftenartikel
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Bücher
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Auswahl der wissenschaftlichen Literatur zum Thema „Primary school teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Primary school teachers"

Tashpulatova, Dilorom Mukimovna. „Primary School Teachers Professiogram“. American Journal of Social Science and Education Innovations 03, Nr. 05 (07.05.2021): 11–15. http://dx.doi.org/10.37547/tajssei/volume03issue05-03.

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Reddy, Dr B. Yella, Dr T. I. Nagarjuna Dr. T. I. Nagarjuna und Dr M. Sateeshnadha Reddy. „A Study of Teacher’s Commitment of Primary School Teachers“. International Journal of Scientific Research 2, Nr. 11 (01.06.2012): 142–44. http://dx.doi.org/10.15373/22778179/nov2013/46.

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MboweniMatshidiso, L., und Matshidiso Joyce. „Understanding Teacher Morale Among Primary School Teachers“. International Journal of Educational Methodology 8, Nr. 1 (15.03.2022): 29–38. http://dx.doi.org/10.12973/ijem.8.1.29.

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Teacher morale affects all aspects of the school and education system. Yet, the current status of teaching does not provide a rosy picture as teachers are reported to be demoralized and stressed. This qualitative study explored teachers’ experiences that influence their morale. The study was guided by the research question: How do workplace experiences affect teacher morale in selected primary schools? Qualitative data were gathered through six focus group interviews with 36 teachers in four primary schools and were analyzed using a content analysis framework. Data revealed that teacher morale was low. Participants identified school climate factors such as inappropriate professional development activities and violence as threats to their morale. Furthermore, a lack of parental involvement in the affairs of the school was regarded as a setback by teachers. This study highlighted specific issues that influence teacher morale and contribute to the understanding of the state of their morale. The study recommends that more attention is given to ensuring that teacher morale is enhanced for educational goals to be realized. Improving teacher morale has many benefits in that it helps teachers to maintain a positive attitude and be happy at work.

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Reddy, Dr M. Mohan. „Cognitive Styles of Primary School Teachers“. International Journal of Scientific Research 2, Nr. 7 (01.06.2012): 116–18. http://dx.doi.org/10.15373/22778179/july2013/40.

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Imtiaz Alam und Aamir Sohail Langraw. „Teachers' Perspectives on Strategies for Improving the Education in primary school“. Voyage Journal of Educational Studies 2, Nr. 1 (12.03.2022): 13–22. http://dx.doi.org/10.58622/vjes.v2i1.10.

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The study was conducted to investigate the primary school teachers effective teaching strategies that develop skills in primary school learning status, and to identify effective professional development for primary schools teachers .To compare the teaching strategies in private and government primary schools as well as compare the teacher’s attitude towards students learning of private and government schools. And To identify the effective professional development of private and government teachers. The findings of research shows that teaching staff of government schools is highly qualified, trained and working on permanent basis while this factor is lacking in private schools. Different teaching strategies affect the students learning and academic achievement as most of the private school teachers using verity of strategies for enhancing the learning process as compare to public school teachers. Research has attempted to compare the effective professional development of private and government teachers mostly public school teachers take part in professional development courses and attain educational conferences, but most of private respondent teachers Search extra subject material and collaborations with other teachers for their development. Research has to compare the teacher’s attitude towards students learning of private and government schools results shows that mostly private school teachers have positive attitude towards student learning.

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Eroglu, Nermin, melek Bahat und Aysegul Metindogan. „Primary School Teachers’ and Teacher Candidates’ Attribituons Toward Students with Dyslexia“. New Trends and Issues Proceedings on Humanities and Social Sciences 3, Nr. 2 (22.03.2017): 80–87. http://dx.doi.org/10.18844/gjhss.v3i2.1602.

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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid und Arnida Abdullah. „School Innovativeness as Predictors of School Performance in Malaysian Primary Schools“. Journal of ICT In Education 8, Nr. 2 (25.08.2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.

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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National schools and National Type Chinese schools based on teacher’s perception. Apart from that, the result also showed that teachers perceived school innovativeness significantly predict the school performance. With the result obtained, this study proposed some recommendations to the ministry, policy makers as well as researchers to improve school performance in Malaysian primary schools.

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Patonah, Siti, Sentot Budi Rahardjo, Cari Cari und Sajidan Sajidan. „INVESTIGATING ENVIRONMENTAL CONCERNS FOR PRIMARY SCHOOL TEACHERS“. Social, Humanities, and Educational Studies (SHEs): Conference Series 1, Nr. 2 (11.01.2019): 416. http://dx.doi.org/10.20961/shes.v1i2.26790.

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The success of environmental education in schools is largely determined by the teacher's factors at school. The purpose of this research is to get the teacher's view of the environmental concern. This research method is a cross sectional survey. The survey was conducted randomly to 950 elementary school teachers who were scattered in two locations of the PLPG program in Central Java in 2017. Obtained 148 samples from 10 regencies and cities in 1 rayon and 1 sub rayon. The results obtained indicate that the knowledge of elementary school teachers' environment is in good condition even though it has not directly influenced attitudes, or habits.

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Filipović, Jelena, und Ana Popović. „How to recognize potential school leaders among primary school teachers“. Management 24 (29.05.2019): 107–21. http://dx.doi.org/10.30924/mjcmi.24.si.7.

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The aim of this paper is to discuss the potential of primary school teachers for governing roles in schools. The level of teacher’s financial literacy is used as a proxy for their managerial potential – managerial competences. Using the Competence Motivation Theory as framework, the authors postulate that teachers with the higher perceived competence in financial literacy are at the same time intrinsically motivated to achieve mastery in this field. Therefore, the teacher’s perceived competence and type of motivation are combined with a set of individual and contextual determinants, highlighted in the previous research, and the framework for assessing teacher’s potential or aptness for the governing position in the school is proposed. The design of this framework is based on data collected via survey which included 954 primary school teachers from Serbia, and analysed by linear and multinomial regression and cluster analysis. The results demonstrate that teachers can be categorized into four different groups, with variable degree of their potential for the governing roles. Clusters vary according to teachers’ gender, subject they teach, location of the school, level of education and whether they are driven by extrinsicor intrinsic motivators.

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Alalageri, Prakash S., Dr Sadanand Halageri und Dr P. Vikkraman Dr. P. Vikkraman. „Do the Primary School Teachers are Competent? A Study With Special Reference to Primary School Teachers, Government of Karnataka“. International Journal of Scientific Research 3, Nr. 6 (01.06.2012): 222–24. http://dx.doi.org/10.15373/22778179/june2014/74.

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Dissertationen zum Thema "Primary school teachers"

Jacobs, Elfean Randall. „Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools“. Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.

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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.

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Yasar, Seda. „Classroom Management Approaches Of Primary School Teachers“. Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.

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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers. Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquo
management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.

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Siu, Shun-mei, und 蕭舜美. „Primary school teachers' perceptions of project learning“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.

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Papastamatis, Adamantios. „Teaching styles of Greek primary school teachers“. Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.

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Smedley, Susan May. „Men learning to be primary school teachers“. Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007474/.

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Few men choose to become primary school teachers. Those who do move into a world often thought of as feminised and contend with a publiclyvoiced rhetoric which simultaneously idealises and demonises them. It has not been the norm for women to research men. I am setting out from a different place as a woman and former primary school teacher writing about men doing women's work in what can be seen as a man's world. The problem I am tackling is embedded in two questions. First, how do men student teachers negotiate the assum ptions made about them as men and teachers of young children? Second, what theoretical perspectives are necessary for me to write about individual men students' complex relations with being a teacher? I turn a spotlight on men student primary school teachers and, working with data from interviews with eleven men, shed light on them as gendered individuals challenged by the task of learning to be teachers. The text I construct enacts their and my moves to establish a voice amidst a complex criss-cross of discursive positions. Individual men have an evolving and often contradictory relation to teaching, which they seldom articulate. There should be space for them to reflect critically on their professional identities. The ambivalence, emotional investment and paradox in the men's narratives cannot be understood without recourse to their and my developing understandings of masculinity and difference, learnt through language which can maintain or challenge inequalities and which interrelates with social and cultural contexts which have histories.

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Lam, Yee-mei Loretta. „Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.

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Chan, Kam-wing. „A study on the student teachers' perceptions of the attributes of a good primary school teacher“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.

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Chow, Yau-mui Helen. „A comparison of kindergarten and primary school teacher expectations for school readiness“. Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18038384.

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Ngo, Fung-ping. „Stress among primary school teachers in Hong Kong“. [Hong Kong : University of Hong Kong], 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778403.

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Davies, Gareth Thomas. „Perceptions of methods of teacher appraisal amongst expatriate teachers in Hong Kong English schools foundation primary schools“. Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036466.

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Bücher zum Thema "Primary school teachers"

1947-, Delamont Sara, Hrsg. The Primary school teacher. London: Falmer Press, 1987.

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Council, Northern Ireland Curriculum. Guidance materialsfor primary teachers. Belfast: Northern Ireland Curriculum Council, 1990.

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Susuwele, William J. Primary teachers' opinions on primary teacher training programmes and use of untrained teachers in primary schools in Malawi. [Domasi, Malawi]: Malawi Institute of Education, 1997.

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Foyster, B. A. Swimming for primary schools: A guide for primary school teachers. [Stafford]: Staffordshire County Council Physical Education Department, 1991.

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Woods, Peter. Creative teachers in primary schools. Buckingham: Open University Press, 1995.

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Knight, Gill. Primary ideas: A resource book for primary teachers. 2. Aufl. London: Macmillan in association withthe British Council, 1987.

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Banda, A. Familypac-- guidelines for teachers: For primary school teachers. Lusaka: Republic of Zambia, Ministry of Education, 2005.

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Howells, Kristy, Julia Lawrence und Judith Roden, Hrsg. Mentoring Teachers in the Primary School. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199.

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O'Hanlon, Geraldine Ann. Primary school teachers' attitudes towards dyslexia. [S.l: The author], 1999.

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Olembo, Jotham Ombisi. Practical primary school administration: For students, teachers and heads. London: Edward Arnold, 1986.

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Buchteile zum Thema "Primary school teachers"

Richardson, A. J. „Whole-School Staff Appraisal in the Primary School“. In Appraising Teachers in Schools, 104–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003111870-7.

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Schauer, Gila A. „Results: EFL Primary School Teachers“. In Teaching and Learning English in the Primary School, 189–232. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_6.

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Davies, Kathleen. „The Syllabus in the Primary School“. In Handbook for History Teachers, 51–58. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-5.

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Palmér, Hanna. „Primary School Teachers’ Image of a Mathematics Teacher“. In Views and Beliefs in Mathematics Education, 121–32. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_10.

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Pattie, Yuk Yee und Luk-Fong. „Intergenerational Issues Concerning Primary School Teachers“. In Teachers' Identities and Life Choices, 71–90. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-81-4_6.

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Huxtable, Marie, Ros Hurford und Joy Mounter. „Teachers Developing your own Story“. In Creative and Philosophical Thinking in Primary School, 105–14. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003423881-13.

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Eady, Sandra. „The importance of working with beginning teachers“. In Mentoring Teachers in the Primary School, 53–64. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-8.

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Howells, Kristy, Julia Lawrence und Judith Roden. „Introduction“. In Mentoring Teachers in the Primary School, 1–4. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-1.

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Rowland, Gill, und Penny Webb. „Developing a relationship with mentees“. In Mentoring Teachers in the Primary School, 78–88. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-10.

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John, Sarah St. „Learning conversations“. In Mentoring Teachers in the Primary School, 89–100. Abingdon, Oxon; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429424199-11.

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Konferenzberichte zum Thema "Primary school teachers"

Morales González, María Alejandra, und Yulia Solovieva. „Professional motives in primary school teachers“. In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.21.

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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.

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Djafri, Novianty, und Risnawati R. Ibrahim. „The School Principals' Strategies for Effective School Development in Primary Schools in Bulango Timur, Gorontalo“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.121.

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Han, Xiaotian. „THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.

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Gea, M. Magdalena, Rafael Parraguez und Rafael Roa. „PROSPECTIVE PRIMARY SCHOOL TEACHERS’ CONCEPTIONS OF SIMULATION“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0546.

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Garvin, Megean, Heather Killen, Jan Plane und David Weintrop. „Primary School Teachers' Conceptions of Computational Thinking“. In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287376.

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Sousa, Silvana Freitas, und Vitor Goncalves. „MOOC on bullying for primary school teachers“. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476525.

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Hendriawan, D., Susilawati, N. Sundari, I. R. Ridwan, Tiurlina und Fatihaturosyidah. „Primary School Teachers Perceptions Towards Preschool Education“. In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.028.

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Mara, Lucia. „LITERACY IN TRAINING FUTURE PRIMARY SCHOOL TEACHERS“. In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.1401.

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Pramudiani, Puri, Tatang Herman, Turmudi, Maarten Dolk und Belinda Terlouw. „Primary school teachers’ perspectives on teaching fractions“. In PROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0202436.

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Zhubi, Arjana. „TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

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The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.

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Berichte der Organisationen zum Thema "Primary school teachers"

Yaroshenko, Olga G., Olena D. Samborska und Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.

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KIRICHENKO, KIRILL NIKOLAEVICH. IMPROVING THE MATHEMATICAL COMPONENT OF THE TRAINING SYSTEM FOR FUTURE PRIMARY SCHOOL TEACHERS. DOI CODE, 2022. http://dx.doi.org/10.18411/doicode-2023.170.

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Schipper, Youdi, und Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), Dezember 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.

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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.

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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova und Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.

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Leponiemi, Lasse. Spotlight on Switzerland - Digital Transformation at School. HundrED, Oktober 2019. http://dx.doi.org/10.58261/gmxq5453.

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Spotlight Switzerland – Digital Transformation at School is part of the HundrED Spotlight collection. It aims to highlight emerging best practices and supports inspiring teachers who actively tackle digital change in the classroom together with their students. The call for projects was open to all teachers working in Switzerland at kindergarten, primary and secondary levels.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita und Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, Mai 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.

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Ruhalahti, Sanna, Ricardo Cuenca und Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.

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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley und Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.

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Rondón, Carlos, Marcelo Cabrol und María Soledad Bos. A New Context for Teachers in Latin America and the Caribbean. Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0009037.

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School attendance in Latin America and the Caribbean (LAC) has increased exponentially in the last two decades, almost every child goes to primary school and access to preschool and high school is fast catching up. This increase in access has been mostly led by more attendance to school of previously excluded children and youth -poor, rural and indigenous populations-, which has created a heterogeneous pool of students with very diverse needs, abilities and interests. Based on descriptive statistics on increased access to education and some learning and life outcomes, this paper discusses in detail how the new roles called upon teachers can help improve the quality of education in LAC. This paper concludes with some promising examples on how countries and international organizations are attempting to create a teaching force that can fulfill these roles.

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