Journal articles on the topic 'Catholic primary teacher education'
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Werang, Basilius Redan, Seli Marlina Radja Leba, Anak Agung Gede Agung, Mozes Markus Wullur, Berlinda Setyo Yunarti, and Sandra Ingried Asaloei. "Indonesian teachers’ emotional exhaustion and commitment to teaching: A correlational study." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 522–31. http://dx.doi.org/10.18844/cjes.v16i2.5631.
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This study intends to explain whether or not emotional exhaustion and organisational commitment of Catholic primary school teachers in Merauke regency correlate prospectively. This study was guided by one research question: ‘Does the Catholic primary school teachers’ emotional exhaustion and organisational commitment correlate significantly negatively?’ To answer the research question, two survey questionnaires were disseminated to 157 teachers. Employing the SPSS programme version 21, the study shown a significant negative correlation among the surveyed research variables. The findings may be authoritative for the Catholic primary school leaders and the Chief of the Catholic Foundation for Education in Merauke regency, Indonesia, to take major efforts to eliminate emotional exhaustion of teachers in order to foster the organisational commitment of teachers at the Catholic primary schools to teaching the youth.
Keywords: emotional exhaustion, primary school, organisational commitment, teacher
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Duncan, Jill, Renée Punch, and Nic Croce. "Supporting Primary and Secondary Teachers to Deliver Inclusive Education Educatio." Australian Journal of Teacher Education 46, no. 4 (April 2021): 92–107. http://dx.doi.org/10.14221/ajte.2021v46n4.6.
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With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals’ roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers’ knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made
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Willems, Frank, Eddie Denessen, Chris Hermans, and Paul Vermeer. "‘Silent Citizenship Educators’ in Dutch Catholic Schools: Exploring Teachers’ Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education." Journal of Empirical Theology 25, no. 1 (2012): 77–98. http://dx.doi.org/10.1163/157092512x635752.
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Abstract In this article we adopt a virtue ethical approach to study teachers’ moral beliefs about citizenship and their relation to two kinds of teacher behaviour in citizenship education: (1) teachers’ modelling behaviour, and (2) the way they arrange moral classroom discussions. We believe that a virtue ethical approach would appeal especially to religious schools, which is why we conducted our study in Catholic primary schools. Two hunderd and three teachers at 20 Catholic schools were involved. Teachers’ beliefs and behaviours were defined and operationalised from a community-centred perspective, because we expected that perspective to fit the context of a Catholic school. We found that these teachers indeed hold community-centred views on citizenship, the more so if they frequently attend church. Another important finding is that teachers do not necessarily show and share their beliefs about citizenship with their students. From a virtue ethical point of view, however, they should not be afraid to do so. As moral educators, especially in a religious school, teachers are allowed, even obliged, to name, explain and defend their beliefs and values.
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Tang, Hei-Hang Hayes, King Man Eric Chong, and Wai Wa Timothy Yuen. "Learning to understand a nation." Social Transformations in Chinese Societies 15, no. 2 (August 21, 2019): 81–93. http://dx.doi.org/10.1108/stics-10-2018-0015.
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Purpose National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide. Design/methodology/approach The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project. Findings This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993). Originality/value The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.
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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.
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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin
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Scaglia, Evelina. "The Written School Memories of an Italian primary teacher between Fascism and democracy: an original case study." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 249. http://dx.doi.org/10.14516/ete.148.
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The following paper focuses on the original nature of Individual Written School Memories, shown by some commentaries published by the Italian primary teacher Marco Agosti in the Catholic teachers’ magazine «Supplemento pedagogico a Scuola Italiana Moderna» between 1933 and 1938, during the Fascist regime. They dealt with the main results of his educational experimentations in primary school, according to his idea of education as the full development of each human being. An analysis of Marco Agosti’s interventions reveals how they represented an original interpretation of the critica didattica, a new way of documenting research on didactics introduced by the Italian scholar Giuseppe Lombardo Radice, a partner of Giovanni Gentile in the preparation of the Italian School reform during Benito Mussolini’s first government. As recommended by Lombardo Radice to all Italian primary teachers, also Agosti produced day by day some personal notes, which helped him to reflect on his first achievements and to improve upon them on the basis of a pedagogical in-depth analysis. They became a particular form of Individual Written School Memories, «sedimented» during the time he taught at the State Primary School «Camillo Ugoni» in Brescia and conceived for «public use» with a double function – one academic and the other educational, thanks to their publication in a teachers’ magazine.
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Davies, John. "‘L’Art Du Possible’, The Board of Education, The Catholic Church and Negotiations Over the White Paper and the Education Bill, 1943–1944." Recusant History 22, no. 2 (October 1994): 231–50. http://dx.doi.org/10.1017/s0034193200001898.
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The negotiations between the Board of Education and the Roman Catholic authorities over what was to become the 1944 Education Act began in April 1941 when the Government's Green Book on educational reform was delivered to the Catholic hierarchy. They were to continue until the Government's proposals became law in 1944. There were three distinct phases in these negotiations, centred on the Green Book, the White Paper, and the Bill. The intention of this article is to examine the latter two phases.After protracted negotiations on the Green Book there was near deadlock between the Board and the Catholic Church. R. A. Butler's aim in the Green Book, which he adopted when he became President of the Board of Education in July 1941, was to provide a national system of education, primary, secondary and further. There would be secondary education for all, children being transferred at the age of eleven to grammar, modern or technical schools. This raised the issue of the role of denominational schools, the so called ‘Dual System’. Essentially the voluntary bodies, if they were to continue to be part of the State system were offered two possibilities. Under the first they would receive 100% grant towards the maintenance and repair of buildings (in addition to the payment of teachers’ salaries) for which they would concede the appointment of teachers to the Local Education Authority (LEA) and accept an ‘agreed syllabus’ for religious education. The second possibility would allow the voluntary bodies to retain the appointment of teachers and the teaching of their own religious syllabus, but the Government grant in this case would be only 50%. Catholics felt that, in conscience, they could not accept the first option and that they were being penalised for their religious beliefs in regard to the second. They pressed, therefore, for 100% grant.
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Bual, Joel, and Dennis Madrigal. "The Quality of Catholic Education in a Diocesan School Relative to the Philippine Catholic School Standards." Philippine Social Science Journal 1, no. 1 (December 31, 2018): 41–53. http://dx.doi.org/10.52006/main.v1i1.11.
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Evangelization is the primary purpose of Catholic education. However,due to the depreciation of moral values brought about by secularismand globalization, the identity and mission of Catholic schools arecompromised. Thus, this paper primarily intended to assess the levelof quality of Catholic education in a Diocesan School in accordance tothe five domains of the Philippine Catholic Schools Standards (PCSS). Aquantitative study was used through a standardized survey questionnaireto gather data from 337 respondents―administrators, teachers,non-teaching personnel, students, and parents of the school. Usingdescriptive and inferential data analyses, the results revealed that theDiocesan school adheres to the quality standards for Catholic educationbut needs to continuously improve to meet the highest possiblestandards. Of the five (5) domains, learning environment was rated highby respondents while leadership and governance ranked low. Moreover,the study showed that parents have significantly higher assessmentcompared to other respondents in terms of assessing the quality Catholiceducation of the institute. The findings further affirmed the importantrole that administrators play in the effective management of school toachieve quality Catholic education and to ensure operational vitality inresponding to its evangelical mission. Hence, the active involvement ofthe members of the school community to this effect.
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Ismanto, Bambang, Arief Sadjiarto, Dwi Iga Luhsasi, Lelahester Rina, and Destri Sambara Sitorus. "Monitoring dan Evaluasi Penyelenggaraan Relawan Guru Pendidikan Kristen dan Katolik BKGS Salatiga." Magistrorum et Scholarium: Jurnal Pengabdian Masyarakat 1, no. 3 (August 7, 2021): 438–49. http://dx.doi.org/10.24246/jms.v1i32021p438-449.
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Primary schools lack Christian and Catholic teachers so there are volunteer teachers of the religious teaching staff. The volunteer has not enough education and teaching experiences. Therefore, provision is important both from a spiritual perspective, introduction to vision and mission, core values of BKGS, and as well as intellectually Christian and Catholic learning methods. The method that we used was to distribute the instrument to partner schools. The activity is carried out in several steps: Preparation, Implementation, Evaluation, and Reporting. The outcome and achievement are the performance of BKGS volunteers who are placed in schools, especially primary school in Salatiga, are classified good. This activity implies that teachers can improve learning strategies in schools through evaluations.
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Gabel, Haley, and Claire Snowden. "Raising Awareness About Birth Control." Journal for Activist Science and Technology Education 5, no. 1 (May 10, 2020): 24–28. http://dx.doi.org/10.33137/jaste.v5i1.34272.
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The socio-scientific issue that we studied was methods of birth control and how they may be influenced by political, ethical and religious controversies. In our study we uncovered how much knowledge an average person has about such a common and crucial issue. We concluded, based on our mini study, that 74% of high school students attending Catholic school in 2012 did not receive any education about methods of birth control. In addition, 85% of the general public that we surveyed are supporters of birth control. We feel that young people need more education about birth control. We would like to spread awareness about primary types of birth control methods. We wrote letters to six popular teenage and young adult magazines. We also created a video featuring an interview with our health education teacher, which we posted to YouTubeTM with her permission. Educating youth can help change the rates of teenage pregnancy and avoid any unnecessary controversy about emergency methods such as abortion.
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Ahen, Lukas, Cenderato Cenderato, Florentina Florentina, Florentina Dwi Astuti, and Arius Arifman Halawa. "Analyzing the Use of Catholic Learning Model for the State Primary Schools in South and Southeast Pontianak." JETL (Journal of Education, Teaching and Learning) 5, no. 1 (March 31, 2020): 114. http://dx.doi.org/10.26737/jetl.v5i1.1649.
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Learning models were important for the teachers to apply by considering the class setting. How they could manage their class depending on what learning model they could apply. So, it was curious to know what learning model the teachers had used so far. To deal with this, the researchers were eager to find out the answer by the research. This study aims to describe the learning model, the advantages and disadvantages of using the model, and the efforts made by Catholic Education (PAK) teachers in overcoming the disadvantages and strengths of using models in the State Primary Schools in South and Southeast Pontianak. To see the use of the learning model, qualitative research methods were used which consisted of interviews, questionnaires, observations, and focus group discussions. Teachers in the State Elementary Schools in South and Southeast Pontianak had implemented the learning models: Inquiry Model, Story Telling, Role Play, and Discovery Learning contextually. Based on the result, the teacher had a strategy in the application of learning models for example: reading books that are relevant to the model to apply, inviting students to learn outside the room, taking a persuasive and personal approach. Meanwhile, some obstacles faced were the delinquency of students, less in number, a variety of competencies, the existence of students with special needs, and the lack of teaching aids. The advantages of using the learning model were systematic, involving students actively, creating cooperation, motivating students, and improving learning outcomes. The learning model tended to run monotonously. There were several efforts to overcome deficiencies of learning models: taking a personal approach, trying to maximize the use of learning models used, changing models learning that would be considered more suitable or repetitive by applying the same learning model to maximize learning outcomes, conveying material repeatedly, writing student names and adding value to students who are active in groups so they try to want to be active, giving additional assignments to students who have understood learning so students do not have to be in class and trying to maximize the tools and means of learning that exist and do to students.
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Altena, Patrick, Chris A. M. Hermans, and Johannes van der Yen. "Towards a Narrative Theory of Religious Education: A study of teacher’s aims in Catholic primary schools." International Journal of Education and Religion 1, no. 1 (July 24, 2000): 217–47. http://dx.doi.org/10.1163/1570-0623-90000002.
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The article examines the aims of education as they relate to the construction of religious-narrative identities of children. The concept of religion is taken from Claire Disbrey’s institutional theory of religion, which is examined in association with Paul Ricoeur’s concept of narrative identity. The construction of the religious-narrative identity is characterized by an interaction between individual and culture. On the basis of this conceptual framework the authors formulate six aims for the construction of religious-narrative identity in children. The teachers reported five of these six aims in an empirical study of teachers in Catholic primary schools in the Netherlands. The article concludes with a reflection on the results of the study.
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Manrique, Ana Lucia, Ely A. T. Dirani, Annie F. Frere, Geraldo E. Moreira, and Pedro M. Arezes. "Teachers’ perceptions on inclusion in basic school." International Journal of Educational Management 33, no. 2 (February 4, 2019): 409–19. http://dx.doi.org/10.1108/ijem-02-2018-0058.
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PurposeDespite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different areas, directed toward the inclusion of students in regular classrooms. Therefore, a diagnosis about the situation of inclusive education and the resources available in schools offering regular teaching becomes of paramount importance. Therefore, the purpose of this paper is to present the results of an investigation that sought information on pedagogical work in inclusive education and in the use of support materials by teachers of basic education in Brazil and Portugal.Design/methodology/approachIn order to carry out this investigation, a questionnaire was developed by a partnership between researchers from the Pontifical Catholic University of São Paulo, Brazil and the University of Minho, Portugal, and applied to mathematics teachers. The study participants consisted of 197 mathematics teachers, working in primary school, secondary school and young people and adult education. Data collection was carried out through a questionnaire, available online and designed in Google Forms, with 48 questions (both open and closed formats).FindingsFrom the results obtained, there is a clear need not only for promoting initial and further teacher training that takes into consideration the profile of this teacher, but also for promoting the development of support materials (games, software, devices and assistive technology) in a collaborative way, involving users, teachers, engineers in a way to ensure a good usability and adequate adaptability. Thus, the inclusion of SEN students in schools must not take place only with their physical integration, but also must consider their integration at social, emotional and educational levels.Originality/valueIt is understood that the teacher should receive a solid training in successful inclusion experiences in terms of technological, educational and didactic experiences. Another problem that seems to be recurrent is that support materials have been developed in a way that is somehow disconnected from the reality of the classroom. The context in which the support material is inserted is fundamental to the success of its utilization. What is more, it cannot be isolated from the individuals who will use it. It thus becomes urgent to prepare the school environment for the reality of inclusion. This involves aspects from changes in infrastructure and development of assistive technology to assist the student with SEN in their learning, to the establishment of public policies that involve teacher initial and further training, specialized support and curricular discussions.
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Feeney, Carmel, and G. F. Best. "Transition of integrated students and students with special needs from primary to secondary school." Australasian Journal of Special Education 21, no. 1 (January 1997): 36–44. http://dx.doi.org/10.1017/s1030011200023812.
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Literature regarding the transition of students from primary to secondary school indicates that all students face a number of problems centring around the school environment, academic adjustment (teachers and curriculum) and social environment. These problems are likely to be exacerbated for students with disabilities or special needs. There is limited research into the transition of the general student population from primary to secondary school and virtually none regarding the transition of students with disabilities or special needs. This study concentrated on the transition from primary to secondary school of students with disabilities or special needs in Victorian mainstream Catholic schools. One hundred and ten teachers from 109 schools completed questionnaires. Findings suggested a considerable level of concern for the transition of this particular group of students and support for a number of specific activities and procedures to facilitate smooth transition and communication between school levels. Support was found to be greater in theory than practice.
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Quinn, Mark G., William F. Suitmann, and John Elkins. "Exceptional students in Queensland catholic schools: Prevalence, priorities and future directions." Australasian Journal of Special Education 12, no. 1 (May 1988): 10–20. http://dx.doi.org/10.1017/s103001120002409x.
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A survey of the prevalence and needs of exceptional students was carried out in Queensland Catholic primary(n= 195) and secondary (n = 40) schools. Within the overall population surveyed 3.13% possessed disabilities, 3.83% behavioural difficulties, 4.19% advanced learning characteristics, and 12.80% learning difficulties. The survey indicated that support services fell short of the demand, particularly for students with behavioural difficulties and those considered to be advanced learners. The data obtained was of the same order as that found in other state, national and international studies. The majority of principals and teachers interviewed held positive attitudes towards integration. However, this was qualified by a strong press for additional professional support, inservice training, and resources to enable the necessary enhancement of the educational experiences being offered. The survey identified a continuing need for communication and cooperation with state and private agencies and the desirability of developing a system which marshalls the available resources, both regular and special, into an efficient and feasible service delivery operation.
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Imig, Aaron. "Book Review: Stimulating Civic Virtue in Students: An Exploratory Study of Teachers in Dutch Catholic Primary Education." Journal of Education and Christian Belief 18, no. 1 (March 2014): 128–30. http://dx.doi.org/10.1177/205699711401800130.
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Pegalajar Palomino, Mª del Carmen. "INFORMATION AND COMMUNICATION TECHNOLOGIES AND INCLUSIVE TEACHING: PERCEPTIONS AND ATTITUDES OF FUTURE EARLY CHILDHOOD AND PRIMARY EDUCATION TEACHERS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 380–92. http://dx.doi.org/10.33225/pec/18.76.380.
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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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Robinson, Gareth, Tony Gallagher, Gavin Duffy, and Helen McAneney. "At the boundaries: school networks in divided societies." Journal of Professional Capital and Community 5, no. 2 (April 20, 2020): 183–97. http://dx.doi.org/10.1108/jpcc-11-2019-0033.
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PurposeThis paper aims to demonstrate the transformative potential of school networks in divided societies, where separate schools often mirror wider ethnic divisions. It describes Shared Education in Northern Ireland, where networks are being utilised to change how Catholic and Protestant schools engage with one another. The concept of boundary crossing is used to frame how staff members build relationships and bridge distinct knowledge communities shaped by socio-cultural practices and identities.Design/Methodology/ApproachA mixed-methods design was employed. Evidence is presented based on a social network analysis of teacher interactions within a Shared Education partnership of five primary schools in Northern Ireland.FindingsThe findings suggest that school networking can overcome systemic separation in divided societies and provide the infrastructure necessary to establish an alternative model for collegial engagement. The structural characteristics of the observed school network are discussed, including comments on its sustainability, the role of boundary-crossing relationships, the professional value for those involved and its transformative potential for society.Originality/valueThis paper provides a unique perspective on the application and utility of school networks for supporting the development of professional communities in challenging circumstances. It also presents valuable social network data on the structure and management of school networks.
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Bracke, Evelien. "Bringing Ancient Languages Into a Modern Classroom: Some Reflections." Journal of Classics Teaching 16, no. 32 (2015): 35–39. http://dx.doi.org/10.1017/s2058631015000185.
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In France, recent curriculum reforms have signalled the cull of Latin and Greek from the secondary school curriculum – a teacher who criticised the reforms was censured; his blog disappeared. Belgium – because of the strength of its Catholic education long a beacon for Classical education – is witnessing schools dropping ancient languages in favour of STEM subjects at an alarming rate, driven similarly by the government agenda. As I am writing this article, I notice an online piece on the deteriorating situation in Malta, too. Throughout Europe, the financial crisis is spurring on governments and schools to intensify their push for STEM subjects – hailed as an instant fix for the faltering global economy – while vilifying less immediately practical subjects. A conversation with a French colleague who was lamenting the oppressing regime made me realise how well the UK is doing in comparison with other countries in Europe. Numbers of (state) secondary schools offering Latin are increasing, and thanks to the Department for Education, primary schools can offer Latin and Greek at Key Stage 2. Of course we should not delude ourselves: the number of secondary schools offering Latin is still low, the teaching of Greek is particularly disheartening, and only about 2% of all primary schools so far have opted to teach Latin and none (to my knowledge) have chosen Greek. Nevertheless, in comparison to the rest of Europe, a government which (whatever else one may think of it) supports the teaching of Classical languages, a growing number of hubs which see all levels of education collaborating creatively, and flourishing outreach organisations which offer financial and logistical support, give the UK at least some cause for optimism.
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Mery Handayani, Luh Putu. "POLA PEMBELAJARAN MULTIKULTURPADA PASRAMAN LINGGA YONI DI DESA ADAT TANGEB KELURAHAN ABIANBASE KECAMATAN MENGWI KABUPATEN BADUNG." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 174. http://dx.doi.org/10.25078/jpah.v1i2.233.
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<p><em>Religious education is one of education that fosters human development, especially helping in ethical and moral development. Thus, religious education in Indonesia gets a considerable portion of the education system. Through religious education can increase moral ethics in order to maintain harmony of the nation, mutual respect respects between followers of different religions. Hindu religious education conducted formally in schools has not provided the expected results. Theoretically the children know by heart and understand the teachings of religion but the implementation of the teaching is done in everyday life seems to need to be balanced with religious practices. These religious practices can be taught to children through non-formal education in the form of pasraman, because formal education is bound by the curriculum and time targets. Thus, non-formal education needs to be developed, in the hope that children are not only intellectually savvy but also spiritual savvy and grow up to be virtuous people. Form of non-formal religious education can be done through pasraman system. Implementation of pasraman activities in Desa Adat Tangeb have differences with pasraman in general. Pasraman Lingga Yoni Desa Adat Tangeb includes children who are genuine Catholics from Indigenous Desa Adat Tangeb.</em></p><p><em>The theory used to analyze the problem formulation is the multicultural theory used to dissect the formulation of the first problem, the behavioristic theory used to dissect the formulation of the second and third problems. The research method used is the type of qualitative research with primary data sources bendesa adat and teachers pasraman and secondary data source is the source of other supporting data. Data were collected using participant observation method, unstructured interview, documentation and literature. The collected data was analyzed using data analysis method with three steps: (1) data reduction, (2) data presentation and (3) inference / verification.</em></p><p><em>The results of this research are: First: multicultural learning pattern in pasraman Lingga Yoni is (1) contextual teaching and learning (CTL), (2) coopertative (cooperative learning), (3) instilling understanding that leads to multicultural education in self Children, through several approaches are: Instilling pluralism education, instilling and implementing the concept of Bhineka Tunggal Ika, instilling the concept of manners / ethics, applying the concept of Tri Hita Karana, and applying the concept of menyama braya. Second: the constraints on parsaman Lingga Yoni are (1) lack of understanding of Catholic children about pasraman (2) environmental influences, (3) the need for more guidance for Catholic children, (4) decreased interest of children following pasraman, (5) facilities and infrastructure are still minimal. Third: the efforts undertaken to facilitate pasraman learning activities are, (1) conduct socialization, (2) provide understanding to Catholic children, (3) guide wholeheartedly and apply multicultural learning pattern, (4) affirm student attendance, (5) submit proposal.</em><strong><em></em></strong></p>
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Thielking, Monica, and Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.
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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.
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Thompson, Emma J., Miriam H. Beauchamp, Simone J. Darling, Stephen J. C. Hearps, Amy Brown, George Charalambous, Louise Crossley, et al. "Protocol for a prospective, school-based standardisation study of a digital social skills assessment tool for children: The Paediatric Evaluation of Emotions, Relationships, and Socialisation (PEERS) study." BMJ Open 8, no. 2 (February 2018): e016633. http://dx.doi.org/10.1136/bmjopen-2017-016633.
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BackgroundHumans are by nature a social species, with much of human experience spent in social interaction. Unsurprisingly, social functioning is crucial to well-being and quality of life across the lifespan. While early intervention for social problems appears promising, our ability to identify the specific impairments underlying their social problems (eg, social communication) is restricted by a dearth of accurate, ecologically valid and comprehensive child-direct assessment tools. Current tools are largely limited to parent and teacher ratings scales, which may identify social dysfunction, but not its underlying cause, or adult-based experimental tools, which lack age-appropriate norms. The present study describes the development and standardisation of Paediatric Evaluation of Emotions, Relationships, and Socialisation(PEERS®), an iPad-based social skills assessment tool.MethodsThe PEERS project is a cross-sectional study involving two groups: (1) a normative group, recruited from early childhood, primary and secondary schools across metropolitan and regional Victoria, Australia; and (2) a clinical group, ascertained from outpatient services at The Royal Children’s Hospital Melbourne (RCH). The project aims to establish normative data for PEERS®, a novel and comprehensive app-delivered child-direct measure of social skills for children and youth. The project involves recruiting and assessing 1000 children aged 4.0–17.11 years. Assessments consist of an intellectual screen, PEERS® subtests, and PEERS-Q, a self-report questionnaire of social skills. Parents and teachers also complete questionnaires relating to participants’ social skills. Main analyses will comprise regression-based continuous norming, factor analysis and psychometric analysis of PEERS® and PEERS-Q.Ethics and disseminationEthics approval has been obtained through the RCH Human Research Ethics Committee (34046), the Victorian Government Department of Education and Early Childhood Development (002318), and Catholic Education Melbourne (2166). Findings will be disseminated through international conferences and peer-reviewed journals. Following standardisation of PEERS®, the tool will be made commercially available.
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Yeager, Gertrude. "Religion, Gender Ideology, and the Training of Female Public Elementary School Teachers in Nineteenth Century Chile." Americas 62, no. 02 (October 2005): 209–43. http://dx.doi.org/10.1017/s0003161500064270.
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After only five days she felt like a different person, so much unpicked and resown and made over to a different pattern…. Catholicism isn’t a religion, it’s a nationality. In her four years at [school], it [religion] had grown into every fiber of her nature; she could not eat or sleep or read or play without relating every action to her secret life as a Christian and a Catholic. She rejoiced in it and rebelled against it. She tried to imagine what life would be like without it; how she would feel if she were a savage blessedly ignorant of the very existence of god. But it was as impossible as imagining death or madness or blindness. Wherever she looked, it loomed in the background … the fortress of God, the house on the rock. Education became a responsibility of the state in Chile soon after independence. Scholarship has usually linked the expansion of public primary education to the broader liberal agenda of the secularization of society through the introduction of modern thinking, while the common curriculum became a tool of national integration.
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Finlay, Ann, Johanna Mejia, and Trudy Ricketts. "From Problem to Solution: Working Together to Make a Difference." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 63–86. http://dx.doi.org/10.1375/aedp.26.1.63.
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AbstractIn line with current research into changes in service delivery models, educational psychologists from Catholic Education, Parramatta, initiated a pilot project in 2005, to trial a solution-focused, consultative model of service delivery to schools. Three primary and two secondary systemic schools across Western Sydney participated in the project, the focus being firstly, changes in service delivery by educational psychologists from individual casework to solution-focused consultation, and secondly, the professional development of teachers. The intent was to encourage collaboration between special education and classroom teachers; to encourage a shift in their thinking and practice from problem to solution; and to improve their identification, assessment and intervention skills. At the same time the educational psychologists implemented a solution-focused, consultative model of service delivery, referral package and student learning profile. Independent consultants used a mixed methodology to evaluate the efficacy of the project. Findings from both qualitative and quantitative data revealed support from the participants for the consultative model in its ability to provide a more effective service for students with special needs and a comprehensive framework for empowering and developing their teachers. The role of the educational psychologist as a partner in the education process at the school level was considerably enhanced.
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Yeager, Gertrude. "Religion, Gender Ideology, and the Training of Female Public Elementary School Teachers in Nineteenth Century Chile." Americas 62, no. 2 (October 2005): 209–43. http://dx.doi.org/10.1353/tam.2005.0182.
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After only five days she felt like a different person, so much unpicked and resown and made over to a different pattern…. Catholicism isn’t a religion, it’s a nationality. In her four years at [school], it [religion] had grown into every fiber of her nature; she could not eat or sleep or read or play without relating every action to her secret life as a Christian and a Catholic. She rejoiced in it and rebelled against it. She tried to imagine what life would be like without it; how she would feel if she were a savage blessedly ignorant of the very existence of god. But it was as impossible as imagining death or madness or blindness. Wherever she looked, it loomed in the background … the fortress of God, the house on the rock.Education became a responsibility of the state in Chile soon after independence. Scholarship has usually linked the expansion of public primary education to the broader liberal agenda of the secularization of society through the introduction of modern thinking, while the common curriculum became a tool of national integration.
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van Eersel, San, Chris Hermans, and Peter Sleegers. "What do teachers do to stimulate the understanding of the other in interreligious classroom communication? Empirical research into dialogical communication in religiously pluriform learning situations in Catholic primary schools." Journal of Beliefs & Values 31, no. 2 (August 2010): 125–41. http://dx.doi.org/10.1080/13617672.2010.503608.
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Fialho, Lia Machado Fiuza, and Vitória Chérida Costa Freire. "Educação formativa de uma líder política cearense: Maria Luiza Fontenele (1950-1965)." Cadernos de História da Educação 17, no. 2 (August 1, 2018): 343. http://dx.doi.org/10.14393/che-v17n2-2018-5.
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O trabalho objetiva compreender o processo formativo na educação familiar, primária, secundária e universitária, bem como a inserção política (1950-1965) de Maria Luiza Fontenele, professora, educadora, política – a primeira mulher prefeita de uma capital brasileira – a cidade de Fortaleza-Ceará. Visando a esse alcance, utiliza-se a metodologia da História Oral no gênero biográfico (MEIHY; HOLANDA, 2007) para a coleta das entrevistas livres e a análise das narrativas. Constata-se que o curso formativo de Maria Luiza Fontenele começa com a alfabetização, em casa, com professora leiga, prosseguindo com a educação primária e secundária, respectivamente, no Colégio Sagrado Coração de Jesus e Colégio Nossa Senhora de Lurdes, com ideário mariano. A educação secundária, no Liceu do Ceará, ocorreu em concomitância com a formação política iniciada no Grêmio Estudantil e na Juventude Estudantil Católica. A educação superior na Universidade Federal do Ceará, no curso de Serviço Social, favoreceu-lhe o engajamento no Movimento Estudantil e a atuação sociopolítica, em especial na comunidade do Pirambu.Palavras-chave: Formação escolar. Formação política. Educação de Mulheres.AbstractThis paper aims to understand Maria Luiza Fontenele’s educational process firstly within her family, later in primary and secondary institutions, and lastly at university, along with her political insertion (1950-1965). Maria Luiza Fontenele is a teacher, an educator and a politician: the first female mayor of a state capital in Brazil, specifically Fortaleza, in Ceará. Thus, the methodology is based on the biographical genre of Oral History (MEIHY; HOLANDA, 2007) for the collection of open interviews and the analysis of narratives. We conclude that Maria Luiza Fontenele’s education began with literacy at home with a lay teacher, and continued with primary and secondary education, respectively, at “Colégio Sagrado Coração de Jesus” and “Colégio Nossa Senhora de Lurdes”, with Marian ideals. Secondary education, at “Liceu do Ceará”, took place in concomitance with her political education initiated at the Student Guildand the Young Catholic Students. Her higher education studies in Social Work, at the “Universidade Federal do Ceará”, enabled her engagement in the Student Movement and her social and political activities, especially in Pirambu.Keywords: School education. Political education. Women education.ResumenEl trabajo tiene como objetivo comprender el proceso formativo en la educación familiar, primaria, secundaria y universitaria, así como la inserción política (1950-1965) de Maria Luiza Fontenele, profesora, educadora y política –la primera alcaldesa de una capital brasileña, Fortaleza, en la provincia de Ceará. En este sentido, se utiliza la metodología de la Historia Oral en el género biográfico (MEIHY, HOLANDA, 2007) para la recolección de las entrevistas libres y el análisis de las narrativas. Se constata que el curso formativo de Maria Luiza Fontenele comenzó con la alfabetización, en su casa, con una profesora lega, siguiendo con la educación primaria y secundaria, respectivamente, en los colegios “Sagrado Coração de Jesus” y “Nossa Senhora de Lurdes”, con ideario mariano. La educación secundaria, en “Liceu do Ceará”, tuvo lugar junto con su formación política, iniciada en el Gremio Estudiantil y en la Juventud Estudiantil Católica. La educación superior la tuvo en la “Universidade Federal do Ceará”, en el curso de Trabajo Social, que le favoreció el compromiso con el Movimiento Estudiantil y con la actuación sociopolítica, principalmente en Pirambu.Palabras clave: Formación escolar. Formación política. Educación de mujeres.
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Gallego-Torres, Adriana Patricia, and María Consuelo Torres-Angel. "Didáctica De Las Ciencias Para Educación Infantil." Revista científica 2, no. 16 (June 26, 2013): 72. http://dx.doi.org/10.14483/23448350.4024.
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Este artículo presenta algunas perspectivas sobre la enseñanza de las ciencias en los primeros grados de educación básica. Se trata de realizar una discución sobre la importancia de cómo abordar las ciencias en las primeras edades, respondiendo a cuatro preguntas relacionadas: ¿qué es educación en ciencias?, ¿son educativas las ciencias?, ¿cuáles son los factores de carácter histórico, epistemológico, didáctico y pedagógico que delimitan el carácter educativo? y ¿en qué consiste la educabilidad que con ellas se propicia? Respuestas que se elaborarán desde una perspectiva general, para después situarlas en el trabajo pedagógico deaproximar a los educandos del nivel primario a dichas ciencias de la naturaleza. Se analizarán igualmente temáticas relacionadas con lo curricular y con la formación de profesores para el nivel que se ha especificado. Hemos de aclarar que este trabajo forma parte de una serie de investigaciones que se vienen desarrollando en conjunto con la Universidad Catolica de Chile y la Universidad de la Paz en Barrancabermeja. AbstractThis paper presents some perspectives on science education in the early grades of primary education. This is to make a round table on the importance of how to approach science in the early ages responding to four questions What is a science education?, Educational Are science?, What are the factors of a historical, epistemological, didactic and pedagogical educational define that? and What is the educability that favors them? Answers are drawn from an overall perspective, then place them in pedagogical work, as noted, bring learners from primary to such natural sciences. It shall also examine issues that have to do with the curriculum and teacher training to the level specified. We have to clarify that this work is part of a series of works that are being developed in conjunction with the Catholic University of Chile and the University of Peace in Barrancabermeja.ResumoEste artigo apresenta algumas perspectivas em ensino de ciências nas séries iniciais do ensino fundamental. Isso é para fazer uma mesa redonda sobre a importância de como abordar a ciência nos primeiros séculos respondendo a quatro perguntas que é um ensino de ciências?, Educacional são ciência?, Quais são os fatores de um histórico, epistemológico, didá- tico e pedagógico educacional definir isso? E qual é a educabilidade que os favorece? Respostas são retiradas de uma perspectiva global, em seguida, colocá-los no trabalho pedagógico, como se referiu, trazer alunos de primário para tais ciências naturais. Deve também examinar as questões que têm a ver com o currículo e formação de professores para o nível especificado. Temos que esclarecer que este trabalho é parte de uma série de trabalhos que estão sendo desenvolvidos em conjunto com a Universidade Católica do Chile e da Universidade da Paz, em Barrancabermeja.
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Ekowati, Ch Krisnandari, and Juliana M. H. Nenohai. "The Development of Thematic Mathematics Book Based on Environment with a Realistic Approach to Implant the Attitude of Caring about Environment at Students of Elementary School Grade One in Kupang." International Journal of Higher Education 6, no. 1 (November 30, 2016): 112. http://dx.doi.org/10.5430/ijhe.v6n1p112.
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The backdrop of this research is among others (1) the content of article 8 legislation national education system 20/2003 that the society takes the participation in planning and evaluating education, (2) the criterion of curriculum 2013 that is integrated and has a theme of natural environment, (3) the reality in the field showing that mathematics is not too meaningful, (4) do not use the school environment yet in outdoor learning so that can implant the attitude of caring about the envoronment. Based on the backdrop, the problem statement of this research is: how to develop thematic mathematics book based on environment with a realistic approach to implant the attitude of caring about the environment at the students of elementary school grade one in Kupang as early as possible? The method used is Research and Development with a type of Formative Research introduced by Tessmer in 1993. There are three steps in this research among others (1) the step of getting early data by using survey method analysed descriptively, (2) the step of developing the thematic mathematics books validated by the expert of education and mathematics (3) experiment step that is analysed with an inferensial statistic by using dependent t correlation analysis to know the difference of the student’s mathematics knowledge before and after using the learning tool developed and to implant the attitude of caring about the environment at the students. The school used as the limited class test or small class test toward the product developed is Directive Primary School Naimata Kupang, meanwhile for the big class test is Catholic Primary School St. Arnoldus Kupang. The basic reason to choose both of the schools is the minimum of reference books used by the teachers at grade one at the schools, and they do not use the large area of the schools field as a medium in learning. The result of the research based on the problem statement showing that almost all the students is very active and have a positive response. The attitude of caring about the environment begin to appear after using the thematic mathematics book developed, as a guide book for the teachers and the practice book for the students. Besides, the students’ understanding toward the number basic concept, the number operations and the two dimension also increase and the misconception doesn’t occur.
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Fitzpatrick, T. A. "Scottish Catholic Teacher Education: the Wider Context." Innes Review 45, no. 2 (December 1994): 147–70. http://dx.doi.org/10.3366/inr.1994.45.2.147.
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Kowalski, Monica J., Jonathan Tiernan, and Sean D. McGraw. "Catholic education in Ireland and the United States: Teachers’ comparative perspectives." Research in Comparative and International Education 15, no. 2 (June 2020): 171–85. http://dx.doi.org/10.1177/1745499920930570.
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This article provides a comparative examination of teachers’ experiences of both participating in Catholic teacher education programmes and teaching within Catholic schools in the Republic of Ireland and the United States. This mixed-methods study consisted of surveys and interviews with 22 teachers who are graduates of both Irish and US teacher education programmes and have taught in Catholic schools in both countries. This distinct cohort of Irish Catholic educators reveals how faith and Catholic identity are experienced in two distinct education systems that share a common mission. The research underscores how context powerfully shapes the lived experience of teachers in both Catholic teacher education programmes and in Catholic schools, and it highlights implications for those responsible for Catholic teacher education programmes and also for the leaders of Catholic schools. The extent to which members of a school community explicitly identify and choose to embody the Catholic identity greatly shapes outcomes.
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Ching, Chin Phoi, and Chin Peng Yee. "Primary Teacher Education In Malaysia." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 373–80. http://dx.doi.org/10.19030/jier.v8i4.7285.
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In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training institutes. The main aim of this program is to produce quality primary school teachers in terms of knowledge, skills and professional competencies in their respective subjects and in line with the National Philosophy of Education. After a span of five years, has this Bachelor of Teaching program achieve its learning outcomes outlined? Thus this study intends to evaluate this primary teacher education program by focusing on the achievement of learning outcomes (LO) of this four years program. The sample involved in this study is a group of 106 final year student teachers who have completed their 8th semester of study. A questionnaire was administered to check the extent of the learning outcomes being achieved. This questionnaire was developed based on the eight main learning outcomes of this Bachelor of Teaching program. The question items were written individually by referring to the sub outcomes of each main LO. Thus this studys main objectives are to find out to what extent the overall LO was achieved and also to determine the importance of each LO. The results would serve as guidelines for the teaching staff to further improve their teaching practices and guidance given to students in the future.
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Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.
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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.
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Lisnani, Lisnani, Adrianus Danang Setiawan, Afiliani Likurnia Stevani, and Albertus Ivan Septian. "PENDAMPINGAN PEMBELAJARAN MATEMATIKA MATERI OPERASI PERKALIAN BAGI SISWA SD KELAS II SDN 42 PALEMBANG." Jurnal Terapan Abdimas 5, no. 1 (January 30, 2020): 21. http://dx.doi.org/10.25273/jta.v5i1.4642.
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<p><strong><em>Abstract.</em></strong> <em>Community service carried out by the dedication team consisted of lecturers and students of the Musi Charitas Catholic Primary School Teacher Education Study Program in cooperation with Elementary School State No.42. Community service is carried out in five meetings with a duration of two hours per meeting. Each meeting, the dedication team uses a summary of the material and questions about multiplication operations. The assistance provided by the service team outside of school hours is in the form of additional hours and is prioritized for children with low and moderate abilities.</em><em> The method used is the lecture method, discussion, question and answer, and discovery learning models. In addition, this assistance process is carried out where one person accompanies a maximum of three students with the aim of getting maximum results. Output generated in this service activity is a summary of material and questions about multiplication counting operations. The summary of the material and questions provided aims to train students' abilities to more easily understand the overall multiplication operation.</em><em></em></p><p><strong>Abstrak.</strong> <em>Pengabdian kepada masyarakat yang dilaksanakan oleh tim pengabdian terdiri dari dosen dan mahasiswa Program Studi Pendidikan Guru Sekolah Dasar Universitas Katolik Musi Charitas bekerjasama dengan SD Negeri 42 Palembang. Pengabdian kepada masyarakat yang dilakukan sebanyak 5 kali pertemuan dengan durasi 2 jam tiap pertemuan. Tiap pertemuan, tim pengabdian menggunakan ringkasan materi dan soal tentang operasi perkalian. Pendampingan yang dilakukan oleh tim pengabdian di luar jam sekolah berupa jam tambahan dan diutamakan bagi anak-anak yang berkemampuan rendah dan sedang. Metode yang digunakan ada metode ceramah, diskusi, tanya jawab, dan model pembelajaran discovery. Di samping itu, di dalam proses pendampingan ini dilakukan dimana 1 orang mendampingi maksimal 3 siswa dengan tujuan untuk mendapatkan hasil yang maksimal.</em><em> </em><em>Luaran yang dihasilkan dalam kegiatan pengabdian ini berupa ringkasan materi dan soal tentang operasi hitung perkalian. Ringkasan materi dan soal yang diberikan bertujuan untuk melatih kemampuan siswa agar lebih mudah memahami operasi perkalian secara keseluruhan.</em></p>
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Scheopner, Aubrey J. "Irreconcilable differences: Teacher attrition in public and catholic schools." Educational Research Review 5, no. 3 (January 2010): 261–77. http://dx.doi.org/10.1016/j.edurev.2010.03.001.
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Goularte, Rodrigo Da Silva. "A “fonte da felicidade”: a instrução pública na província do Espírito Santo (1833-1844) / The source of hapiness: public instruction in the province of Espírito Santo (1833-1844)." Revista de História e Historiografia da Educação 2, no. 6 (May 8, 2019): 25. http://dx.doi.org/10.5380/rhhe.v2i6.63669.
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Nos relatórios dos presidentes de província do Espírito Santo de 1833 a 1844, a instrução pública aparece junto da religião como pilar para a civilização, esta última carregada de sentidos como “hábitos polidos e apropriados”, “bom governo” e catolicismo. Isso se dava em virtude dessas autoridades escreverem em um contexto intelectual herdeiro do iluminismo lusitano, marcado por limitações ao cartesianismo e pela valorização da religião católica. Em alguns desses relatórios também estão registrados dados relativos ao quantitativo de alunos nas aulas de primeiras letras (ensino primário) e maiores (ensino secundário), além das remunerações dos professores. Esses dados foram contrastados com os discursos dos presidentes de província com objetivo de se comparar as ideias dessas autoridades sobre a instrução pública, referenciadas nos elementos do iluminismo português herdados pela intelectualidade brasileira nas primeiras décadas do século XIX, com a prática de seus governos para com a condução da instrução pública na província do Espírito Santo.* * *In reports of the presidents of the Espírito Santo province, from 1833 to 1844, public instruction appears with religion as a pillar for civiliza-tion, charged with meanings such as "polite and proper habits," "good gov-ernment," and Catholicism. This was due to the authorities writing in an in-tellectual context heir to the Lusitanian Enlightenment, marked by limita-tions to Cartesianism and valuation of the Catholic religion. Some of these reports also record data on the number of students in first-grade (primary) and higher classes (secondary), in addition to teachers' salaries. These data were contrasted with speeches of the provincial presidents in order to com-pare the ideas of these authorities on public education, referenced in the ele-ments of Portuguese enlightenment, inherited by Brazilian intelligentsia in the first decades of the nineteenth century, with the practice of their govern-ments towards the conduct of public instruction in the province of Espírito Santo.
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Whiting, Paul R. "Clinical Experiences in Primary Teacher Education." Asia-Pacific Journal of Teacher Education 27, no. 1 (March 1999): 77–87. http://dx.doi.org/10.1080/1359866990270107.
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Enever, J. "Primary English teacher education in Europe." ELT Journal 68, no. 3 (June 12, 2014): 231–42. http://dx.doi.org/10.1093/elt/cct079.
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Choi, Woochul. "Teacher Education of Korean Catholic Church from 1911 to 1913." History of Korean Education 43, no. 1 (March 31, 2021): 197–219. http://dx.doi.org/10.15704/kjhe.43.1.202103.197.
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SEVER, Isiner, and Ali ERSOY. "Becoming a Teacher Educator: Journey of a Primary School Teacher." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.4.
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Hodgen, Jeremy, and Mike Askew. "Emotion, identity and teacher learning: becoming a primary mathematics teacher." Oxford Review of Education 33, no. 4 (July 19, 2007): 469–87. http://dx.doi.org/10.1080/03054980701451090.
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Smith, Kenneth E. "Development of the Primary Teacher Questionnaire." Journal of Educational Research 87, no. 1 (September 1, 1993): 23–29. http://dx.doi.org/10.1080/00220671.1993.9941162.
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Ryan, Charly. "Reflective teacher development in primary science." Educational Action Research 8, no. 1 (March 1, 2000): 205–15. http://dx.doi.org/10.1080/09650790000200320.
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Rogers, Geoff, and Doug Hill. "Initial Primary Teacher Education Students and Spirituality." International Journal of Children's Spirituality 7, no. 3 (December 2002): 273–89. http://dx.doi.org/10.1080/1364436022000023194.
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O'connor, Daniel C. "Teacher Education in Ireland at Primary Level." European Journal of Teacher Education 8, no. 1 (January 1985): 31–44. http://dx.doi.org/10.1080/0261976850080105.
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Greaney, Vincent, Andrew Burke, and Joe McCann. "Entrants to Primary Teacher Education in Ireland." European Journal of Teacher Education 10, no. 2 (January 1987): 127–40. http://dx.doi.org/10.1080/0261976870100203.
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Ulitko, V. "Primary School Teacher Vocational Education: Model Building." Primary Education 7, no. 6 (December 25, 2019): 12–16. http://dx.doi.org/10.12737/1998-0728-2019-12-16.
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The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.
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Miles, Sheila, and Chris Middleton. "Markets, Ideologies and Primary Initial Teacher Education." International Studies in Sociology of Education 3, no. 1 (January 1993): 109–27. http://dx.doi.org/10.1080/0962021930030106.
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Player-Koro, Catarina, and Lena Sjöberg. "Becoming a primary education teacher - pedagogic discourses in the teacher education program’s examination practice." Nordic Journal of Studies in Educational Policy 4, no. 2 (May 4, 2018): 78–91. http://dx.doi.org/10.1080/20020317.2018.1474702.
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Hegarty, Phil, and Neil Simco. "Partnership and Progress: Teacher Mentoring in United Kingdom Teacher Education (Primary)." Action in Teacher Education 17, no. 2 (July 1995): 69–75. http://dx.doi.org/10.1080/01626620.1995.10463246.
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