Journal articles on the topic 'Elementary school teachers – Training of – Great Britain'
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Chychuk, Antonina. "Providing Retraining and Advancement Training for Primary/Elementary School Teachers at the State Level in Great Britain and the USA." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 56–60. http://dx.doi.org/10.1515/rpp-2017-0008.
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AbstractIn Great Britain and the USA the normative basis of primary/elementary school teachers’ qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual foundations of pedagogy that ensures the functionality of the mentioned system. The research results on conceptual foundations for forming an education system of teacher qualification advancement in Great Britain and the USA prove that their nature depends on the development of these countries’ history. In particular, there is a trend towards integrating course- and school-based forms of qualification advancement on the ground of teachers’ collaboration with lectures; raising the question of making the education process of primary/elementary school teachers’ qualification advancement more democratic; creating a participatory style of learning that is carried out collectively (teachers actively develop the programme content and propose to include such issues that are necessary for their solving during these courses).
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Nos, Liubov, and Yuliana Tkachuk. "Professional teachers training in Great Britain." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 168–75. http://dx.doi.org/10.30970/vpe.2023.39.12043.
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The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is clearly structured. University lecturers and school staff are involved in its organisation. The role of mentors and the interaction of students with experienced teachers in the process of internships are highlighted. The main aspects of teacher training, such as the focus on the development of professional competences and the use of innovative approaches in the learning process, are considered. The factors influencing the quality of teacher training, in particular, the content of the curriculum, the role of technology in the educational process, the school environment and the process of professional adaptation of young teachers are studied. It is noted that an individual programme is developed for novice teachers at school. An approach to the evaluation of trainee teachers and their preparation for work is described. The structure of postgraduate education, which contributes to improving the professional competence of teachers, is characterized. Based on the analysis of recent studies, it is concluded that the teacher training system in the UK is characterised by innovative methods and the use of new and flexible technologies that introduce diversity and differentiation into the educational process. The importance of reforming teacher training in the context of changes in the modern educational paradigm is demonstrated. The results of the study contribute to a deeper understanding of the British experience of teacher training and may be useful for improving the system of professional training of teachers in higher pedagogical schools in Ukraine. Keywords: United Kingdom, teachers, school, students, professional training, educational process, higher education institution, pedagogical practice, professional activity.
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Batechko, N. "TRAINING TRENDS OF HIGHER SCHOOL TEACHERS IN GREAT BRITAIN." Pedagogical Process: Theory and Practice, no. 2 (2017): 17–25. http://dx.doi.org/10.28925/2078-1687.2017.2.1725.
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Androshchuk, Iryna, and Ihor Androshchuk. "Peculiarities of Future Technology Teachers’ Training in Poland and Great Britain." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 51–55. http://dx.doi.org/10.1515/rpp-2017-0007.
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AbstractThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules, cooperate with the participants of the education process and manage information and communication technologies. Qualification categories of teachers in Poland as well as educational routes for future technology teachers’ training in Great Britain have been found out. Based on the generalization of the study results, the authors have singled out the main cycles of professional disciplines needed for professional training of technology teachers’ training in Great Britain. The role of school placements in future teachers’ training for professional activity has been considered. It has been proved that the great amount of hours is allotted for practical training of students and forming of those skills and abilities needed in professional activity. Relative stages of students’ practical training in higher education institutions have been identified.
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Koizumi, Kyoko. "Creative Music Education in Japan during the 1920's: The Case of the Elementary School Attached to Nara Women's Higher Teachers College." British Journal of Music Education 11, no. 2 (July 1994): 157–62. http://dx.doi.org/10.1017/s0265051700001030.
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‘Creative music-making’, as developed in recent years in Great Britain and other countries, has also become popular in Japanese music education; for many music teachers have come to think seriously about the significance of child-centred music education instead of teacher-centred music education. Such a trend seems to be new. However, as in the United States and Great Britain, child-centred music education has been implemented previously – during the 1920's, in Japan's case. This development began in the Elementary School Attached to Nara Women's Higher Teachers College. The author describes the ideas and practices of creative music education in this school, and its historical background, comparing them with creative music-making today.
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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.
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The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.
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NAROVLIANSKIY, Oleksandr. "EDUCATIONAL TOURISM IN GREAT BRITAIN." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (December 29, 2023): 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.
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The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighted. Current experience of conducting excursions in various subjects - history, geography, natural sciences, mathematics, social sciences, computer technology. The article identifies the most popular educational tourism sites in the UK and highlights the methods used to organise school tours (specially designed tours related to the school curriculum, master classes, workshops, etc.) It is noted that special educational and training centers have been set up at certain facilities to conduct training sessions. It is noted that in Britain, excursions to government facilities such as the Parliament, the Royal Palace, the residence of the head of government, and the court have become widespread. It is determined that most museums and other visitor attractions establish preferential conditions for receiving groups of schoolchildren or provide opportunities for free visits. The problems that hinder the development of educational tourism at the present stage of development, in particular, lack of funding, are identified. The role of charitable foundations in the development and support of school excursions and the directions of their activities are highlighted. The experience of involving business structures, in particular Hyundai, in supporting educational tourism is analyzed. The unique experience of parliamentary support for educational tourism through the development of special bills on outdoor education, which are at different stages of consideration by the parliaments of Great Britain, Scotland and Wales, is indicated. The elements of experience that can be used in domestic education are identified.
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Zorochkina, Tetiana. "Innovative approaches to improving qualifications of the primary school teachers in the Great Britain." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 95–100. http://dx.doi.org/10.33310/2518-7813-2019-65-2-95-100.
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The article examines the approaches to improving the skills of primary school teachers in the UK. Criteria for upgrading and retraining UK teaching staff are highlighted. Teacher training courses are held at different educational institutions: at institutes of pedagogy of higher educational institutions, with independent advisory groups, with the Department of Education and Science, at teacher centers, with local educational authorities, at school. Short-term advanced training courses are divided into: one-day; three days; five to six day courses; vacation courses. Long-term courses include three-year advanced training courses. During the courses of advanced training teachers are engaged in research activities under the direction of university tutors. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers. The teacher education system serves a prominent system of public education. Understanding the need for organizing mass retraining of teachers in Britain has been growing in pedagogical circles since the last century, when intensive primary education was developing. Since then and to this day, discussions about the most rational ways of updating the teacher education system are not dying. The main advisory and analytical body for teacher qualifications is the Royal Inspection Service. It has a widespread network across the country, comprised of local education departments. Both local and national authorities of this service are actively involved in the analysis and evaluation of the effectiveness of all work aimed at supporting and developing the professional skills of school teachers. The inspectorate service is intended, based on the analysis of the quality of educational programs, to identify trends in the development of the system of advanced training, to predict the effects of planned projects, and to prepare recommendations for the Ministry of Education and Science to determine the most relevant and forward looking directions for improving the system of professional standards for teachers.
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Zakharova, Larisa M., and Tatiana A. Chibisova. "Formation of intercultural competence among schoolchildren in Great Britain." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 146–54. http://dx.doi.org/10.34069/ai/2021.37.01.15.
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The study identifies the term intercultural competence and distinguishes its main components. The authors examine the experience of Great Britain in the formation of this competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. The study of the main methods used in multicultural classes in Great Britain and in many countries of Europe made it possible to group them according to the components of intercultural competence. In order to identify the level of development of this competence among future teachers themselves, there were interviewed the students of Ulyanovsk State Pedagogical University named after I.N. Ulyanov. The diagnostic assessment was also conducted for British students who showed a significantly higher level of tolerance compared to Russian students. Therefore, it was thought appropriate to refer to the experience of teacher training in Great Britain that has developed a certain system of training future teachers who are ready to work in a multicultural environment. The comparative analysis of the curricula of 15 leading universities in Great Britain revealed a number of features in teacher training, including the development of their readiness to work in a multicultural educational environment. The experience of Great Britain in the formation of intercultural competence among schoolchildren and future teachers made it possible to determine the directions and trends of their development in modern Russian education at two levels: at the level of school education and at the level of higher education related to the preparation of teachers for work in multicultural classes.
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Chernyshova, A. "Model of Professional and Pedagogical Training of Primary School Teachers to Teach Choreography." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(87) (April 4, 2017): 163–67. http://dx.doi.org/10.35433/pedagogy.1(87).2017.163-167.
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The priority issue of higher education teaching focus during the integration of Ukraine into the European educational space is training a new generation of teachers. Modern schools need teachers who represent a great creative personality, able to maximize the realization of the creative potential of the student, and it is typical for teachers of artistic disciplines, including dance teachers. The article is figuring out ways to improve the training of future elementary school teachers to teach choreography. Solving this problem is possible by the creation of author's model of the educational process. Scientific methods of analysis, synthesis, synthesis and comparison were used for the study of scientific literature on the research topic, analysis of categorical basic concepts and development models author vocational teacher training primary school teachers to teach choreography. The paper presents a model building vocational and educational training of primary school teachers to teach dance, scientifically grounded concept of "individual choreographic writing" as a result of the highest (creative) of the relevant type of alert, determined its criteria and indicators. The directions for further work: the author developed a model for professional and pedagogical training of future elementary school teachers to teach dance in the number of higher educational institutions of Ukraine.
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Widhanarto, Ghanis Putra, Titi Prihatin, Haryono Haryono, and Seftia Kusumawardani. "Improving the Computer Literacy of Teachers and Students of Semarang City Elementary School." Jurnal Abdimas 27, no. 2 (December 28, 2023): 151–56. http://dx.doi.org/10.15294/abdimas.v27i2.47837.
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Public spaces have been prepared for technology-literate human resources. Technology is synonymous with computerized operations, even all applications can be developed through computer devices. This ability is needed to keep pace with the development of technological innovation around the world. Central Java has great potential in contributing to the increase in computerization understanding scores for school students. The target elementary school is considered appropriate, because from the study of developmental psychology has proven that elementary school students are most appropriately taught early talents and interests. This service aims to improve the ability of teachers and elementary school students in digital literacy to master computers. The service was carried out through a zoom meeting with participants of elementary school teachers and students in the Semarang City area. Workshop activities began with analyzing training needs, determining the type of training, delivering materials, and evaluating through practice by participants. As a result, the participants' skills in using computers have improved from the previous one. The participants' understanding of computer operation, especially the use of automation in Microsoft Word, also increased.
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Tawil, Joumana, Brandon Dickson, and Donna Kotsopoulos. "Mathematics teacher specialization in elementary schools." International Electronic Journal of Mathematics Education 19, no. 2 (April 18, 2024): em0777. http://dx.doi.org/10.29333/iejme/14481.
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This study explores elementary teacher and administrator perspectives related to mathematics specialty teachers in elementary schools, in a jurisdiction, where such roles were known by researchers to not be used. Mathematics specialty teachers are those teachers that have specialized training in both mathematics content and pedagogy. Online surveys were administered and completed by teachers and administrators in one school district in Ontario, Canada. The surveys included open- and closed-ended questions. The results of both the teacher and the administrator survey show that most participants were in favor of a mathematics teacher specialization model in elementary schools. Our findings contribute to the ongoing debate on the need for mathematics specialist teachers. While our findings are small and preliminary in nature, they represent a great interest amongst teachers and administrators on this school board in implementing such a model. These findings will have implications for policy makers both in the province of Ontario, but also in other regions looking to understand international models of mathematics education.
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Berladyn, Olha. "The Importance of British Teaching Experience (Late 20th – Early 21st Century) for Modern Training of Ukrainian Primary School Teachers in Rural Areas." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 81–86. http://dx.doi.org/10.1515/rpp-2017-0012.
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AbstractThe article deals with peculiarities of primary schools teachers’ professional training in the UK (late 20th – early 21st century) in terms of European integration, analyses development priorities, substantiates the possibilities to use the ideas of the British experience in the training of local primary schools teachers in rural areas. The ideas which have been determined as leading are: development of unified system of standards and teachers training in the context of general integrated requirements for its competence; teachers’ skills to manage their teaching and training activities; modernizing the content of professional training; ensuring continuity of professional training for primary school teachers and their close cooperation with universities, schools and local education system, etc. The results of theoretical research confirm that the development of primary schools in Great Britain has always being and remains a leading factor in the modernization of teacher training. Teacher Education in UK has considerable experience in combining traditional and modern innovation in the time of reforms in that sector, updating the organizational and semantic principles taking into account the European dimension of education. The experience of Great Britain as an active member of formation processes in common European education space, with a rich history, cultural traditions and innovative achievements in terms of professional training of primary school teachers will provide an opportunity to identify and use positive ideas to upgrade the pedagogical education in Ukraine and present its achievements in the European education space. The UK has implemented its own national approach to the modernization of primary school teachers’ professional training on the basis of common European integration processes and changes.
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Kozubovska, Iryna, and Iryna Popovych. "Training Of Teacher-Researcher As Prior Consideration Of Professional Training Of Pedagogues In Great Britain Abstract." Comparative Professional Pedagogy 5, no. 2 (June 1, 2015): 47–51. http://dx.doi.org/10.1515/rpp-2015-0039.
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AbstractThe article is devoted to the problem of professional training of pedagogues in foreign countries. Special attention has been paid to the experience of Great Britain. It has been underlined that the teacher has to acquire thorough knowledge in profession as well as to master the methods of teaching. Nevertheless, this is not enough to reach success in a professional field. The educational system today needs a teacher-researcher. It has been proved that the process which provides scientific and educational unity by means of involving students into scientific work is stirring up in European pedagogical institutions. The problem of orientating the teachers to be on research work is considered to be the most important condition of their personal professional self-determination and professional culture. A new teacher-researcher training pattern in British higher educational system has been made. This pattern includes some interdependent components and is successful under certain pedagogic conditions: the possession of research position by a teacher-to-be; ensuring creative interaction and cooperation among students and teachers; introduction of special educative modules with research orientation; the use of project technologies; the arrangement of creative educational atmosphere; establishing friendly relationships among university teachers (lecturers), students and school teachers. The accent is made on the urgent necessity of implementation of British experience in Ukraine.
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Pramudyani, Avanti Vera Risti, and Ega Asnatasia Maharani. "PELATIHAN NST. (NIJMEEGSE SCHOOLBEKWAN TEST) UNTUK DETEKSI DINI KESIAPAN ANAK MASUK SEKOLAH DASAR SEBAGAI BENTUK PROFESIONALISME GURU." Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat 2, no. 2 (January 30, 2019): 221. http://dx.doi.org/10.12928/jp.v2i2.389.
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The school readiness should be a part of early detection is done within the scope of the teacher in ECE. The ability of the teacher to archive the result of the test NST can be used to detect the school of readiness to enter Elementary School will provide important information for the education of the children of the next level. Early detection of the readiness of children entering the Elementary School level can be done by using the NST. (Nijmeegse Schoolbekwan Test). The activities of the Community aims to provide knowledge and insights, as well as the skills to the teacher about the school of readiness of children entering the Elementary School level in using the tool of early detection of NST. Through this training, teachers can also improve professional competence especially in doing the evaluation of the ability of the child who is ready to enter Elementary School level. Main target training is the kindergarten teacher under the auspices of the PCA Umbuharjo. Methods of implementation activities include lectures, discussion, practice, and Self and Group Reflection. Material service consists of three large materials i.e. school readiness concepts, basic concepts, and practice the use of the NST NST. The result of the activities of this devotion is in great demand this training by teachers can be seen from the number of participants and the origin of schools that exceed the target. The constraints experienced by participants of devotion when doing testing to students is community service participants (teachers) the difficulty to get the data from the entire question of tests because of limited time with learners and learners who belongs to moody.
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Zorochkina, Tеtyana. "Theoretical subject of professional training of future primary school teachers in universities of great Britain." Pedagogìčnij časopis Volinì 1(12) (2019): 12–18. http://dx.doi.org/10.29038/2415-8143-2019-01-12-18.
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Mukan, Nataliya, Svitlana Kravets, and Nataliya Khamulyak. "The Analysis of Content and Operational Components of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 26–32. http://dx.doi.org/10.1515/rpp-2016-0014.
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Abstract In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common features of the content, models, forms and methods of continuing professional development of public school teachers. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA, which determines the CPD content, has been highlighted; teachers’ knowledge, skills, professional values and attitudes have been characterised; the key models, forms and methods of teachers’ CPD have been defined. The teachers’ CPD has been studied by foreign and Ukrainian scientists: models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens), continuing professional education (Ya. Belmaz, T. Desyatov), postgraduate education (A. Kuzminskyy, V. Russol), professional education (R. Hurevych, N. Nychkalo), teacher training (T. Koshmanova, Ye. Yevtukh), teachers’ professional development (N. Klokar, V. Oliynyk). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.
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Asnawi, D. Iriyani, T. Prakoso, and L. E. Setijorini. "Elementary School Teacher’s Training and Coaching as Trustees of the National Science Olympiad (OSN) in Surabaya Using Science Practicum at SDN I Airlangga Surabaya." Journal of Physics: Conference Series 2110, no. 1 (November 1, 2021): 012019. http://dx.doi.org/10.1088/1742-6596/2110/1/012019.
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Abstract The purpose of this community service activity is to provide knowledge and practical science skills to support the National Science Olympiad (OSN) activities for teachers at SDN I Airlangga Surabaya and its surroundings. Based on the questionnaire distributed to the teachers of the SDN I Airlangga Surabaya, it showed that most of the teachers (87%) had never carried out practicum or experimental activities to support the OSN of Science at school. One of the targets to be achieved through this activity is to change attitudes and to increase the knowledge and skills of the SDN I Airlangga Surabaya teachers who have skills in science practicum to support OSN. The training was conducted using lecture methods, slides and videos, question and answer, interactive dialogue, brainstorming and work practices. There are three things that the partners got after holding the training, namely a) Knowledge; it seems that participants have gained new knowledge about the implementation of elementary science practicums after the training, b) Skills; participants seem to have had the skills to carry out practical science activities of elementary school, c) Attitude (behaviour); according to the practicum activities carried out, scientific attitudes were formed by the participants in supporting science olympic activities. In implementing the training, the partners generally have a great willingness and interest to participate on the training.
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Kupchak, S. "FOREIGN EXPERIENCE OF FUTURE PRIMARY SCHOOL TEACHER TRAINING IN PROJECT TECHNOLOGY USAGE." Ukrainian professional education, no. 9-10 (September 7, 2021): 144–50. http://dx.doi.org/10.33989/2519-8254.2021.9-10.263655.
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The article analyzes the foreign experience of future primary school teacher training in project activities usage. It has been established that the usage of educational projects is essential in the conditions of the New Ukrainian School. Emphasis is placed on the fact that for high-quality implementation of educational projects by schoolchildren, it is necessary to prepare future teachers for this type of activity even during their studies in higher educational institutions. The peculiarities of future primary school teacher training in different countries (France, Great Britain, Poland, Slovakia, Slovenia, and Bulgaria) are analyzed. The analysis of the foreign experience of France, Great Britain, Poland, Slovakia, Slovenia, and Bulgaria has made it possible to draw a conclusion about the relevance of project technologies in the course of future primary school teacher training. Based on the study of the educational programs that prepare students majoring in primary education at a number of European universities, it has been found that future primary school teachers should acquire relevant competencies in the organization of project activities, know a variety of innovative learning technologies, in particular project technology, carry out various educational projects in the course of professional training at higher educational institutions. Professionalism and the pace of a specialist’s entry into the professional environment depend on their knowledge, abilities, and skills, readiness to operate in modern conditions, and the ability to design and implement project technology. In some universities, specific optional disciplines have been introduced, i.e., «Educational Projects» at the Pedagogical University of the National Education Commission in Krakow.
It has been proven that the prospects for further research lie in the development of a system of future primary school teacher training in project technology usage in the course of professional activities and experimental verification of its effectiveness.
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Manfredo, Elizabeth Cardoso Gerhardt, and Natália Monteiro Do Rosário. "A study on scientific literacy in the training and practice of teachers in the early years of elementary school." ACTIO: Docência em Ciências 6, no. 1 (April 23, 2021): 1. http://dx.doi.org/10.3895/actio.v6n1.12664.
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This research aimed to investigate approaches to scientific literacy in the initial and continuing education of teachers and its manifestation in the practice of teachers in the early years of elementary school. The methodology consisted of a survey of works defended between 2014 and 2018 published in the catalog of theses and dissertations on Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and on Biblioteca Digital de Teses e Dissertações (BDTD). Thesis/dissertation were collected, selected, and organized in accordance with specific research criteria. Five monographs were included on the study and were analyzed with the technique of content analysis. The five selected monographs highlighted the importance of scientific literacy in the initial and continuing education of teachers of initial years from elementary school. In the defined period that this survey was carried out, it was found a reduced number of monographs covering the scientific literacy and its relationship with the teacher’s education and with the teacher’s performance on the initial years of elementary school. Therefore, there is a need of more studies focusing on the scientific literacy theme, so the scientific literacy may become a reality at classrooms, and consequently contribute to generate a solid foundation in the scientific education of students and teachers. In conclusion, there is a great need of reformulating the bachelor’s in education programs, through the elaboration of purposes that may potentially contribute to the scientific education of teachers, extensive to their continuing education and with related research, aiming to improve their performance at classrooms, which will directly result in the scientific literacy of their students.
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Whitehead, Kay. "Exchange teachers as "another link in binding the [British] Empire" in the interwar years." Social and Education History 3, no. 1 (February 23, 2014): 1–24. http://dx.doi.org/10.4471/hse.2014.01.
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This article focuses on “exchange teachers” from Great Britain plus Australia, Canada, New Zealand and South Africa, these countries constituting the white settler dominions of the British Empire. Participants in the League of Empire’s exchange scheme were mostly white middle class women elementary teachers. Reports of their work in newspapers and magazines show that they used whiteness as a strategy to differentiate the lands and peoples they encountered during their year-long overseas appointment, as well as their experiences of education in government school systems that were underpinned by race thinking. At the same time, they affirmed the British Empire and white settler national identities. Ultimately, exchange teachers were implicated in a transnational politics of whiteness binding the white settler dominions to each other and to the imperial centre in the interwar years.
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Susilowati, Ani, and S. Suwarjo. "Physical-motor development in children at elementary school: Article review." Physical Education and Sport Through the Centuries 7, no. 2 (2020): 247–55. http://dx.doi.org/10.2478/spes-2020-0020.
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Physical development is the growth and change that occurs in a person's body. The most obvious changes are changes in body shape and size. Meanwhile, motor development is the development of all forms of changes that occur progressively in a child's ability to be able to perform various movements obtained through the interaction between maturity factors and training or experience during life which can be seen through changes/movements made. In the learning process, it appears that student activities are very diverse. Starting from how they move, socialize, act, and interact with friends around them. Then from the skills of teachers in developing children's creativity so that they can produce children who have physical motor development who can adapt to the classroom environment, school, and outside of school. All these activities are positive so that they will be able to form and produce students who have great personalities, are intelligent, skilled, capable, creative, and have noble character. Suggestions for elementary school teachers are that it is necessary to provide learning that will foster students' interest in creating according to their imagination. As well as teachers can develop new media which will later be able to stimulate the physical-motor activities of students in the learning process. In the future, research is also needed to support the physical-motor development of elementary school children.
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Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (August 7, 2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.
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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.
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Yan, Huilin. "A Study on the Application of Picture Book Teaching in Elementary School English Teaching." Lecture Notes in Education Psychology and Public Media 22, no. 1 (November 20, 2023): 151–56. http://dx.doi.org/10.54254/2753-7048/22/20230258.
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Under the influence of the double reduction policy and new curriculum standards, the total number of classes has been reduced and the language competence has been put in great emphasis, English teaching is facing new challenges. This paper uses the literature research method and survey research method, choosing some primary school English teachers as the research target, to investigate the current picture book teaching situation and existing problems, according to that, several countermeasures are given. The research results suggest that many teachers are willing to choose picture books teaching in primary school English classrooms. However, there still exist problems such as a lack of innovation ability and a lack of thinking about the content of picture books. This paper proposes some countermeasures, such as regular teacher training and exchange meetings, and timely adjustment of English teaching classroom planning.
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G. Contreras, Josephine. "STRENGTHENING THE INTERPERSONAL SKILLS OF DIFFERENTLY ABLED BUT MENTALLY CAPABLE GRADE 1 PUPILS: BASIS FOR AN INTERVENTION PROGRAM." International Journal of Education Humanities and Social Science 06, no. 06 (2023): 87–97. http://dx.doi.org/10.54922/ijehss.2023.0612.
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The study aims to know how the interpersonal relationships of differently abled but mentally capable grade 1 pupils may be strengthened through intervention program. It is indeed that the people who influence one’s development play a great factor in the contribution of developing a child holistically particularly his interpersonal relationships with others. It is indeed a challenge for the parents, teachers and fellow pupils to be a part of one’s social development specifically children with physical disabilities for one way or another social competence affect the academic achievements of the child. No matter how intelligent the child is, physical appearance attributes in considering a person to be a friend and be accepted by others. In this regard, the study seek to determine if there is a need to recommend intervention programs that will strengthened the personal relationship skills of differently abled children. The null hypothesis of the study is: The intervention programs do not significantly strengthened the interpersonal relationship skills of differently abled but mentally capable grade 1 pupils. The descriptive-normative method of research was employed in this study. It utilized the research made and validated questionnaire as the main instrument for gathering of data. Public elementary schools in the 1st District of Malabon City were covered in this study. The six (6) schools are: Malabon Elementary School, Dampalit Elementary School (Main), Dampalit Elementary School, Panghulo Elementary School (Main), Panghulo Elementary School, and Santulan Elementary School. There were twenty (20) respondents including teachers, school coordinators, district coordinators and Special Education (SPED) adviser in the public elementary school and seven (7) differently abled but mentally capable grade 1 pupils and three hundred twenty four (324) abled- bodied children in the 1st District of Malabon. The significant findings of the study are: The teachers and administrators significantly manage to develop the interpersonal relationships between the differently abled and abled-bodied grade 1 pupils, the respondents’ perceptions vary as to the promotion of welfare of the differently abled but mentally capable children. Most of them failed to perform the undertakings stated in the questionnaire that are significant in accomplishing the said tasks. As perceived from the result of the questionnaire, school and district coordinators failed to initiate programs, facilitate evaluation of staff development activities, need to attend more training and seminars that would make them equipped and abreast of the current trends and issues of the SPED programs and to provide more effective solutions in case of violations of the right of differently abled children. In the view of pedagogical qualifications of teachers, based on the result, it was found out that the teachers as well as the school and district coordinators need to be equipped and to have formal training on how to handle the said children. Furthermore, the significant findings from the view of the abled-bodied children in perceiving differently abled classmates, they accept, respect and they consider them as their friends. Though based from the result of the questionnaire, he differently abled but mentally capable children claimed that they encountered bullying. Lastly, the respondents recommended different programs that would strengthened the interpersonal relationships of differently abled but mentally capable children.
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Xefteris, S. "Developing STEAM Educational Scenarios in Pedagogical Studies using Robotics: An Undergraduate Course for Elementary School Teachers." Engineering, Technology & Applied Science Research 11, no. 4 (August 21, 2021): 7358–62. http://dx.doi.org/10.48084/etasr.4249.
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In recent years we have observed a clear trend for the transformation and evolution of teaching practices using Information and Communication Technologies (ICT) and in particular educational robotics. As modern society gives great importance to scientific and technological literacy and new technologies, the educational process must play a central role in the development of the respective skills. Thus, the training of future teachers in corresponding fields is especially important. In this paper, we present the curriculum design of a course named "S.T.E.A.M Teaching Scenarios using Educational Robotics" implemented for undergraduate pre-service teachers at the Elementary Education Department of the University of Western Macedonia in Florina, Greece. The objectives of the course include the development of critical and computational thinking, familiarity with robots, and the process of their integration in curricula focusing on interdisciplinary practices facilitated by embodied learning affordances.
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Vilks, I. "Astronomy Education in Latvia - problems and development." International Astronomical Union Colloquium 162 (1998): 220–23. http://dx.doi.org/10.1017/s0252921100115131.
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School education in Latvia, as in many other countries, is divided into two stages: primary and secondary education. Primary education is compulsory. Every year 30 000 new school children start attending primary school. This is a potential audience that can study astronomy fundamentals. During first grade studies school children learn the basics of natural science which include some elements of astronomy. These lessons are given once a week. At this stage children's interest in the Universe is great; therefore the most active teachers use some out of curriculum activities to give the schoolchildren an idea about the stars, planets and other celestial bodies. The science curriculum itself contains very few elements of astronomy (Karule, 1995). Even more many teachers have problems teaching science at the elementary school, because they are afraid that it is too sophisticated. This situation should be corrected, but at the moment no teacher training in science is planned.
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D'Amico, Diana. "“An Old Order Is Passing”: The Rise of Applied Learning in University-Based Teacher Education during the Great Depression." History of Education Quarterly 55, no. 3 (August 2015): 319–45. http://dx.doi.org/10.1111/hoeq.12124.
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From the late nineteenth century through the first decades of the twentieth century, New York City housed two contrasting models of professional education for teachers. In 1870, the Normal College of the City of New York opened in rented quarters. Founded to prepare women to teach in the city's public schools, in just ten weeks the tuition-free, all-female college “filled to overflowing” with about 1,100 enrolled students. Based upon a four-year high school course approved by the city's Board of Education, the “chief purpose” of the college was to “encourage young women… to engage in the work of teaching in elementary and secondary schools.” Vocationally oriented and focused on practical skills, the Normal College stood in contrast to the School of Pedagogy at New York University and Teachers College, Columbia University founded in 1890 and 1898, respectively. The Normal College's neighbors situated their work within the academic traditions of the university. According to a School of Pedagogy Bulletin from 1912, faculty sought to,meet the needs of students of superior academic training and of teachers of experience who are prepared to study educational problems in their more scientific aspects and their broader relations.
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Koroliova, Lyudmila. "MODERN FORMS, METHODS AND MEANS OF TRAINING FUTURE TEACHERS OF THE NEW UKRAINIAN SCHOOL FOR THE DEVELOPMENT OF CREATIVE ABILITIES IN PRIMARY-SCHOOL PUPILS." Scientific journal of Khortytsia National Academy, no. 2 (2020): 80–87. http://dx.doi.org/10.51706/2707-3076-2020-2-8.
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The study is devoted to the problem of training future teachers for the development of creative abilities of pupils during the educational activities in primary school. It is determined that the crucial professional modernization of higher education, the transition to the newest activity paradigm of the pedagogical process guide towards radical redefining of existing ideological strategies and confirmation of new ideological strategies for the training of a new generation of teachers for primary school. They are professionals capable of finding and mastering new knowledge, with the purpose of generating new ideas and initiatives to implement them for improving both their own social status and welfare, and the development of society and the Ukrainian state as a whole. The conceptual foundations of the training of future teachers for the development of creative abilities of pupils of primary schools, as well as the role of this profession in the context of historical development of education are revealed. The contradictions that impede the training of future teachers are outlined. The domestic and foreign experience of primary-school education and the current state of professional training of future specialists of the initial level in Ukraine, European countries and Great Britain are analyzed; the tasks and perspectives of solving the issues of future teachers training for the development of pupils’ creative abilities in educational activities during the process of their professional training are determined. It is proved that the significant potential in solving the above tasks can be found in a creative-oriented paradigm of teaching of future primary-school teachers: the significant strengthening of their professional training, the creation and the construction of a platform on which the interpersonal subject-subject interaction of the teacher and the student will be developed on the principles of «creative development». The analysis of scholarly publications on the subject of the research shows that the readiness of future specialists to develop the creative abilities of pupils in the educational activity of primary school is an important element of the professional formation and professional ascent of future primary-school teachers to the heights of his/her mastery and competence; it is one of the parameters of his/her professional readiness, which significantly influences the effectiveness of the pedagogical process and the results of the specialist’s activity.
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Hrytsenchuk, Olena O., Iryna V. Ivaniuk, Oksana Ye Kravchyna, Iryna D. Malytska, Oksana V. Ovcharuk, and Nataliia V. Soroko. "ЄВРОПЕЙСЬКИЙ ДОСВІД РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ В КОНТЕКСТІ СУЧАСНИХ ОСВІТНІХ РЕФОРМ." Information Technologies and Learning Tools 65, no. 3 (July 1, 2018): 316. http://dx.doi.org/10.33407/itlt.v65i3.2387.
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The characteristic of teachers’ digital competence development is done from the scope of New Ukrainian School reform and modern European tendencies. The digital competence development trends and the requirements existent among the international educational practitioners are highlighted. The tendencies to the learning outcomes description are revealed on the basis of the European Digital Competence Framework 2.0 and Digital Competence Framework 2.1. The experience of the in-service teacher training in the sphere of information and communication technologies in the European Union countries is described. The resources of the digital educational school environment used in the modern system of in-service training of teachers are analyzed. The place of the in-service curriculum for teachers in the sphere of ICT in European countries (Great Britain, Lithuania, Latvia, Estonia, Norway, Netherlands, and Slovenia) is revealed. The educational digital resources and platforms used for the in-service training of teachers in European countries as well as educational professional networks and communities are characterized. The strategy of the European educational policy of ICT using in the educational process in order to improve the teachers’ classroom activity and professional development is described through the requirements for the teachers’ digital competence level improvement. The investigation is the result of the common research of authors’ team in the framework of the scientific topic “The development of teachers’ information and communication competence in the framework of the cloud computing education networks”.
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Kossakowska, Karolina, Magdalena Zadworna, Gabriella Palumbo, and Antonella Gigantesco. "The international evaluation of the digitally-supported pedagogical tool for promoting students' school well-being a pilot study." Studia z Teorii Wychowania XIV, no. 1(42) (April 5, 2023): 197–221. http://dx.doi.org/10.5604/01.3001.0016.3433.
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The paper evaluates a digitally-supported pedagogical tool for promoting well-being from the perspective of students (N=428) and teachers (N=43) from nine secondary schools in five European countries (Poland, Italy, Great Britain, Lithuania, Bulgaria). Each of the eight thematic modules (decision making, coping with anger and aggressiveness, conflict resolution, stress management, self-esteem and self-awareness, collaboration and teamwork skills, empathy, communication skills) included in the online educational training was evaluated. Students demonstrated high satisfaction with the tool; however, there were differences between modules (Self-esteem and Stress management were the most appreciated, Communication the least). The students assessment was influenced by age, gender and national differences, while the teachers evaluation of usefulness and sustainability was influenced by nationality. Digitally-supported school-based programs can promote well-being among adolescents; however, the interventions need to address differences between boys, girls and nationalities in order to be effective. Teachers, as an immanent part of school life, should be engaged in promoting health programs.
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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (January 24, 2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.
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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning
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Mazilov, Vladimir A., Yuriy N. Slepko, and Artem A. Kostrigin. "Development of reflective abilities of students – future primary school teachers." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 470–85. http://dx.doi.org/10.32744/pse.2022.3.27.
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Introduction. The problem of the development of reflexive abilities in the process of professional training of a teacher is relevant in view of the formation of the student's subjective position as one of the significant results of learning at a university. Of particular research interest is the study of the influence of the development of professional intelligence on the reflective abilities of students – future elementary school teachers. The purpose of the article is to assess the impact of the process of vocational training on the development of reflective and cognitive abilities of students – future primary school teachers. Materials and methods. The sample of the study consisted of 104 students of the Pedagogical University studying in the field of "Primary Education". Reflective abilities were assessed by the test of reflection of V.D. Shadrikov, S.S. Kurginyan. Intellectual abilities were measured using R. Amthauer intelligence structure test. The data were analyzed by methods of primary descriptive statistics, non-parametric U-Mann-Whitney comparison test, linear and rank correlation methods of r-Pearson and r-Spearman. The results of the study. The partial nature of the development of the parameters of reflection of activity has been established, which is manifested in the fact that different tasks of vocational training require the intensification of individual reflexive abilities. The beginning of vocational training (1st year) is associated with a more intense reflection of motivation and goal setting, which is explained by the need to correlate expectations with the real conditions of study at a university; inclusion in a long and intensive pedagogical practice (3rd year) actualizes the reflection of the subject and subjective conditions of activity, as well as ways to solve pedagogical situations. A contradiction was found between the growth in the level of intellectual abilities during the learning process and the decrease in the reflection of educational and professional activities – about 80% of significant correlations between the parameters of intelligence and reflection are negative. This indicates both the specifics of the professional training of a primary school teacher and the need to reduce the volume of reproductive work in the process of educational and professional activities. Conclusion. The results of the study are of great practical importance for organizing and improving the process of professional training of students – future primary school teachers. The strategy for the formation of reflexive abilities should be non-linear, taking into account not only the individual characteristics of the student, but also the specifics of the tasks solved at different stages of professional training.
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Gorina, Luybov. "Activation of Cognitive Activity in Primary school students through Art." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 2 (2013): 235–40. http://dx.doi.org/10.18500/2304-9790-2013-2-2-235-240.
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In the theory and practice of teaching primary school students great deal of attention is paid to the issue of training effectiveness and, in particular, to the issue of cognitive activity’s activation in students. The relevance of this topic can be explained by the fact that introduction of the Federal State Educational Standards of primary general education requires the teacher to know the new forms and methods of educational process organization, which could be feasible and effective in the modern conditions and interesting for children. In this article the author offers an efficient way of application of art-figurative means during the lessons in primary school. Art is the incentive of cognitive activity activation in children. Emotions give personal sense to received knowledge. The author considers the following forms of work with students: modeling of lessons, development of the technological card of a lesson, business game, and master classes. Students master methodical receptions: “transformation” into natural object, ordering of artistic images, and transformation of one art sample into another. The lessons developed by students were approved in practice at elementary school. Teachers noted positive influence of art means on activation of cognitive activity of elementary school pupils.
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Krystopchuk, Tatiana. "NATIONAL STANDARDS AND MODELS OF PROFESSIONAL TRAINING IN THE EU COUNTRIES." Pedagogical Process: Theory and Practice, no. 1-2 (2019): 106–12. http://dx.doi.org/10.28925/2078-1687.2019.1-2.106112.
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The article analyzes the standards of professional training of specialists in the countries of the European Union. The models and structure of professional future teachers training in France are described. The stages of professional training of specialists, in particular, secondary school teachers in France, are highlighted: a stage of general university training; a stage of professional training combined with theoretical classes; a stage of professional training, which includes didactic training and pedagogical internship; a stage of continuing education that provides opportunities for further training and self-improvement. A description of the standards for teacher training in the United Kingdom of Great Britain and Northern Ireland is presented. It is noted that the most common model for future teacher training in the United Kingdom of Great Britain and Northern Ireland is the parallel model. The program of the parallel model includes the following sections for the future teacher training: general (basic) courses (compulsory for all applicants of education); psychological and pedagogical cycle of disciplines (studying of these disciplines is supplemented by various types of pedagogical practice); one or two subject courses; professional courses. It is determined the skills that a teacher must possess in accordance with the National Standard of a qualified teacher, in particular, the ability to plan and determine the strategic objectives of training for all class students; the ability to determine the requirements for the student’s learning outcomes; the ability to find the methods and content of the students’ learning activities according to their level; the ability to take into account different cultural, national, ethnic, religious, gender, other characteristics and needs of students; the ability to work in a team; the ability to work with parents; the ability to plan students’ extracurricular activities. It is mentioned that the national standard of a qualified teacher of England and Wales contains of three sections: professional values in the teacher’s activity (Professional Values and Practice); Knowledge and Understanding; Teaching. The main content of the teacher training program in Ireland is considered.
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Liaqat, Nazia, Sumaira Chand, Iram Iqbal, and Muhammad Naeem Shah. "To Determine the Effectiveness of Modular Approach in Teaching Matter and Change in it’s States in General Science for Elementary Classes." International Research Journal of Education and Innovation 3, no. 2 (June 12, 2022): 93–108. http://dx.doi.org/10.53575/irjei.v3.02(22)10.93-108.
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Module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge in discrete units. Module is self-instructional package; it enables the learner to learn independently. The aim of this study was to investigate the effectiveness of modular approach in teaching matter and change in its states in general science for elementary classes. The major objectives of the study were (i) to determine the role of modular teaching in the academic achievement of students of science at elementary level, (ii) to find out whether the modular teaching is more effective than traditional methods. Study design was pre-test and post-test. All class 5th elementary school students studying general science subject were constitute the population of the study. 40 Students of class 5th studying in general science subject from Govt. Girls Primary School Ziarat Kaka Sahib No. 1 were served as sample of the study. Pre-test and post-test were used as research instrument and data was collected through pre-test and post-test. Collected data was analyzed and interpreted using T-test through SPSS. The analysis of the collected data revealed the following findings. Treatment of modular approach had great effect on experimental group and its academic achievement was better than that of control group. Teaching of G. Science through modular approach was more effective than traditional teaching approach. The study testified a collection of positive outcomes during application of modular approach. Therefore, elementary school teachers may use modular approach in science to improve the academic achievement of students. It is recommended that teachers may be recognized high level of communication through questioning as it endorses participation enhances learning and inspires students. It is recommended that teachers and students should follow modular approach to get maximum benefits from this innovation. Teachers training institutes may make modular approach as a part of their curriculum content and teacher educators may be trained in different model of modular approaches.
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Gorziza, Henrique Silva. "OS CONCEITOS GEOGRÁFICOS NA GEOGRAFIA ESCOLAR DOS ANOS INICIAIS: UMA CONTRIBUIÇÃO PARA A FORMAÇÃO DE PROFESSORES / GEOGRAPHICAL CONCEPTS IN GEOGRAPHY SCHOOL OF EARLY YEARS: A CONTRIBUTION TO TEACHER TRAINING." Geographia Meridionalis 2, no. 2 (December 29, 2016): 253. http://dx.doi.org/10.15210/gm.v2i2.9378.
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O presente trabalho destaca a Geografia Escolar dos Anos Iniciais a partir da discussão sobre os conceitos geográficos como auxílio nas práticas pedagógicas do professor dos primeiros anos da escolarização. Pois, por parte destes, é denotado dificuldades em dominar os conteúdos geográficos. Assim, avançar na construção de discussões sobre a Geografia Escolar nos Anos Iniciais nos permite perceber que a relação desde possíveis práticas pedagógicas com o processo de formação de professores se configura como eficiente recurso para os cursos de formação. Assim, foi realizada uma entrevista com professores da comunidade de referência da problemática em apreço para aprofundar a discussão que tange o objetivo principal do trabalho através de uma sistematização das respostas para a efetivação da análise sobre os conceitos geográficos como contribuição no momento da formação inicial de professores.Abstract:This work emphasizes the teaching of Geography in the Elementary School through a discussion about the Geographical Concepts as a way of improving the pedagogical practises of the education professionals from the Elementary School, once it is denoted that these professionals have difficulties in mastering the geographical contents. Therefore, encouraging discussions over the Geography study in the Elementary School shows that some relations between pedagogical practises along with the teachers graduating process are a great tool for improving teaching courses. Therefore, an interview was taken with teachers of the community which is being studied in order to deepen the discussion that guides the main aims of this work through a systematization of answers that supports the accomplishment of the analysis about the Geographic concepts as a contribution for the teacher's initial graduating process.Keywords: Geography Teaching; Geographical Concepts; Teacher's Graduating Process.
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Hong, Seungyoun. "A Comparative Study of Student Selection Systems in Korean and American Teacher Training Universities Focusing on Music Teachers." International Journal of Membrane Science and Technology 10, no. 3 (August 25, 2023): 1491–506. http://dx.doi.org/10.15379/ijmst.v10i3.1732.
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This study aims to enhance the system for nurturing elementary school music teachers in South Korea through a comparative analysis with the United States, focusing on the student selection methods and curricular approaches in teacher training universities. By examining the differences between the two countries, particularly in relation to the admission process and the content of music education programs, this research seeks to identify potential areas for improvement in South Korea's teacher preparation system. The findings reveal significant differences between the two countries in their approach to selecting pre-music teachers. All 10 universities of education in Korea do not require applicants to demonstrate prior musical knowledge or proficiency in playing musical instruments for admission into the music education department. In contrast, the music education departments of the 10 universities in the United States mandate auditions, indicating a higher level of preparedness expected from applicants. It shows that minimum preparation to become a music teacher, handling musical instruments, basic musical knowledge has a great impact on teaching music and the teachers’ own efficacy.
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Heikkinen, Henna, Peter Hästö, Vuokko Kangas, and Marko Leinonen. "Promoting Exploratory Teaching in Mathematics: A Design Experiment on a CPD course for Teachers." Lumat: International Journal of Math, Science and Technology Education 3, no. 6 (October 30, 2015): 905–24. http://dx.doi.org/10.31129/lumat.v3i6.1007.
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In this paper we present a design experiment on a continued professional development (CPD) course for mathematics teachers. It consisted of three teaching cycles. Between them we analyzed the collected data in order to discover the factors affecting the course’s effectiveness and improve the next implementation. The general themes of the course, Introduction to Exploratory Learning in Mathematics, are teaching methods that promote active learning and exploratory learning environments. The course consists of one-day, on-site training and is aimed at elementary, middle and high school mathematics teachers. It is the first part of a larger CPD unit. We were especially motivated by the recent study of Stylianides & Stylianides (The Journal of Mathematical Behavior, 33 (1), 8–29) who proposed that even a very short intervention can impact positively on mathematical problem solving (attitudes) in initial elementary teacher training. Our main research question is thus to replicate and expand on their study: Can we impact positively on in-service teachers’ mathematical thinking over the course of a one-day seminar? In this article we describe the goals and implementation of our one-day course, some observations made during the implementations and conclusions. We replicate the findings of Stylianides and Stylianides (2014) that their “blond hair problem” makes a great impression on the participants. However, we found that the intervention did not have a substantial effect, at least in the short term, on what were considered good problems to use in an exploratory setting.
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Azhimatova, E. "Educational and Methodological Support for the Theoretical Foundations of Initial Mathematics Course Discipline." Bulletin of Science and Practice, no. 11 (November 15, 2023): 392–98. http://dx.doi.org/10.33619/2414-2948/96/51.
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The article examines the issues of the educational and methodological complex of the discipline of the theoretical foundations of the initial course of mathematics in teacher training colleges, which is of great importance in the training of future primary school teachers. It includes a combination of theoretical and methodological concepts. An analysis of work experience in this direction showed that professional and pedagogical orientation in teaching mathematics to future primary school teachers can be successfully implemented if certain conditions are met, such as motivation for various types of profession that involve the use of mathematics; orientation of methods and forms of teaching mathematics to prepare students for future practical work as a teacher; orientation of all classroom, extracurricular and research work with students towards practical needs and skills. In addition, the issues of motivation to study the course of theoretical foundations of the initial mathematics course were discussed. To achieve this goal, ideas have been put forward to link this college course with the elementary school mathematics course. It has been suggested that in this direction it is possible to successfully create the scientific foundations of an initial course in mathematics. The results of the study showed that with the targeted and systematic use of school textbooks, students’ assimilation of the basic concepts of the course becomes more meaningful and informative. Based on the educational program for training primary school teachers, ways to implement the educational and methodological complex in the Theoretical Foundations of the Primary Course in Mathematics discipline have been identified. A theoretical analysis of the approach to constructing an educational and methodological complex for the discipline was carried out. The model, structure, and content of the educational and methodological complex for the Theoretical Foundations of the Initial Course in Mathematics discipline at the Pedagogical College of Osh State University have been established. The results obtained will help improve the quality of teaching mathematics courses and improve the qualifications of teachers.
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Rohati, Rohati, Feri Tiona Pasaribu, and Diah Kumalasari. "PKM PENGAYAAN MATERI OLIMPIADE MATEMATIKA UNTUK GURU SD AL FATH DAN SD JAMBI ISLAMIC SCHOOL KOTA JAMBI PROVINSI JAMBI." JURNAL PENGABDIAN KEPADA MASYARAKAT 24, no. 4 (February 21, 2019): 870. http://dx.doi.org/10.24114/jpkm.v24i4.12402.
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AbstrakOlimpiade merupakan ajang yang sangat bagus untuk mengasah kemampuan matematika seseorang pelajar. Sebelum guru membantu siswa mempelajari soal-soal olimpiade, terlebih dahulu guru harus mampu menguasai dengan baik soal soal jenis olimpiade di SD. Kenyataan di lapangan menunjukkan bahwa masih banyak guru yang belum memiliki pemahaman yang baik tentang soal-soal matematika yang diujikan pada olimpiade matematika SD. Hal ini terjadi di SD Alam Al-Fath dan SDIT JISc Kota Jambi.Tujuan yang akan dicapai dari pengabdian ini adalah memberikan pengayaan dan workshop tentang olimpiade matematika bagi guru SD dalam membuat dan menyelesaikan soal-soal bertaraf olimpiade. Selanjutnya dengan pengabdian ini akan menghasilkan modul pengayaan materi-materi olimpiade matematika SD.Adapun khalayak sasaran adalah guru-guru di SD Alam Al-Fath dan SDIT JISc Kota Jambi. Untuk mengukur keberhasilan pengabdian akan dilakukan evaluasi dengan menggunakan instrumen berupa angket dan tes. Dari hasil tes diperoleh peningkatan dari pretest ke posttes sebesar 30,17%. Berdasarkan hasil respon guru dengan pemberian angket setelah mengikuti kegiatan pengabdian kemitraan masyarakat ini guru-guru di SD tersebut bisa memiliki pemahaman yang baik tentang soal-soal olimpiade matematika tingkat SD dan memberikan respon yang positif terhadap kegiatan pelatihan dan mampu membina, memotivasi dan meningkatkan minat siswa agar dapat mengikuti ajang olimpiade matematika, serta membelajarkan siswa dengan baik dan efektif.Kata kunci : Pengayaan, Materi Olimpiade, Matematika.AbstractThe Olympics is a great place to improve student's math skills. Before the teacher helps the students to learn Olympic questions, teacher must be able to master the questions about the types of Olympics in elementary school. The reality in the field shows that there are still many teachers who do not have a good understanding of the mathematics that were tested for elementary mathematics olympiad. This happened in SD Alam Al-Fath and SDIT JISc Jambi City. The aim to be achieved from this service was to provide enrichment and workshops on mathematics olympiad for elementary teachers in making and completing Olympic-level questions. Furthermore, with this dedication, it will produce an enrichment module for elementary mathematics olympiad materials. The target audiences are teachers at SD Alam Al-Fath and SDIT JISc Jambi City. To measure the success of dedication, an evaluation will be conducted using instruments such as questionnaires and tests. From the test results obtained that there is an enhacement from pretest to posttest by 30.17%. Based on the results of the teacher's response by answered the questionnaires after participating in this community partnership service, the teachers at the elementary school could have a good understanding of elementary school mathematics olympiad questions and provide a positive response to training activities and be able to foster, motivate and increase the students’ interest to follow the mathematics Olympiad event, and to teach students well and effectively. Keywords: Elementary School Teacher, Olympic Materials, Mathematics.
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Santo, Laeny, José Pina Assis, and Sandra Bastos. "METODOLOGIAS ATIVAS PARA O ENSINO DE PALEONTOLOGIA NA EDUCAÇÃO BÁSICA." Boletim do Museu de Geociências da Amazônia 11, no. 2 (May 27, 2024): 1–12. http://dx.doi.org/10.31419/issn.2594-942x.v112024i2a1lres.
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The teaching of Paleontology is of great importance in the training of students, supporting the understanding of various science contents. For this reason, its implementation from Elementary School is essential as it provokes curiosity in students. Despite this, themes in this field of knowledge are treated in a fragmented manner in school spaces, so many difficulties are encountered, whether in the structure, the lack of teaching resources, the limitations of support instruments, such as textbooks, or even due to negligence of the official documents that guide fundamental education in Brazil, which often do not deal with the subject with due importance. Given this context, we set out as a general objective to present methodological proposals for the teaching of Paleontology based on the elaboration of a catalogue that brings together scripts of practical activities, which require little infrastructure, and uses simple, low-cost materials that can contribute to the teaching-learning process of Paleontology in Elementary School. The preparation of the catalogue followed three stages: 1) Collection of reference data (bibliographic and teaching materials); 2) Selection and ordering of the thematic activities found, always focusing on the low cost of the materials used and the ease of carrying them out in the school environment); 3) Structural reorganization of the selected activities, considering our pedagogical understanding, to compose the catalogue. Thus, and in line with the National Common Curricular Base (BNCC), the activities were organized into three groups: a) research/production of materials; b) didactic game; c) information and communication technologies. The Practical Activities Guide Catalog aims to bring students and teachers at Elementary School Science and Paleontology together, serving as an instrument to assist in the teaching-learning process.
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Safitry, Tantri Sari, Teddy Mantoro, Media Anugerah Ayu, Ilza Mayumi, Ratna Dewanti, and Sya Azmeela. "Teachers’ Perspectives and Practices in Applying Technology to Enhance Learning in the Classroom." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (June 26, 2015): 10. http://dx.doi.org/10.3991/ijet.v10i3.4356.
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The use of Information Communication Technology (ICT) in the classroom activities has become more famous to the teachers over the last decade. Many great deals of studies have proven the benefits of using ICT in the classroom. Unfortunately, there are evidences that the ICT reform efforts have failed due to teacher’s beliefs, skills and attitudes were never taken into consideration. The evidences found that most research only concern on students’ behalftowards ICT. Departing from that, this study tries to investigate the teachers’ perspectives and practices toward the use of ICT in their classroom activities. A survey was conducted to collect the data of the research. Using a revised expectancy-value theory called the Technology Implementation Questionnaire (TIQ), a questionnaire was administered among 20 elementary teachers. The findings revealed that there are still teachers who have more than 10 years experiences in teaching but they never got any formal training on using ICT. The lack of proficiency in ICT such as in using software, lack of technical support from the school also make them feel stressed out even though they have positive perspectives in applying ICT in their classroom activities.
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Evayenny, Evayenny, Nanda Lega Jaya Putra, and Syamzah Ayuningrum. "Penyuluhan Metode Pembelajaran Matematika Menyenangkan di SD Negeri 01 Karet Kuningan." Prima Abdika : Jurnal Pengabdian Masyarakat 1, no. 1 (March 1, 2021): 14–19. http://dx.doi.org/10.37478/abdika.v1i1.931.
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Basic education is undertaken when students are in a period of great potential to be influenced, both positively and negatively. the situation that occurred in SD Negeri Karet Kuningan 01 Pagi, students still have difficulty understanding abstract mathematics material, the lack of teacher knowledge about effective learning methods causes less innovative learning. This phenomenon shows that the teacher's need for a good understanding of mathematics learning methods is an absolute must. The problem that occurred at SD Negeri Karet Kuningan 01 Pagi is the background for the service being carried out. This activity aims to provide knowledge and determine appropriate learning methods for learning mathematics in elementary schools. This PKM is carried out in the form of training, the presentation material in this service activity, namely: (1) Concept of learning methods in accordance with the characteristics of Mathematics subjects (2) Preparation of lesson plans (RPP) with appropriate learning methods (3) Simulation of implementing methods cooperative learning in learning, and (4) assessment of learning using learning methods. Conclusion of this service. Participants are able to carry out learning using the mathematics learning method, the enthusiasm of the participants is high in participating in this training because the material offered is very suitable for their needs as elementary school teachers. Appropriate learning methods can improve the quality of learning, as well as stimulate the ability to work together and a sense of responsibility for elementary students.
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Almeida, Rafael, and Ruy Cesar Pietropaolo. "Early-Career Mathematics Teachers’ Knowledge in the Multiplicative Conceptual Field." Acta Scientiae 24, no. 2 (April 25, 2022): 179–211. http://dx.doi.org/10.17648/acta.scientiae.6737.
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Background: Operations with natural numbers are highlighted in the first five years of elementary school, according to the prescribed and practised curricula. According to the recently prescribed curricula, the mathematics teacher should return to this theme in the 6th grade so that the students consolidate and expand this knowledge. This fact can constitute a great challenge for the teacher who may not have had adequate training to teach it, ignoring the work done in the initial years. Objectives: to investigate mathematics teachers’ didactic and curriculum knowledge about teaching problems involving multiplication and division - the multiplicative conceptual field, according to the National Curriculum Parameters and Vergnaud. Design: the principles of a qualitative study carried out with five mathematics beginning teachers, ex-scholarship holders of the Institutional Scholarship for Teaching Initiation Program (Pibid) of the Degree in Mathematics at the Federal University of Sergipe. Data collection and analysis: Data collection took place through interviews and protocols answered by teachers during the interviews; regarding beginning teachers, the study had as theoretical references the works of Huberman and Garcia and that of Ball, Thames, and Phelps about the necessary teachers’ knowledge for teaching. Results: It was possible to conclude that the teachers in the process of teaching the multiplicative conceptual field did not master the didactic knowledge essential for teaching operations. Therefore, it is necessary to expand the teachers’ knowledge base for teaching operations.
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Suyitno and Trisna Sukmayadi. "Strategi Sekolah Dalam Menanamkan Nilai Antikorupsi Melalui Al Islam Kemuhammadiyahan Di SD Unggulan Muhammadiyah Lemahdadi." Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) 10, no. 2 (September 30, 2022): 228–36. http://dx.doi.org/10.22219/jp2sd.v10i2.22357.
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The case of corruption in Indonesia is very worrying. The more cases, the greater the loss borne by the state, so a great effort is needed to prevent it. Prevention can not only be done by the rule of law alone but also requires the participation of all parties. One of them is through school. Therefore, schools are an essential element in efforts to prevent corruption. Therefore, it requires a school strategy to teach anti-corruption values integrated through Al Islam Kemuhammadiyahan. This study describes the school's strategy for instilling anti-corruption education through Al Islam Kemuhammadiyahan at the Superior Elementary School of Muhammadiyah Lemahdadi Bangunjiwo Bantul. This research is qualitative descriptive research with a field research model. The data are presented descriptively with the observation method about the school's strategy in instilling anti-corruption values integrated with Al Islam Kemuhammadiyahan in elementary schools. The data were obtained through interviews with the principal, vice chairman of the curriculum, and Al-Islam Kemuhammadiyahan teachers, as well as documentation in the form of documents or photos of activities. The data is analyzed by making the one obtained at school, filtered according to the fundamental theory, and presented in full according to the Miles and Huberman model. This study resulted in the concept that the school's strategy instilled anti-corruption values in several ways, namely 1) guided by the school tagline "Qur'ani, Intelligent, and Personality." 2) through school programs, including parenting, market day, tahsin, tahfidz, three languages (English, Arabic, and Javanese), and leadership training. 3) through the insertion of Al Islam Kemuhammadiyahan subjects, namely Moral Creed, Qur'an Hadith, and History of Islamic Culture
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Vansan, Alexandre Hungaro. "EQUAÇÕES DIOFANTINAS: UM PROJETO PARA A SALA DE AULA E O USO DO GEOGEBRA." Ciência e Natura 37 (August 7, 2015): 532. http://dx.doi.org/10.5902/2179460x14629.
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http://dx.doi.org/10.5902/2179460X14629The study of Number Theory here in this article aims to study some properties of integer multiples or divisors, emphasizing issues related to divisibility, which will be of great importance for the study of Diophantine equations, which in turn will provide for applications using Geogebra software. The Diophantine equations are algebraic equations that show the solution set of integers, which in this paper we will discuss the Linear Diophantine equations with two unknowns of the form 𝑎 x + 𝑏 y = 𝑐 with 𝑎, 𝑏, 𝑐 integers. In which they are applied as an alternative way for students to find solutions to problems he faced during his school life. This work is intended to further training of teachers who are teaching in the elementary and high school, where you can find suggestions for activities that you can apply in the classroom, or even include in your lesson plan Diophantine equations, since here he will find a suggestion of teaching work plan to include in their classes.
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Ivanytska, Nataliia. "Domestic and foreign experience of forming research competences of participants in the educational process." Social work and education 10, no. 3 (September 30, 2023): 361–70. http://dx.doi.org/10.25128/2520-6230.23.3.9.
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The article examines the peculiarities of mutual education of pedagogical workers abroad. The forms of work on the formation of scientific and research competences of teachers in the European scientific school of the CERN nuclear research center are described. The directions of cooperation between CERN and the Minor Academy of Sciences through the operation of online schools for teachers, school and extra-curricular education workers have been determined. The directions of offline and online cooperation of representatives of the international scientific school in the United States of America at the Argonne National Laboratory and pedagogical workers of the national laboratory of the Minor Academy of Sciences are presented. For scientific schools, the peculiarities of the formation of scientific and research competences of teachers undergoing internship at the Argonne National Laboratory are indicated. The features of improving the qualifications of pedagogical workers in the countries of the European Union and the formation of their scientific and research competences for the purpose of further training of students in research activities in institutions of general secondary education are revealed. The reasons for the popularity of improving the qualifications of pedagogical workers in the countries of the European Union, which offer teachers to undergo internships on the basis of educational institutions for the purpose of forming their scientific and research competences, further training of students in research activities, are reflected. Innovations in the cooperation of the participants of the educational process in author's schools, scientific and pedagogical schools, which reflect the main world trends, are presented. In order to determine modern methods of formation of scientific and research competences of pedagogical workers, the methods of their professional growth, which are used in educational institutions abroad, were analyzed. Directions for improving the level of teaching of teachers in Austria due to the possibilities of the websites of educational institutions and the websites of the federal states have been identified. The principles of managing adult education, non-formal and informal education in Great Britain, Germany, and France are considered. Prospective directions for the organization of the activities of participants in the educational process have been determined.
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Sergeeva, Svetlana, Olga Vagaeva, Yulia Dianova, Mikhail Denisov, and Olga Voskrekasenko. "Professionalism as a personal priority of a higher school teacher and a condition for high-quality training of a graduate." SHS Web of Conferences 98 (2021): 01027. http://dx.doi.org/10.1051/shsconf/20219801027.
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The professionalism of a higher school teacher and the quality of their work largely determine the quality of training of future graduates who are ready for professional advancement in the context of the development of new high-tech technologies and the increasing demands of partners in the real sector of the economy. In this regard, the research aims to find ways and mechanisms to improve the professionalism of the teacher, their training, and retraining in contemporary educational practice. The article presents the research results obtained at the Department of Pedagogy and Psychology of Penza State Technical University (Penz STU) on the concerned problems. The novelty of the research lies in the effective ideas, approaches, and principles of constructive problem-solving in educational practice proposed based on the analysis of normative, historical, pedagogical, and scientific literature of foreign (Germany, Great Britain, and the USA) and domestic practices. It is shown that the studied and characterized models of improving the professionalism and training of academic staff in higher education, identified leading principles underlying the implementation of these models, and the relationships among the goals, results, and conditions of training and retraining of academic staff in the realities of today can be in demand and successfully implemented. As promising areas for improving the professionalism of a higher school teacher to effectively address issues of high-quality training of graduates, the authors offer to provide pedagogical support as the most productive technology to support a novice teacher during their professional adjustment, conducting monitoring of the effectiveness of teachers’ activities to improve the quality of their professionalism, and encouraging effective and efficient work, as well as providing social partnership and integration of all types of educational resources.
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Erdmanis, Rihards. "PARENTS ROLE IN EDUCATION PROCESS AND THEIR RIGHTS, DUTIES IN COOPERATION WITH THE EDUCATION INSTITUTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 79. http://dx.doi.org/10.17770/sie2019vol2.3882.
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Latvia’s educational policymakers already in 2006 pointed out that one of the main obstacles to raising public awareness about the development of education is poor teacher training for working with parents. It means that a full understanding of the educational process by parents and teachers is unthinkable without cooperation. Respectively, cooperation with educational staff, pupils, parents and family, employers, local governments and state institutions, public organizations and society are pointed out as a fundamental principle of education development policy. Alongside with the other equally important basic principles - systemicity, succession, sustainability, accessibility and coordination. In Great Britain, executive representatives recommend actively incorporating parents into educational policies and practices. The inclusion of parents in teaching-related activities alongside prepared teachers has proved to be a useful factor in improving the attendance of school, the quality of teaching and social cohesion. The author thinks that it is necessary to find out the role of parents in the education process both in pedagogy and in jurisprudence. In Latvia, there are no researches done about this topic. The Education Law of the Republic of Latvia defines both the rights and responsibilities of parents. So, it means that it is important to look closer to these rights and responsibilities.