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Journal articles on the topic 'Primary school teaching'

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Published: 4 June 2021
Last updated: 27 July 2024

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1

Kizi, Rashidova Nodira Abdulla. "CREATIVITY IN PRIMARY SCHOOL EL TEACHING." American Journal Of Social Sciences And Humanity Research 02, no. 12 (December 1, 2022): 109–24. http://dx.doi.org/10.37547/ajsshr/volume02issue12-17.

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In the dynamically changing world, educational settings are increasingly relying on employee creativity. By promoting educators to generate creative ideas and products for the market, organizations can achieve innovation and maintain competitive advantages (Shalley, Zhou, & Oldham, 2004; Woodman, Sawyer, & Griffin, 1993; Zhou & Hoever, 2014). Considering the critical importance of creativity, practitioners are searching for ways to facilitate teachers’ creative performance. However, existing knowledge on creativity predictors and drivers remains incomplete. To help teaching organizations effectively manage employees’ creativity, this course work aims to elucidate what predictors from universities and teachers themselves can align to engender creative results.
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2

Yordanova, Daniela. "CONTEMPORARY TENDENCIES IN TEACHING LITERACY THE PRIMARY SCHOOL." Journal scientific and applied research 4, no. 1 (October 10, 2013): 178–83. http://dx.doi.org/10.46687/jsar.v4i1.97.

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The article reviews some of the contemporary tendencies in the teaching of basic literacy to primary-school pupils – the goal and the tasks of the education process; the accents in the analythical-synthetic method of teaching literacy in the primary school in Bulgaria; the didactic tools to guarantee a quality basic-literacy teaching for the children from minority communities in connection with the renewal of our education system, which forms part of the European one.
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3

Djumaev, M. I., and M. M. Djumaeva. "ALGORITHM- METHODOLOGICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN TEACHING PRIMARY NATURAL SCIENCE." Bulletin of Dulaty University 14, no. 2 (May 20, 2024): 75–81. http://dx.doi.org/10.55956/mqkc8014.

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The article “Algorithm - methodological training of future primary school teachers in teaching primary natural science” is devoted to the urgent problem of teacher training in teaching primary natural science at school for children of primary school age. The authors of the work conducted a study of teaching methods in the process of teaching primary science in primary schools, necessary for the methodological training of school teachers. A detailed analysis of teaching methods made it possible to identify the shortcomings and advantages of the analyzed methods and showed the possibility of their improvement through a successful combination of various methods in the course of teaching primary science to children of primary school age. The authors of the article, using their own examples, convincingly proved the effectiveness of a combination of traditional and innovative teaching methods. In addition to traditional teaching methods such as conversation, story, explanation, practical methods, in modern conditions of informatisation of society, methods such as the use of audio and video films and the use of the latest computer systems play an important role in the methodological training of future primary school teachers in teaching primary science.
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4

Blyth, Alan, and Maurice Galton. "Teaching in the Primary School." British Journal of Educational Studies 38, no. 1 (February 1990): 82. http://dx.doi.org/10.2307/3120849.

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5

Ayuningtias, Diah Ikawati. "Teaching English at Primary School." NOBEL: Journal of Literature and Language Teaching 8, no. 2 (September 3, 2017): 129–40. http://dx.doi.org/10.15642/nobel.2017.8.2.129-140.

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There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.
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6

Yusof, Zairosni, Mohd Ra’in Shaari, and Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL." International Journal of Humanities, Philosophy and Language 3, no. 9 (March 15, 2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.

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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.
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A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR, and Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. "Teaching Abilities of Primary School Teachers : An Empirical Study." Global Journal For Research Analysis 3, no. 7 (June 15, 2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.

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8

Min, Liu. "Fairy Tale Teaching in Primary School Chinese Teaching." Education Study 5, no. 1 (2023): 51–57. http://dx.doi.org/10.35534/es.0501007.

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9

Ferah Özcan, Aysel. "Candidate Primary School Teachers' and Primary School Teachers' Metaphorical Perceptions about Teaching and Mathematics Teaching." International Journal of Progressive Education 19, no. 4 (August 1, 2023): 52–69. http://dx.doi.org/10.29329/ijpe.2023.579.4.

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10

Nhlumayo, Buhle Stella. "Rural primary school principals’ leadership strategies for ICT integration." Research in Social Sciences and Technology 9, no. 1 (February 24, 2024): 171–84. http://dx.doi.org/10.46303/ressat.2024.10.

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This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals’ leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.
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TÂRNOVEANU, Mirela, and Monica PURCARU. "CONSIDERATIONS UPON THE METHODS OF TEACHING MATHEMATICS IN PRIMARY SCHOOL." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 19, no. 2 (July 31, 2017): 189–94. http://dx.doi.org/10.19062/2247-3173.2017.19.2.27.

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12

Sekelj, Ana, and Irene Rigo. "Teaching English Grammar in Primary School." Tabula : periodicus Facultatis philosophicae Polensis; rivista della Facoltà di lettere e filosofia; Journal od the Faculty of Humanities No. 9 (2011): 188–99. http://dx.doi.org/10.32728/tab.09.2011.14.

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This paper deals with English grammar and its position in the language teaching process. Grammar was for long taught for its own sake and this approach has done more harm than good because such knowledge of an algebraic kind of accuracy does not give learners the ability to communicate in real life situations. Fluency and accuracy are complementary and interdependent phenomena. Grammar does not work in isolation, but it should be used to preserve semantic relationships and to consider the discoursal factors. A new departure should be seen in which pedagogical grammar with consciousness raising will play an active role in the acquisition of the language. Teaching grammar at primary school begins with mechanistic drill exercises in the first phase and is gradually transformed into cognitive in the third phase. The teaching process should proceed in concentric circles spreading progressively the knowledge of the precedent phases.
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13

BUSHTRUK, Alexsandra. "Interactive teaching methods in primary school." Humanities science current issues 1, no. 38 (2021): 153–58. http://dx.doi.org/10.24919/2308-4863/38-1-23.

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14

Zinovieva, T. I., and M. G. Malikova. "Teaching etiquette dialogue in primary school." Elementary School, no. 8 (2022): 25–28. http://dx.doi.org/10.51906/0027-7371_2022_8_25.

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15

Liu, Qingqing. "Gamification in Primary School Mathematics Teaching." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 428–33. http://dx.doi.org/10.54097/ehss.v22i.12493.

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This essay explains the current situation of primary school mathematical teaching and the effectiveness of applying Gamification in mathematical primary classrooms. The primary school stage is an important issue that the whole society cares about in childhood education. Among them, as a mathematics subject that will be widely used in future development, its learning method is even more critical. However, as traditional mathematics classes cannot consider individual differentiation, they cannot let students reach their potential. It will lead to a wrong understanding of mathematical theory from students. Therefore, it needs to incorporate some new pedagogy. Gamification, as a novel and innovative teaching method, can increase students’ motivation and interest in a subject, which can be used in primary school mathematics classes. However, it has not been widely used in primary school mathematics. This study will combine the analysis of gamification by a large number of researchers to explore its advantages and disadvantages for primary school mathematics teaching, as well as the current status of a small number of gamification mathematics teaching, the difficulties it uses, and the strategies that can be used. Finally, combined with a lot of research and analysis, Gamification is feasible in the application of elementary school mathematics. Even if it contains some defects, it can be used in combination with other pedagogies to make up for the defects.
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16

Kurniasih, Eka. "Teaching the Four Language Skills in Primary EFL Classroom." JET (Journal of English Teaching) 1, no. 1 (September 19, 2016): 70. http://dx.doi.org/10.33541/jet.v1i1.53.

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English teachers in Indonesian primary schools are often in doubt about the ‘what’ and the ‘how’ to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; the status of English in the curriculum of primary schools in Indonesia is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.
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17

Huo, Ming, Na Zhao, Yue Zhao, and Wim Van Den Noortgate. "Who is teaching in Chinese primary schools? A profile of the primary education workforce in Chinese county areas." PLOS ONE 16, no. 1 (January 19, 2021): e0245549. http://dx.doi.org/10.1371/journal.pone.0245549.

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A teaching workforce with good quality is a key factor in the process of China’s rapid development. Although 76% of Chinese pupils are studying at schools within county areas, a general portray of the corresponding teaching workforce is still not clear. This study presents data from a nationally representative survey of primary education teachers in 35 counties of 18 provinces in China. Findings presented include demographic and professional characteristics, living conditions as well as attitudes towards work. Besides, variations among school locations and geographical regions are also examined. The key findings are the followings: 1) Quality of primary school teachers in county areas has been improved regarding education background; 2) Teaching force in village primary schools has an unbalanced age and gender composition; 3) Out-of-field teaching practice is widespread, especially for minor subjects. 4) Primary school teachers perceived relative low salary and low social status.
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18

Wang, Ailing. "The Application of Formative Assessment to Primary School English Teaching." Learning & Education 10, no. 5 (March 13, 2022): 21. http://dx.doi.org/10.18282/l-e.v10i5.2660.

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With the deepening of the new curriculum reform, the pursuit of the quality of primary school English classroom teaching is the teaching goal of every English teacher. In order to improve the quality of English teaching, teachers not only need to innovate teaching methods and change teaching concepts, but also need to attach great importance to effective teaching evaluation. Teaching evaluation is an indispensable part of teaching activities, and a scientific evaluation system is a powerful guarantee for achieving teaching goals. This article mainly introduces the application of formative evaluation in primary school English teaching, the significance of formative evaluation and the problems that should be paid attention to in the application process, so as to help primary school English teachers fully understand and use formative evaluation to evaluate primary school students. English learning stimulates students' interest in learning English and improves the level of English teaching in primary schools.
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19

Datskiv, Olha, and Sofia Datskiv. "Primary school inclusive foreign language teaching features." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 44–50. http://dx.doi.org/10.32589/1817-8510.2021.3.241160.

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An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.
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20

Buskila, Yaffa, and Tamar Chen-Levi. "Intense Teaching Schedule in Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 3 (February 5, 2021): 329–48. http://dx.doi.org/10.30958/aje.8-3-5.

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The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school
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21

Shi, Zixuan. "Views on Situational Teaching Method." Frontiers in Sustainable Development 4, no. 5 (May 22, 2024): 49–52. http://dx.doi.org/10.54691/w7gq8e57.

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Situational approach is widely used in English teaching. Up to now it has great achievements in the English teaching of primary schools. Under the circumstances, based on a teaching experiment and a questionnaire survey, the author is to discover the main points we should pay attention to when applying the situational teaching method to English teaching in primary schools. Focusing on primary school English teaching, this study aims to explore how to create effective situational teaching approach in primary school English learning by creating effective situations, such as intuitive teaching method, the description method, the using of multimedia, the play method, the song method. The research results showed that situational teaching method is valuable to English learning and teaching.
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Radaković, Tijana, Teodora Glumičić, Dragan Rastovac, and Milinko Mandić. "Educational computer games in primary school." Norma 25, no. 2 (2020): 199–215. http://dx.doi.org/10.5937/norma2002199r.

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We are witnesses of the time when technology is developing fast and finds its way in all spheres of life. The use of computers at school has many advantages and can be used in many ways in teaching. Some of the possibilities are application for practice, motivation of children for new areas of learning, research work, making various multimedia presentations to show their independent work, etc. There are also negative attitudes related to this topic. Through the research in this paper, we want to check whether the presence of technology in our schools is an advantage or not. By applying educational computer games, greater interest can be achieved in children, but on the other hand, we have teaching staff who are afraid of unfamiliarity and changes in the teaching process. As for the subject of this research we can ask the following question: Whether and how often teachers use educational computer games in teaching, as well as what are their views on the application of educational computer games and whether they have enough knowledge to create an educational computer game. The theoretical goal of this research is to increase knowledge about the application of educational computer games in teaching in primary schools. The practical aim is to determine, on the basis of the textbook, the opinions and attitudes of teachers on the use of educational computer games in teaching. The results of the research show that teachers still have negative attitudes towards the use of computers and educational computer games in teaching, while the other part thinks that they would like computers to be used more in teaching but that is not possible because schools are not technically equipped. During the research and analysis, we come to the conclusion that teachers have great aversion towards technology and its application in teaching, although some schools have organized the training of their staff to use some programming languages, they are still very poorly used in teaching.
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Imtiaz Alam and Aamir Sohail Langraw. "Teachers' Perspectives on Strategies for Improving the Education in primary school." Voyage Journal of Educational Studies 2, no. 1 (March 12, 2022): 13–22. http://dx.doi.org/10.58622/vjes.v2i1.10.

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The study was conducted to investigate the primary school teachers effective teaching strategies that develop skills in primary school learning status, and to identify effective professional development for primary schools teachers .To compare the teaching strategies in private and government primary schools as well as compare the teacher’s attitude towards students learning of private and government schools. And To identify the effective professional development of private and government teachers. The findings of research shows that teaching staff of government schools is highly qualified, trained and working on permanent basis while this factor is lacking in private schools. Different teaching strategies affect the students learning and academic achievement as most of the private school teachers using verity of strategies for enhancing the learning process as compare to public school teachers. Research has attempted to compare the effective professional development of private and government teachers mostly public school teachers take part in professional development courses and attain educational conferences, but most of private respondent teachers Search extra subject material and collaborations with other teachers for their development. Research has to compare the teacher’s attitude towards students learning of private and government schools results shows that mostly private school teachers have positive attitude towards student learning.
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Post, Tim, and Juliette H. Walma Van Der Molen. "Effects of a Longitudinal School Development Program on Primary Teachers’ Attitudes toward Inquiry Teaching and Their Inquiry Teaching Practices." Teachers College Record: The Voice of Scholarship in Education 122, no. 12 (December 2020): 1–62. http://dx.doi.org/10.1177/016146812012201215.

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Background/Context International education policy documents increasingly promote the implementation of inquiry-based pedagogy in primary education. However, helping whole primary school teams to acquire the competencies that meet these new education standards is complex and requires extensive teacher professionalization programs. Unfortunately, such programs are still relatively scarce. Little is currently known about what it takes to help primary schools integrate inquiry-focused pedagogy into their school curriculum and which teacher and school factors might foster or hinder teachers’ professional development in this regard. Purpose/Objective/Research Question/Focus of Study To help fill this void in the literature, the present article describes the effects of a two-year school improvement program in which the complete school staffs of six Dutch primary schools were trained to integrate inquiry-focused pedagogy into daily school practice. We measured (changes in) teachers’ and school principals’ performance before, immediately after, and one year after the treatment to gain insight into what professionalization features and what school and teacher factors may enhance the sustained implementation of inquiry-focused pedagogy in primary schools. Research Design A delayed treatment pretest-posttest control group design was used to investigate the effects of the program on teachers’ attitudes toward inquiry teaching and their inquiry teaching behavior. In addition, differences in these program effects were explored based on differences in school leadership between the schools. Therefore, program effects were examined at the treatment level and at the individual school level by means of attitude questionnaires and interviews. Conclusions/Recommendations Results indicate that the program significantly improved teachers’ attitudes and inquiry teaching behavior of the first treatment group and that teachers’ improved practices persisted to one year after training. However, school leadership remained largely moderate throughout the program and appeared to explain little variation in teachers’ inquiry teaching development among the participating schools. In addition, results reveal positive but limited effects of the same program on the attitude and behavior development of the delayed treatment group. Findings indicate that a combination of extensive attitude-focused and didactical training provides primary school teams the (minimal) preparatory training to adopt inquiry-based pedagogy. More longitudinal quantitative and qualitative research is needed to evaluate the impact and explore the processes of implementation, while considering the complexity of schools as organizations and refraining from overly prescriptive approaches to encouraging and assessing teachers’ inquiry-pedagogy.
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Arita Marini, Sri Nuraini, Desy Safitri, Sujarwo, Nurzengky Ibrahim, and Yustia Suntari. "SOCIALIZING INNOVATIVE TEACHING TO SUPPORT PRIMARY SCHOOL DIGITALIZATION FOR PRIMARY SCHOOL TEACHERS IN JAKARTA PROVINCE IN INDONESIA." J-ABDI: Jurnal Pengabdian kepada Masyarakat 2, no. 5 (October 1, 2022): 4917–24. http://dx.doi.org/10.53625/jabdi.v2i5.3396.

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International collaboration of community service is in the Province of Jakarta. The target of this community service is elementary school teachers in the Province of Jakarta in Indonesia. The problem with the target audiences is that the competences in applying innovative teaching of elementary school teachers in the Province of Jakarta has not been managed properly and their interests in implementing innovative teaching are still low. The socialization of applying innovative teaching given is related to developing the competences of applying innovative teaching to support primary school digitalization with appropriate learning activity programs, understanding the concepts of innovative teaching, school digitalization, and assessment of the competences of applying innovative teaching to measure the success of this community services. Evaluation of process and results is done to find out the competences of elementary school teachers in applying innovative teaching.
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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.

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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
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Gan, Ziyue. "Explore the Theoretical Basis of Primary School English Teaching Design." Journal of Education and Educational Research 3, no. 1 (May 9, 2023): 89–92. http://dx.doi.org/10.54097/jeer.v3i1.8197.

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In order to improve the classroom teaching effect, promote teachers' professional development and promote students' all-round development, instructional design plays an important role. Based on the reading of Professor Chen Donghua's English Teaching Design for Primary Schools and the research of relevant policy documents, this paper analyzes the theoretical basis of English teaching design for primary schools from the aspects of Compulsory Education English Curriculum Standard (2011 edition), language learning theory, learning theory and teaching theory, aiming at providing help for primary school teachers' teaching practice.
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Nandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.

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In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.
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Khosiat, Yoldosheva, and Toraeva Dilnoza. "METHODOLOGICAL FOUNDATIONS OF TEACHING PRIMARY SCHOOL STUDENTS TO ASK CORRECT QUESTION." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 1, 2022): 64–67. http://dx.doi.org/10.55640/eijmrms-02-10-11.

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The article outlines the methodological foundations of teaching elementary school students to ask correct questions, including the possibilities of critical thinking technology in developing the "art" of asking students questions.
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Kagazbayev, Zh, Zh A. Eskazinova, A. A. Zhansultanova, and G. Zh Aldabayeva. "Teaching a foreign language to primary school students and CLIL technology." Bulletin of the Karaganda University. Pedagogy series 106, no. 2 (June 29, 2022): 168–76. http://dx.doi.org/10.31489/2022ped2/168-176.

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The present article, within the framework of the updated content of education, alongside emphasizing the importance of close-knit teaching of receptive and productive skills that form the core of an English lesson for primary school students, focuses on theoretical and practical issues of using the technology of content and language integrated learning (CLIL). The didactic features of two learning and educational sets: “Smile”, recommended for general use in schools of Kazakhstan, and “Family and friends”, being often used in the educational process, are identified. In the context of CLIL, the object of analysis is four components of textbooks: content, communication, cognition, and culture. The views of experienced English language teachers as an expert have been evaluated, and the advantages of compiling textbooks in the field of foreign language education based on CLIL technology have also been described.
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Mo, Haiwen, and Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China." English Language Teaching 12, no. 9 (August 16, 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.

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The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
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Alpha, Mohamed, and Lahai Koroma. "An investigation into the benefits of using activity - oriented teaching techniques and strategies to teach Mathematics in lower primary schools in Sierra Leone. (A Case Study of four primary schools in Kenema City, Sierra Leone)." International Journal of Innovation in Engineering 2, no. 2 (April 25, 2022): 54–59. http://dx.doi.org/10.59615/ijie.2.2.54.

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An investigation into the benefits of using activity - oriented teaching techniques and strategies to teach Mathematics in lower primary schools has been carried out in Sierra Leone. Four (4) primary schools in the Kenema City were selected for the research work; College Practicing School, Methodist Primary School, The Door International Academy Primary School and St. Paul’s Primary School. The variations in the characteristics in each of the schools selected were meant to provide balanced information and avoid biasness in the data collection process. 160 of class four pupils (40 from each of the Schools) and their Mathematics Teachers were selected for this research work. Stratified Sampling and Simple Random Sampling (SRS) methods were used to select pupils. Questionnaires and interview schedules were carefully designed to solicit information with regard to the appropriate teaching methodology that could be used to teach mathematics in lower primary schools. The results obtained were analyzed in a simplified manner using tables and calculating percentages. It was concluded in this research work that activity method is the best methodology to be used to teach mathematics in the lower primary schools and that the School Authorities should endeavour to make available the necessary teaching and learning materials for the effective teaching of mathematics.
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Gulmira, Mussinova, Tulebayeva Kuralay, Shaiza Doskeyeva, Aitova Zhanar, and Zhanbota Sekey. "Issues in teaching the human and ecology concept." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3625–37. http://dx.doi.org/10.18844/cjes.v17i10.8229.

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The purpose of this research is to evaluate the problems encountered in teaching the concept of human and ecology from the perspective of primary school teachers. The research was created in accordance with the qualitative research method. The study group of the research consists of 25 primary school teachers who are teaching in various primary schools in Kazakhstan in the 2022–2023 academic year. Research data were collected with a semi-structured interview form developed by the researchers. The research data were analysed by descriptive analysis method. As a result of the research, the majority of primary school teachers who participated in the research stated that they found the students' knowledge of human and ecology concepts at a moderate level. Majority of the primary school teachers who participated in the research stated that the students' interest in the concepts of human and ecology was high. The primary school teachers who participated in the research expressed the lack of materials, the inability to find the opportunity to practice, the lack of opportunity to develop projects, the inadequacy of cooperation with the family, the difficulty in sensitising the students and the inadequacy of the ecological infrastructure of the schools as the problems they encounter while teaching the concepts of human and ecology to their students. Keywords: Human and ecology, concept teaching, primary school teachers
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Pehlić, Izet, and Amir Šarić. "Examining moral values of primary-school youth." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 4 (December 15, 2006): 295–330. http://dx.doi.org/10.51728/issn.2637-1480.2006.295.

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The theme of this paper is examining morals in the context of religion and we start out of the standpoint of their mutual dependency. It is a research paper and its primary goal is to examine to what extent the studying of religious teaching affects the defining of moral values. Considering the fact that research results could easily deviate from the facts stated in theory, we still have as our goal the defining of moral education at school mainly through this kind religious teaching. Our sample includes students who attend religious teaching classes and those who do not. Sample classes of students attending religious teaching classes consist of two parts: students attending Islamic religious teaching classes and those students attending Catholic religious teaching classes. As a sample class of students attending Catholic religious teaching classes we chose an eight-grade class at the Catholic School Center “Sveti Pavao” in Zenica, and an eight-grade sample class of students attending Islamic religious teaching classes at “Ćamil Sijarić” school in Nemila. Key words: moral, moral education, moral values, religious teaching
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Şen, Özgür. "Analysing the Correlations between Primary School Teachers’ Teaching Styles and Their Critical Thinking Disposition." Journal of Education and Training Studies 6, no. 1 (December 28, 2017): 130. http://dx.doi.org/10.11114/jets.v6i1.2790.

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This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study “Teaching Styles Inventory” was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of “Critical Thinking Disposition” was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers’ preference of teaching styles and their critical thinking disposition.
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Grzegorzewska, Maria Katarzyna, Henryk Noga, Piotr Pawel Migo, and Zbigniew Małodobry. "TEACHING CONTENT OF TECHNOLOGY IN POLISH PRIMARY SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 524–33. http://dx.doi.org/10.17770/sie2018vol1.3186.

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In view of the reform that is currently taking place in Poland, as well as changes in the content of the education curriculum, the authors of this study present contents of two selected curricula for primary schools technology in polish school. The study of research is content of curricula created by publishing house (WSiP) and Nowa Era. The school’s task is to prepare pupils for adult life, and therefore, bring the ability to create by themself a friendly environment. In each school there are such subjects, to which students participate more willingly than others - this situation can be used to reflect what affects their state of affairs. Comparing teachers opinions about the curriculum developed by Nowa Era and WSiP, it should be stated that the curriculum developed by the WSiP publishing house according to the opinion of the surveyed teachers has an advantage over the analogous program Nowa Era in the following areas: transparency, clarity, exhaustion topic, availability for the student.
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Sangsurin, Kantawan, Dr Prayuth Chusorn, and Dr Pha Agsonsua. "A Model of Causal Relationships Affecting the Effectiveness of Primary Schools under Khon Kaen Primary Education Service Area." International Journal of Higher Education 9, no. 1 (January 16, 2020): 230. http://dx.doi.org/10.5430/ijhe.v9n1p230.

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The objectives of this research were 1) to examine the causal relationship model of factors affecting the effectiveness of primary schools which was developed through empirical data, 2) to study the factors that have direct, indirect and overall influence on the effectiveness of primary schools in Khon Kaen. The samples were 640 school administrators including teachers in Khon Kaen primary schools. The data were analyzed by program computer using the method of structural equation modeling (SEM). The research results indicated that the causal relationship model factors affecting the effectiveness of Khon Kaen primary schools consist of 5 latent variables or factors namely: 1) school vision, 2) academic leadership, 3) promotion of school climate and environment, 4) quality teaching, and 5) learned behavior of students. As for causal relationship model of factors affecting the effectiveness of the above-stated schools, it is found that the construct validity is in congruence with the empirical data. The indices of congruence are Chi-Square at 94.793, df = 87, P-value=0.2662, TLI= 0.998, CFI=0.999, SRMR=0.031, RMSEA=0.013, with statistical significance at .01. The factors that directly and positively affect were of statistical significance at .01, are 1) shared vision, 2) academic leadership, 3) teaching quality, respectively, The most indirect influential factors affecting the school effectiveness are 1) shared vision, having indirect influence in positive manner to climate and environment of the schools, affecting in positive manner to teachers’ teaching quality, and 3) academic leadership having indirect influence in positive manner on school climate and environment that affect students’ learning, respectively.
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Tashkenbayeva, Zhuldyz, Aitzhan Abdyrov, Baurzhan Nurkeshov, Gulzhan Muratova, Aliya Кoxegen, and Laila Smailova. "Effective ways of teaching in distance education." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3821–33. http://dx.doi.org/10.18844/cjes.v17i10.8252.

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The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment. Keywords: Distance education, teacher opinions, primary school teachers;
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Zhao, Jingru. "Problems and Corresponding Solutions of PBL Teaching in Primary and Secondary Schools in China." Lecture Notes in Education Psychology and Public Media 2, no. 1 (March 1, 2023): 987–91. http://dx.doi.org/10.54254/2753-7048/2/2022614.

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Language-based-learning is learner-centered learning generated in the process of understanding and solving problems. It is a very popular instructional method in western school education, especially in western higher education in the second half of the 20th century. However, PBL was introduced into China relatively late and is rarely used in teaching, so there are still plenty of problems on how to design a lesson based on PBL to realize the advantages of PBL in teaching. This study will analyze the elements needed, the existing problems and improvement plans in the application of PBL in Chinese middle school teaching. The major findings of the study were: 1) Problems existing in the application of PBL teaching in Primary and secondary schools in China; 2) Ways to solve these problems. The contribution was to help PBL teaching be better applied in Chinese primary and secondary school classrooms, and to improve the teaching methods of Chinese primary and secondary school classrooms. In addition, PBL teaching can give full play to the teaching effect in Chinese primary and secondary schools and improve the efficiency of teaching.
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40

Zhou, Ye. "A Study on the Development of Information-based Teaching Ability of Rural Primary English Teachers in Leshan City." English Literature and Language Review, no. 52 (January 30, 2019): 27–30. http://dx.doi.org/10.32861/ellr.52.27.30.

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In the modern society and the information era, information-based teaching ability is a must for primary school English teachers. Thanks to the wide use of information technology in schools, the education system has witnessed big changes in the past few years, which poses new challenges to primary school English teachers. But in western rural areas in China, most primary school English teachers are poorly-trained in terms of information-based teaching. The study takes rural primary school English teachers in Leshan City, Sichuan, China as the research object, taking advantage of approaches like questionnaire survey and interviews, etc. Based on the analysis of the status quo and the influence factors of information-based teaching ability of rural primary school English teachers, the study aims to put forward strategies in order to improve the development of information-based teaching ability of the rural primary school English teachers.
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41

Milenovic, Zivorad. "The teaching styles of primary school teachers." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 9 (2015): 73–81. http://dx.doi.org/10.5937/zrufpl1509073m.

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Qurbanova, Xatira. "Teaching of combinatorial elements in primary school." SCIENTIFIC WORK 47, no. 8 (October 1, 2019): 127–30. http://dx.doi.org/10.36719/2663-4619-2019-47-8-127-130.

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Dyatlova, E. V. "INNOVATIVE TEACHING METHODS IN PRIMARY SCHOOL LESSONS." Korrektsionnaya pedagogika: teoriya i praktika, no. 4 (2021): 38–43. http://dx.doi.org/10.52252/26867222_2021_4_38.

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Lung Tang, Chiu, and Bo Wah Leung. "Teaching Cantonese opera in a primary school." International Journal for Lesson and Learning Studies 1, no. 3 (August 31, 2012): 261–75. http://dx.doi.org/10.1108/20468251211256456.

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Du Feu, Chris. "Using Statistics for Teaching Primary School Children." Teaching Statistics 30, no. 1 (April 16, 2008): 2–5. http://dx.doi.org/10.1111/j.1467-9639.2007.00305.x.

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du Feu, Chris. "Using Statistics for Teaching Primary School Children." Teaching Statistics 30, no. 1 (January 2008): 2–5. http://dx.doi.org/10.1111/j.1467-9639.2008.00305.x.

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Hallissey, Helen. "Teaching through drama in the primary school." Irish Educational Studies 15, no. 1 (January 1996): 283–89. http://dx.doi.org/10.1080/0332331960150123.

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Lamb, Suzanne. "Teaching hand washing skills in primary school." British Journal of School Nursing 4, no. 9 (November 2009): 459–60. http://dx.doi.org/10.12968/bjsn.2009.4.9.45222.

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Calicchia, Sara, Giovanna Cangiano, Silvia Capanna, Mariangela De Rosa, and Bruno Papaleo. "Teaching Life-Saving Manoeuvres in Primary School." BioMed Research International 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/2647235.

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Introduction. In the event of sudden cardiac arrest (SCA) early intervention provided by a layperson can be life-saving. Teaching first aid in primary school may increase the lifelong ability and motivation of young people to take action in an emergency. Objective. The aim of this article is to report a training experience on BLSD (Basic Life Support and Defibrillation) designed for a group of pupils in an Italian primary school, with assessment of its effectiveness at a distance. Methods. The assessment was carried out using a multiple choice questionnaire on a sample of 130 pupils aged 11-12, 62 trained in BLSD and 68 as a control group. The trained group also performed an emergency simulation to assess their learning of practical skills. Results. Using the t test, significant differences emerged in the questionnaire scores between the case-control group. The results of the skill test were positive, even for the most difficult manoeuvres such as opening airways, assessing breathing, or using an AED (Automated External Defibrillator). Conclusion. Although there are still some open questions regarding the ability to retain these skills in the medium/long term, the study shows that life-saving manoeuvres can be effectively taught to primary school pupils.
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Крайнова, О. А., and Л. В. Мамедова. "Organization of teaching mathematics in primary school." Management of Education, no. 5(63) (May 15, 2023): 219–26. http://dx.doi.org/10.25726/s2030-8338-7382-z.

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Актуальность исследования по теме организация обучения математике в начальных класса заключается в том, математическое развитие играет важную роль в развитии ребенка, так как математические знания, сформированные в начальных класса являются фундаментальными для всех остальных знаний, которые человек будет приобретать в будущем и «наслаивать» их на имеющуюся базу. Интегрированный курс начальной математики включает в себя арифметические, геометрические и алгебраические разделы, что позволяет детям с младшего возраста понимать универсальность математических способов познания мира. Они усваивают начальные знания математики, связывая их с окружающей действительностью и другими учебными предметами. Разрешение задач, предлагаемых на уроках, помогает развивать познавательные способности и заинтересованность в расширении математических знаний у детей. Для комфортного преподавания математики необходимо создание благоприятных условий на уроках для общего интеллектуального развития каждого ученика. При этом важно учитывать возрастные характеристики и возможности каждого ребенка, обеспечивая достаточную математическую подготовку для дальнейшего обучения. В данной статье рассматривается теоретический аспект изучения организации обучения математике в начальных классах, методы обучения детей математике, а также программы, в которых развернуто рассматривается раздел математики. The relevance of the study on the organization of teaching mathematics in the primary grades lies in the fact that mathematical development plays an important role in the development of the child, since the mathematical knowledge formed in the primary grades is fundamental for all other knowledge that a person will acquire in the future and “layer” them to the existing base. The integrated elementary mathematics course includes arithmetic, geometric and algebraic sections, which allows children from a young age to understand the universality of mathematical ways of knowing the world. They learn the basic knowledge of mathematics, connecting them with the surrounding reality and other academic subjects. Solving the problems offered in the lessons helps to develop cognitive abilities and interest in expanding mathematical knowledge in children. For comfortable teaching of mathematics, it is necessary to create favorable conditions in the classroom for the overall intellectual development of each student. At the same time, it is important to take into account the age characteristics and capabilities of each child, providing sufficient mathematical preparation for further education. This article discusses the theoretical aspect of studying the organization of teaching mathematics in primary school, methods of teaching children mathematics, as well as programs in which the section of mathematics is considered in detail.
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