Relevant bibliographies by topics / Primary teacher training

Academic literature on the topic 'Primary teacher training'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Primary teacher training"

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Newman, Elizabeth. "Primary teachers' dilemmas in initial teacher training." Teacher Development 1, no. 2 (July 1997): 253–68. http://dx.doi.org/10.1080/13664539700200016.

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Figueredo-Canosa, Victoria, Luis Ortiz Jiménez, Cristina Sánchez Romero, and María Carmen López Berlanga. "Teacher Training in Intercultural Education: Teacher Perceptions." Education Sciences 10, no. 3 (March 20, 2020): 81. http://dx.doi.org/10.3390/educsci10030081.

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Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.
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Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.
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Villalba-Condori, Klinge Orlando, and Luis Magdiel Oliva-Córdova. "Teacher Training to Develop Computational Thinking at the Primary Education Level." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10 (October 31, 2019): 91–98. http://dx.doi.org/10.5373/jardcs/v11i10/20193010.

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Jayanti, Jayanti, and Dinn Wahyudin. "How important are today’s teacher development program contents for primary school teacher?" Jurnal Penelitian Ilmu Pendidikan 12, no. 1 (April 25, 2019): 55–62. http://dx.doi.org/10.21831/jpipfip.v12i1.19799.

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Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.
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Ching, Chin Phoi, and Chin Peng Yee. "Primary Teacher Education In Malaysia." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 373–80. http://dx.doi.org/10.19030/jier.v8i4.7285.

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In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training institutes. The main aim of this program is to produce quality primary school teachers in terms of knowledge, skills and professional competencies in their respective subjects and in line with the National Philosophy of Education. After a span of five years, has this Bachelor of Teaching program achieve its learning outcomes outlined? Thus this study intends to evaluate this primary teacher education program by focusing on the achievement of learning outcomes (LO) of this four years program. The sample involved in this study is a group of 106 final year student teachers who have completed their 8th semester of study. A questionnaire was administered to check the extent of the learning outcomes being achieved. This questionnaire was developed based on the eight main learning outcomes of this Bachelor of Teaching program. The question items were written individually by referring to the sub outcomes of each main LO. Thus this studys main objectives are to find out to what extent the overall LO was achieved and also to determine the importance of each LO. The results would serve as guidelines for the teaching staff to further improve their teaching practices and guidance given to students in the future.
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������� and T. Khilenko. "Developing Information Competence of Primary School Teachers." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 42–45. http://dx.doi.org/10.12737/17281.

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The article is devoted to the issue of postgraduate education, namely further vocational education of primary school teachers. The readers will fi nd a model of development of informational competency of a primary school teacher. The article describes the organizational principles of further vocational education process aimed at development of informational competency of primary school teachers. There is a list of educational process conditions of advanced training of primary school teachers, namely: independent work of a teacher, well-organized informational and educational space, organization of individual educational paths of teachers being trained, application of diff erent forms of education during the training process of teachers, opportunity to apply the works of practical value in professional activity as the result of advanced training. Moreover, the article focuses on criteria for determining the levels of formation of information competency of a primary school teacher, and also describes the indicators of each level: low, intermediate and high.
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Lopes, Amélia, and Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work." Literacy Information and Computer Education Journal 1, no. 1 (March 1, 2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

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Price, Alison, and Jenny Willett. "Primary teachers’ perceptions of the impact of initial teacher training upon primary schools." Journal of In-Service Education 32, no. 1 (March 2006): 33–45. http://dx.doi.org/10.1080/13674580500480057.

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Yuliariatiningsih, Margaretha Sri, Lely Halimah, Novi Yanthi, and Yona Wahyuningsih. "PROFILE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PRIMARY SCHOOL TEACHER IN SCIENCE TEACHING." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 11, no. 2 (September 22, 2019): 135–40. http://dx.doi.org/10.17509/eh.v11i2.17481.

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This research is to know pedagogical content knowledge (PCK) of primary schools teacher in science lesson. The research method used survey method. Research subject is determined by purposive sampling technique. Research data were collected by interview technique, questionnaire, test, product assessment, and observation. Data were analyzed by one-way Anova toward civil servant period, certification period, work class, GPA and university origin. The conclusions obtained indicate that the teacher's PCK in teaching science in primary schools depends on the newly-conducted training program such as the Teacher Education and Professional Training (PLPG). There is no correlation between the underlying factors as a teacher and the PCK in significantly teaching science in primary schools. It is recommended that teachers regularly attend training related to the updating of learning materials or related to PCK as the basis of the teaching profession in teaching science through an in service training program.
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Dissertations / Theses on the topic "Primary teacher training"

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Barron, Elaine Bernadette. "Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.

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Recent changes to the provision for teacher training have seen a move to place greater responsibility for the training of teachers with schools rather than with Higher Education Institutes. The rationale appears to be the view that this will produce the kind of teachers schools are looking to employ. However, there appears to be little research focused on the opinions of the senior management of primary schools about whether they believe this to be the case, whether they feel schools are in a good position to undertake this training, and what impact they perceive such a move will have on primary schools. This study took a constructivist grounded theory approach to explore primary school headteachers’ perceptions of how best to train primary school teachers seen by them as fit to practise and what they perceived schools could and could not provide to support this outcome. Data were initially collected in a feasibility study exploring the views of the headteacher, the school-based mentor and the former trainee teacher in identifying their perceptions of factors which contributed to the outstanding outcome for a trainee on the Graduate Trainee Programme on the completion of his training year. Reflections on one of these factors in particular, that of the crucial role of the headteacher in enabling the successful outcome, at a time when a number of significant reforms to teacher training were being implemented, prompted a reconsideration of the focus of the main study to an exploration of headteachers’ perceptions of training teachers seen by them as fit to practise in primary schools in a changing landscape of teacher training. Twelve primary school headteachers participated in semi-structured interviews. Data were analysed utilising a constant comparison method (Strauss and Corbin, 1990; Charmaz, 2006). Conclusions from a small scale study cannot easily be generalised. However the findings from the main study suggested the headteachers believed teachers who were fit to practise demonstrated the ability to think critically about their practice and that this attribute was under-represented in standards for teachers. In terms of training to become teachers fit to practise the headteachers supported the viewpoint of the primacy of practice but believed that practice alone was not sufficient to develop the teachers they sought to employ in their schools. In order to become critical thinkers trainee teachers needed to study the theory underpinning the teaching in schools. This study should be guided by experts, who most of the headteachers identified as academic partners, in teacher training located outside of the school. There was a measure of hostility from some of the headteachers to the idea that a teaching school could fulfil this expert role. The headteachers used a number of synonyms to describe the teachers they were seeking but all appeared to mean teachers fit to practise in their schools. The headteachers believed they had the ability to recognise the potential to become a teacher fit to practise in applicants to teaching and they used this to identify trainee teachers who would fit their schools. With greater responsibility for teacher training moving to schools this highlighted issues of equality of opportunity and a potentially insular approach to the training and recruitment of teachers. According to the headteachers, schools which participated in teacher training required at least a good Ofsted grade, a climate and skilled staff to support novices and strategic leadership by the headteacher. As part of the remit of this strategic leadership the headteachers perceived it was their role to protect their schools from external pressures such as Ofsted inspections. This, they believed, gave them the autonomy to decide on their level of participation, if any, in teacher training on an annual basis. Recommendations for further research, policy and partnerships have been made.
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Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.

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This study is about the ways in which the term subject knowledge is conceptualised and interpreted by student teachers, university tutors and school mentors in the context of undergraduate primary initial teacher training (ITT) in two post-1992 university providers. Subject knowledge has been a consistent feature of the policy context of ITT over decades, although disparities are apparent between the rhetoric of policy directives, the theoretical knowledge base and how primary teachers’ subject knowledge is represented, and enacted, in communities of practice in primary ITT. The conceptual framework for the research is underpinned by Shulman’s (1987) theoretical knowledge bases for teaching, and draws significantly on the conceptual tools of culture, practice and agents in educational settings, provided by Ellis’s (2007) situated model of subject knowledge. The perspective of the individual is developed further by utilising Kelchtermans’s (2009) personal interpretative framework. An additional lens is provided by the external political context, within which primary ITT is located. The research adopted an inductive, interpretative approach that incorporated multiple methods to construct a bricolage. Data collection included semi-structured questionnaires, semi-structured interviews that incorporated the production of visual data, and content analysis of documents. The study indicates that subject knowledge was understood by participants as an umbrella term representing general teacher knowledge, rather than as a critically distinct concept. Overall, there was a general lack of emphasis on subject-specific pedagogical knowledge evident in the discourse around subject knowledge for primary teaching. Conceptualisations of subject knowledge were highly individualistic. The findings indicated that the culture and practice in different contexts is interpreted and experienced in very different ways by individuals to influence their interpretations of subject knowledge and its place in pedagogy. Thus, this study makes an original contribution to knowledge in the field by: 1) mapping the details of the conceptualisations of subject knowledge held by student primary teachers, university tutors and school mentors in the context of undergraduate primary ITT, to identify commonalities, and disparities, with the theoretical knowledge base; and 2) identifying and examining cross-contextual and personal influences on conceptions of subject knowledge and in so doing, extending and adapting Ellis’s (2007) model of subject knowledge, to the specific context of undergraduate primary ITT.
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Al-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.

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This study explores the quality assurance mechanisms in primary teacher education programmes in Jordan in order to examine how the participants perceive the systems in their programmes. As a point of reference the English experience in quality assurance was incorporated. The main areas investigated were (i) The components of primary teacher education programmes in Jordan (the objectives, the theory, the school experience, the teaching methods, the management system, and facilities) (ii) The problems that hinder the implementation of the quality assurance systems (iii) Suggestions for promoting quality assurance (iv) Guidelines for quality assurance obtained from the English teacher education programmes. Data was collected from all public Jordanian universities that are concerned with primary teacher education programmes and in 9 English universities and one college. The three main research methods employed in the research were documentary analysis, questionnaires, and the interview. It is concluded that quality assurance systems are not clearly specified or implemented in the primary teacher education programmes in Jordan. The perceptions of the majority of the participants indicated that they were dissatisfied with both the components of the programme and the management system. The study argues that without the co-operation of the people involved in the quality assurance systems, the system will not totally achieve its objectives. Communication and commitment by all the participants are essential if quality assurance systems are to be effectively employed.
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Carney, Claire Geraldine Aine. "The training of the primary school teacher to teach National Curriculum physical education." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481191.

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Adams, Muriel Sylvia. "Problems of managing teacher appraisal schemes in Gwent primary schools." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.

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Sim, Ju Youn. "The impact of in-service teacher training : a case study of teachers' classroom practice and perception change." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/36858/.

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The central focus of this study concerns the impact in Korea of an in-service teacher training (INSET) course on teachers’ classroom practice and their perception change. A qualitative case study involving observation and interviews was carried out during a period of six months before and after an INSET course. The three-week INSET course itself was observed. This was followed by the observation of five consecutive English lessons given by the two teachers. The teachers also took part in four semi-structured interviews. While the observations shed light on how the teachers implemented what they had learnt from the INSET into their teaching practice, the interviews explored a range of issues. These included their general expectations and outcomes of the INSET course, their perception changes and difficulties in putting new ideas into practice. Interviews also explored their perceptions of longer-term outcomes. The main finding in this study indicated that the two teachers faced some difficulties and challenges in implementing new ideas or knowledge obtained from the INSET course into their classroom practice, and did not do so to the same extent. The contextual differences between the INSET and real practice, the content of the INSET, and lack of school support were identified as constraining factors that limit implementation. The analysis also showed that the teachers’ confidence and motivation resulting from the INSET led to their better career prospects and affected their professional identity. Some important implications from the study for language teacher training are discussed to highlight how the potential impact of INSET could be optimised: (i) INSET should provide ongoing support to promote developmental continuity after the course; (ii) INSET should consider teaching contexts sensitively, especially large classes and limited materials; and (iii) trainees continue their professional development under their own initiative even after the INSET course.
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Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.

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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
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Wildsmith, Rosemary. "A study of teacher attitudes as related to teacher practices at primary school level in South Africa." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006577/.

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The research reported on in this thesis investigated the nature of the relationship between teachers' attitudes and perceptions regarding the language learning/teaching process and their pedagogical practices in class, within two English as second language teaching contexts - a non-formal project and a state primary school. Both attitudes and practices were examined in relation to an educational model consisting of a bi-polar dimension, moving from a traditional, transmission-oriented perspective on teaching, to a more progressive, generative one. This model was based upon preexisting models drawn from educational philosophy and communicative language teaching. Thus, a principle of communicative orientation underpinned the model and provided the theoretical framework for the design of the major research instruments viz, an attitude questionnaire and a classroom observation scheme. The data from these research instruments were supplemented by that obtained from more naturalistic methods such as interviews, stimulated recall and diary entries, so that data was produced that could be analyzed both quantitatively and qualitatively. Thus, the state of the art of pedagogy in black primary classrooms was examined in terms of both the micro-context (pupil numbers, teacher qualifications, etc), and the macro-context (wider societal structures and ideology) which might have an influence on teachers' attitudes and practices in class. Alternatives to this type of pedagogy were then considered with reference to various project initiatives encouraging communicative approaches to language teaching. Finally, the implications of the study for research into teacher thinking in general, and for new roles in particular, are examined in relation to two innovative research techniques and an attitude awareness activity. The educational model is then reappraised in the light of the research findings.
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Puteh, Marzita. "Factors associated with mathematics anxiety and its impact on primary teacher trainees in Malaysia." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267728.

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This study investigates the extent and nature of mathematics anxiety in primary school teacher trainees in Malaysia, and identifies the factors that are associated with it. This is qualitative research and hence the approach is to understand the current phenomenon and to obtain a rich and in-depth insight into significant issues. Three methods for obtaining data are used: questionnaires, interviews and observations of subjects doing mathematics. Evidence for the nature and source of mathematics anxiety was derived from what the teacher trainees said about (a) their perceptions of mathematics; (b) themselves with regard to mathematics (self-image); (c) their feelings towards mathematics; and (d) their behaviour when doing mathematics. Hands-on mathematics was given to the teacher trainees in order to observe how mathematics anxiety affects them in an actual scenario of doing mathematics. Interviews were carried out immediately after the hands-on observations in order to give the teacher trainees opportunities to explain their actions. Teachers-students relationship, teachers' style of teaching, examination pressure, parental and peer group influences were identified as the main factors contributing to the trainees' mathematics anxiety. The cultural setting for these factors emerged from the research as being of particular significance.
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Bowen, Robert. "Illuminating primary design and technology : an investigation into planning and teaching methodology." Thesis, Nottingham Trent University, 1999. http://irep.ntu.ac.uk/id/eprint/9551/.

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Books on the topic "Primary teacher training"

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

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Grigg, Russell. Becoming an outstanding primary school teacher. New York: Longman, 2010.

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Becoming a Primary School Teacher. London: Taylor & Francis Inc, 2004.

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Grigg, Russell. Becoming an outstanding primary school teacher. New York: Longman, 2010.

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Grigg, Russell. Becoming an outstanding primary school teacher. New York: Longman, 2010.

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Al-salmi, Talib. Teacher education in Oman: Selection and training of primary school teachers. Birmingham: University of Birmingham, 1994.

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Department of Education & Science. Brighton Polytechnic, Faculty of Education: Initial teacher training, the professional training of primary school teachers. Stanmore: Department of Education and Science, 1990.

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Stuart, J. S. Primary teacher education curricula as documented: A comparative analysis. Brighton: Centre for International Education, University of Sussex, 1999.

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Ofsted. Quality and standards in primary initial teacher training: Inspected 1998/2002. London: Ofsted, 2003.

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Effectiveness study of the primary teacher in Nepal. Bhaktapur: National Centre for Educational Development, Ministry of Education, Dept. of Education, 2006.

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Book chapters on the topic "Primary teacher training"

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Hošpesová, Alena, and Marie Tichá. "Problem Posing in Primary School Teacher Training." In Mathematical Problem Posing, 433–47. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-6258-3_21.

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Barron, Elaine. "Primary headteachers’ perceptions of schools’ roles in training teachers within a changing landscape of teacher training." In Pupil, Teacher and Family Voice in Educational Institutions, 158–71. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429505669-10.

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Symaco, Lorraine Pe, and Esther G. S. Daniel. "Curriculum, Pedagogy, Teacher Training and Recent Reforms in Primary Science Education." In Primary Science Education in East Asia, 215–28. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97167-4_11.

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Castells, Núria, Isabel Solé, Cristina Luna, Eva Lordán, Esther Nadal, Mariana Miras, and Sandra Espino. "4. Training a Primary Education Teacher to Teach Expository Text Comprehension Strategies." In Reviving Catalan at School, edited by Joaquim Arnau, 72–95. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090266-006.

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Ortega, Marcelo René Mina, José Alí Moncada Rangel, Ítala María Paredes Chacín, and Jorge Iván Mina Ortega. "Teacher Training Model in Consumer Education: A Proposal for Ecuadorian Primary Education." In Technology, Sustainability and Educational Innovation (TSIE), 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_1.

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Wittmann, Erich Christian. "The Alpha and Omega of Teacher Education: Organizing Mathematical Activities." In Connecting Mathematics and Mathematics Education, 209–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_10.

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AbstractThe aim of this paper is to describe an introductory mathematics course for primary student teachers and to explain the philosophy behind it. The paper is structured as follows: It starts with a general plea for placing the mathematical training of any category of students into their professional context. Then the context of primary education in Germany, with its strong emphasis on the principle of learning by discovery, is sketched.
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Fomiškina, Jeļena, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, and Emma Cameron. "Nurturing Every Learner’s Potential: Education Reform in Kenya." In Implementing Deeper Learning and 21st Education Reforms, 129–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_6.

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Abstract In Kenya, a broad education reform was implemented after recognizing that the current system was not aligned with the country’s vision of producing globally competitive learners with competencies for the twenty-first century. The implementation process began with a pilot in 2017 and is planned to continue through 2028. In addition to the introduction of a competency-based curriculum, key components of the reform are a commitment to achieving a 100% transition from primary to secondary school by eliminating exam-based barriers to transition and a provision of a wide range of pathways for students to follow. Under the vision of “Nurturing Every Learner’s Potential”, the reform is grounded in the idea that learning should be active and individualized rather than teacher-centric and that schools – including secondary schools – are a place for developing a wide range of competencies and behaviors in addition to the traditional academic skills. In doing so, the government of Kenya seeks to reframe deeply-held cultural perspectives on education’s purpose and content. Such cultural shifts will require significant outreach and training efforts to achieve the buy-in from both families and teachers, and at this stage, it remains to be seen whether these efforts will succeed.
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Casali, Ana, Natalia Monjelat, Patricia San Martín, and Dante Zanarini. "Primary Level Teachers Training in Computer Science: Experience in the Argentine Context." In Computer Science – CACIC 2019, 389–404. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48325-8_25.

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Zhao, Hui, Shujuan Fu, and Zhihong Qiang. "Education Training System of Primary and Middle School Teachers in Network Environment." In Lecture Notes in Electrical Engineering, 3–9. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_1.

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher trainings, parent workshops, student activities, and a positive education curriculum. The high school project emphasized promoting optimism, hope, and character strengths, aiming to decrease students’ anxiety. The university project aimed to nurture and enhance the development of students’ positive emotions, relationships, purpose, accomplishments, engagement, and health. The projects were effective in increasing the wellbeing and decreasing the mental health problems of students. Characteristics of the positive education projects and factors affecting effectiveness of the projects are discussed and suggestions for future direction of positive education in Hong Kong are proposed.
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Conference papers on the topic "Primary teacher training"

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Cura, Daniela, Hernán Czemerinski, Verónica Alelí Marino, Martín Guillermo Scasso, and Fernando Schapachnik. "A teacher training program in argentina analysed by profiles." In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421664.

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D'Elia, Francesca. "The training of physical education teacher in primary school." In Journal of Human Sport and Exercise - 2019 - Autumn Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc1.12.

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Rokhmaniyah, Rokhmaniyah, and Chamdani Chamdani. "Evaluation of Implementation of Inclusive Education at Primary School." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.28.

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Inggriyani, Feby, and Nurul Fazriyah. "Self Efficacy on Narrative Writing Ability of Primary School Student." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.7.

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Wahyudi, Mr, Mr Joharman, and Mr Ngatman. "The Development of Realistic Mathematics Education (RME) for Primary Schools' Prospective Teachers." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.83.

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Havrilova, Liudmyla, Olena Beskorsa, and Olena Ishutina. "Launching the Digital Learning Portal for Primary School Teacher Training." In 2021 IEEE International Conference on Smart Information Systems and Technologies (SIST). IEEE, 2021. http://dx.doi.org/10.1109/sist50301.2021.9465882.

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Suryandari, Kartika, Prof Sajidan, Sentot Budi, and Zuhdan Kun. "Effectiveness of Project Based Learning on Empowerment Critical Thinking Skill toward Preservice Teacher on Primary Teacher Education Program." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.58.

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Umbara, Tria, Muhammad R. Fananta, and Saktiana D. Hastuti. "Design Development of Inquiry-Based Teacher Training to Support Primary Teacher's Pedagogical Content Knowledge." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.41.

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Lijun, Wang. "Improve qnational training planq quality of primary and secondary school English teacher training Approaches." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.19.

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Nurmasari, Linda, Slamet Subiyantoro, and Siti Fadhilah. "Primary school students' barriers on learning Javanese Language: a case study in Central Java, Indonesia." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.103.

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Reports on the topic "Primary teacher training"

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

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.
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