Journal articles: 'Primary teacher'

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Eroglu, Nermin, melek Bahat, and Aysegul Metindogan. "Primary School Teachers’ and Teacher Candidates’ Attribituons Toward Students with Dyslexia." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 2 (March 22, 2017): 80–87. http://dx.doi.org/10.18844/gjhss.v3i2.1602.

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Erol, Mustafa, and Mustafa Başaran. "How Primary School Students Perceive Primary School Teacher Exchange?" Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.6m.

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SEVER, Isiner, and Ali ERSOY. "Becoming a Teacher Educator: Journey of a Primary School Teacher." Eurasian Journal of Educational Research 19, no. 83 (October 1, 2019): 1–22. http://dx.doi.org/10.14689/ejer.2019.83.4.

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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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Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

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Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

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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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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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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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Kasirin, Kasirin. "THE EFFORTS TO IMPROVE TEACHER PERFORMANCE THROUGH ACADEMIC SUPERVISION BY THE PRINCIPAL IN PRIMARY SCHOOL." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 3, no. 3 (October 29, 2020): 112. http://dx.doi.org/10.26418/jp2d.v3i3.113.

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There have been many attempts to prepare teachers to become professionals. The fact shows that not all teachers have a good performance in carrying out their duties. Supervision, which is assumed to be a teacher guidance service, is expected to advance and develop teaching so that teachers can teach well and impact student learning. The research aims to improve teacher performance through academic supervision by the principal at SDN 7 Sungai Ambawang. The research method used was descriptive research, with school action research with a collaborative nature with the teacher. The subjects in this study were 18 teachers at SDN 7 Sungai Ambawang, Sungai Ambawang District. Data collection technique in this study was measurement technique and the instrumentl used was the observation sheet. This study's results are as follows: The first finding, the teacher's performance increases in doing learning planning. The second finding, the teacher's performance increases in carrying out learning. The third finding, the teacher's performance increases in assessing student learning achievement. To improve teacher performance at SDN 7 Sungai Ambawang has been done well. Researchers provide motivation, guidance, and direction to teachers to compile complete teaching administration and teaching planning through academic supervision to produce higher quality learning. (2) In the implementation of academic supervision to improve teacher performance at SDN 7 Sungai Ambawang, almost all of the 18 teachers could carry out learning well. Academic supervision activities can increase teacher competence in preparing and implementing learning well, creatively, and fun.

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Plunkett-Mills, Melicia. "Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): 60–100. http://dx.doi.org/10.46425/j119016107.

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This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.

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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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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (July 17, 2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.

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Altindag, Ahmet, and Hunkar Korkmaz Korkmaz. "Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System." Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 193–201. http://dx.doi.org/10.18844/cjes.v12i4.2794.

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The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum, and professional development process. These results and implications are discussed in the context of increasing expectations for demanded highly qualified teachers under provisions of the teacher education studies. Keywords: Teacher Education; Primary Science Teachers; Ideal Teacher Education

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Semenova, T. S. "Pedagogical Communication between Primary School Teachers and Pupils as a Factor in the Wellbeing of Primary School Students in Educational Activities." Psychological-Educational Studies 12, no. 1 (2020): 44–58. http://dx.doi.org/10.17759/psyedu.2020120104.

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The study of the psychological well-being of younger students in educational activities is relevant because of the significant number of publications on the facts of school disadvantaged children, the reason for which is recognized as the unconstructive organization of the educational process. In the article the author compared the interaction with pupils at the lesson of two teachers of primary classes with different level of pedagogical skill and correlated the revealed differences with the indicators of psychological well-being of their pupils. The author used his own method of registration of interactions. Pupils of two thirds classes (24 and 27 persons) of Penza secondary general education school and their teachers (2 persons) took part in the research. The results show that the interaction of a master teacher with pupils in the classroom, in comparison with a master teacher, is characterized by a greater number of visits to children and more uniform distribution of attention among children. Pupils of a master teacher outperform pupils of a teacher who is not a master in terms of psychological well-being: learning activity in the classroom and satisfaction with the teacher's relations with them.

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Haig, Belinda, and Steven S. Sexton. "Primary students’ perceptions of good teachers." Set: Research Information for Teachers, no. 3 (November 1, 2014): 22–28. http://dx.doi.org/10.18296/set.0316.

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This article reports on a study of primary-aged students’ perceptions of what makes a good teacher for them. In 2012, as a result of a government directive, the three schools in this study merged into one but still operated across the three school sites. The focus of the study was on the students’ perceptions of their teachers, not the merger. Specifically, this study sought to include students’ self-reporting of how they saw good teachers and teaching. The results indicate that, for these students, the teacher–student relationship, two specific teacher attributes, and two sets of teaching ability characteristics were most important.

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Ceken, Ramazan. "Primary school teacher education students' misconception on waste." International Journal of Academic Research 6, no. 3 (May 30, 2014): 19–23. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.3.

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Simbolon, Naeklan. "PROFESSIONAL TEACHER AND CLASSROOM MANAGEMENT IN PRIMARY SCHOOL." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 3, no. 1 (June 30, 2015): 19–23. http://dx.doi.org/10.24114/esjpgsd.v3i1.2186.

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Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.

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Wan, Sally Wai-Yan, Yuen-Shan Tse, Wing-Ki Tsang, Thomas Wing-Ki Lee, Ylena Yan Wong, Ada Wing-Tung Wan, and Wai-Po Eunice Wan. "‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school." Educational Management Administration & Leadership 48, no. 1 (August 12, 2018): 133–63. http://dx.doi.org/10.1177/1741143218792910.

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Teacher leadership is one of the essential factors in curriculum implementation. Curriculum development is never an easy task for teachers. Several studies have indicated that teacher leadership has led to school improvement and fostered student achievement and engagement in learning. However, most studies have focused on examining teacher leadership in Western contexts; rarely have studies been conducted to explore how teacher leadership takes place in an ‘East meets West’ context. The aims of the mixed-method study are the following: (a) to investigate teachers’ perceptions and experiences of teacher leadership, and (b) to explore how teachers act out teacher leadership in a peer network. This study used the case of a local primary school. Data collection methods included teacher surveys, individual interviews with teachers, and field notes from a one-day teacher shadowing. The data indicated that teachers were more oriented towards student learning, but insufficient space was available for enacting teacher leadership in terms of teacher collaboration, shared leadership and reflective practice. Thus, implications for teacher leadership development are discussed.

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Longlong, Hou, Zhao Ping, and Moses Oladele Ogunniran. "ncentive Effects Analysis on Primary and Secondary Teacher Incentive Policies in China." Research Journal of Education, no. 72 (June 21, 2021): 116–24. http://dx.doi.org/10.32861/rje.72.116.124.

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In recent years, many policies issued by central and local governments for primary and secondary school teachers in China are closely related to the incentive problems in their work. Based on the policy texts and empirical studies about teachers’ incentives, this paper discusses the incentive effects of teacher incentive policies. The outlines of this study are as follows: 1.Teacher incentive policies; 2. The incentive methods of teacher incentive policies; 3. Incentive effects of teacher incentive policies; 4. Teachers’ workloads and the effects of teacher incentive policies; and 5. Suggestions on teacher incentive policies.

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Atmono, Dwi, and Muhammad Rahmattullah. "STUDY OF PRIMARY SCHOOL TEACHER COMPETENCE IN TANAH BUMBU REGENCY." JPDI (Jurnal Pendidikan Dasar Indonesia) 2, no. 1 (November 13, 2017): 5. http://dx.doi.org/10.26737/jpdi.v2i1.266.

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Teacher competence is central factor that influencing teacher performance to create human resources with certain quality. Teacher competence influenced by many factors, such as educational background and teaching experience for his specific subject. This study aims to: 1) map the competence of primary school teachers in Tanah Bumbu Regency, and 2) analyze the effect of educational background and teaching experience to teacher competence. This study used quantitative approach. Population of this research is all primary school teachers in Tanah Bumbu regency which already followed Online Test of Teacher Competence (UKG Online) as many as 1,106 teachers. Samples were taken by using purposive random sampling as much as 20% of the total population that numbered 160 people. Variables of this study are: 1) Teacher Competence, 2) Educational Background and 3) Teaching Experience. This study used quantitative analysis includes percentage technique and multiple linear regressions. The results showed: 1) Primary school teacher competence in Tanah Bumbu Regency is above the national average score of 53.05, but still below the Minimum Competence Standards (SKM) of 55. The average score of pedagogic competence is 48.15 and professional competence is 55.91. 2) There is a significant simultaneous effect of educational background and teaching experience to teacher performance. Partially, only teacher experience variable that that significantly influence the teacher competence.

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Wayne, Andrew J. "Teacher Supply and Demand: Surprises from Primary Research." education policy analysis archives 8 (September 18, 2000): 47. http://dx.doi.org/10.14507/epaa.v8n47.2000.

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An investigation of primary research studies on public school teacher supply and demand revealed four surprises. Projections show that enrollments are leveling off. Relatedly, annual hiring increases should be only about two or three percent over the next few years. Results from studies of teacher attrition also yield unexpected results. Excluding retirements, only about one in 20 teachers leaves each year, and the novice teachers who quit mainly cite personal and family reasons, not job dissatisfaction. Each of these findings broadens policy makers' options for teacher supply.

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Ican, Ican, Yasir Arafat, and Destiniar Destiniar. "The Influence of Principal Leadership and Work Commitment on Professionalism of Primary School Teachers." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 2 (February 8, 2021): 333–41. http://dx.doi.org/10.51276/edu.v2i2.130.

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This study aims to determine the influence of principal leadership and work commitment to the professionalism of primary school teachers. The formulation of the problem in this study, namely (1) how is the influence of the principal leadership on teacher professionalism?, (2) how is the influence of work commitment on teacher professionalism?, (3) how is the influence between principal leadership and teacher work commitment to teacher professionalism. This study uses a quantitative approach with an ex post facto design. This research is looking for systematic empirical data and in this study the researcher can’t directly control the independent variables because the events have occurred and according to their nature can’t be manipulated. This study places the influence of principal leadership and teacher work commitment to the professionalism of primary school teachers in Cokroaminoto cluster, Semidang Aji District, OKU Regency. The results of the descriptive analysis show that the performance of the Cokroaminoto cluster primary school teachers in good category of 65.5%, that’s, the mean or average score is 61.4155 which in 52–63 interval. The results of the descriptive analysis show that the professionalism of teachers in the professional category of teachers in carrying out their duties is 77.5%. However, there are still teachers whose professionalism is in the quite professional category at 12.0% and even there are still teachers who are less professional in carrying out their duties by 2.8%, this is reflected in the indicator that teachers do not master the methods and evaluation of learning outcomes. Based on the results of multiple regression analysis, the regression equation line Y = 18.668 + 0.260X1 + 0.472X2 is obtained. These results indicate that this positive sign is in accordance with the theory and can be interpreted that the principal leadership and teacher professionalism are good, so the teacher's performance will be good too.

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Mutahar Al, Abdulghani, and Ma Hong Yu. "Primary School Teacher Competency." Social Sciences 6, no. 5 (May 1, 2011): 391–97. http://dx.doi.org/10.3923/sscience.2011.391.397.

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Rosati, Nicoletta. "Pre-primary and Primary Teacher Formation in Italy: Contents and Methodology." Edukacja Elementarna w Teorii i Praktyce 16, no. 2(60) (June 30, 2021): 89–98. http://dx.doi.org/10.35765/eetp.2021.1660.07.

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This contribution aims to describe the formation process of pre-primary and primary teachers in Italy. Some brief historical aspects about the development of the pre-primary and primary teacher curriculum are described to better understand how the formation process has changed in Italy in the last twenty years. A university degree course is now the basic requirement to become a teacher at pre-primary and primary level. In the description of the different parts which make up the Italian degree course curriculum, some pedagogical reflections are presented with their didactical and methodological implications.

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Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms." ReCALL 23, no. 3 (September 1, 2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.

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AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.

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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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Jan Bent, Gert, Anouke Bakx, and Perry den Brok. "Comparison Between Primary Teacher Educators’ and Primary School Teachers’ Beliefs of Primary Geography Education Quality." Australian Journal of Teacher Education 41, no. 7 (July 2016): 110–31. http://dx.doi.org/10.14221/.v2016n41.7.

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Jan Bent, Gert, Anouke Bakx, and Perry den Brok. "Comparison Between Primary Teacher Educators’ and Primary School Teachers’ Beliefs of Primary Geography Education Quality." Australian Journal of Teacher Education 41, no. 7 (July 2016): 110–31. http://dx.doi.org/10.14221/ajte.2016v41n7.7.

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Jung, Philip Yoongoo, and Jeong-Ah Shin. "Primary Teachers’ Perception toward Classroom English in Teacher-guidebooks." Korea Association of Primary English Education 27, no. 1 (March 31, 2021): 99–120. http://dx.doi.org/10.25231/pee.2021.27.1.99.

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Latip, Asep Ediana. "EVALUATING THE PROFESSIONAL DUTIES OF CLASSROOM TEACHERS IN PRIMARY SCHOOLS." JMIE (Journal of Madrasah Ibtidaiyah Education) 3, no. 2 (December 16, 2019): 179. http://dx.doi.org/10.32934/jmie.v3i2.133.

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The classroom teacher's professional duties are to educate, guide, teach, train, direct, judge and preserve. The problem is that many teachers are not professional in performing their duties has become a professional certificate, therefore the purpose of this study is the task of professional executive class teachers at the primary education education in Jakarta, Bogor, Depok, Tangerang dan Bekasi. The research method used is qualitative quantitative survey method because it is evaluative research. Data completion technique as evaluation research on professional task of classroom teacher at primary education in Jakarta, Bogor, Depok, Tangerang dan Bekasi is observation, interview, and document. The respondents of this research are classroom teachers at primary education in Jakarta, Bogor, Depok, Tangerang dan Bekasi. The benefits of this research are expected to provide theoretical and practical benefits to institutional governance on the development of teacher resources at the primary education level in Jakarta, Bogor, Depok, Tangerang dan Bekasi. The results showed that teachers in Jakarta, Bogor, Depok, Tangerang dan Bekasi perform their professional duties in designing a good learning plan with an average score of 72. Can perform professional duties at primary education level in aspects of learning activities very well with average score 87. And there is a difference in the implementation of professional tasks of certified class teachers with an average score of 73 scores, while unclassified grade teachers score an average of In the aspect of execution of professional duties in classroom teaching activities has not been certified has the advantage in performing professional tasks on aspects of learning activities at level primary education in Jakarta, Bogor, Depok, Tangerang dan Bekasi that is grade certified teacher average score 86,7, while class teacher have not certified result of score average 87,2.

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Mubarok, Husni, Ma’ruf Akbar, and Endry Boeriswati. "The Impact of Perceptions of Policy Dissemination, Communication, and Motivation on National Character Knowledge of Primary School Teachers." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 128. http://dx.doi.org/10.36941/jesr-2021-0036.

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This study measures perceptions of policy dissemination, communication, and teacher motivation on knowledge of primary school teachers' nationality character. The survey method with structural equation models was used involving 144 primary school teachers in Pati, Central Java, Indonesia. The instruments were in the form of questionnaires on national character knowledge, policy dissemination, communication, and teacher motivation. The concern in this study is the cognitive abilities of primary school teachers in the form of knowledge of national characters and non-cognitive abilities in the form of policy dissemination, communication, and motivation. The study results indicated an influence of policy dissemination, communication, and motivation on primary school teachers' national character knowledge. Primary school teacher motivation provided a significant positive value on the teacher's nationality character's experience. In addition to the influence of non-cognitive abilities on cognitive abilities, there was also a positive influence between the non-cognitive abilities of primary school teachers. This study recommends that policymakers, including school principals, have an excellent opportunity to succeed in national character education, including character education in general, if policy dissemination is implemented optimally and appropriately to primary school teachers as educators. Received: 12 January 2021 / Accepted: 16 February 2021 / Published: 5 March 2021

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Kapranov, Oleksandr. "Framing the Identity of an Ideal Primary School Teacher of English." English Studies at NBU 6, no. 1 (June 8, 2020): 95–110. http://dx.doi.org/10.33919/esnbu.20.1.4.

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The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.

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Gipps, Caroline. "Teacher assessment and teacher development in primary schools." Education 3-13 23, no. 1 (March 1995): 8–12. http://dx.doi.org/10.1080/03004279585200021.

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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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Syahrial, Syahrial, Asrial Asrial, Maison Maison, Amirul Mukminin, and Dwi Agus Kurniawan. "Ethnoconstructivism analysis: Study of pedagogic mathematics competence of primary school teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 614. http://dx.doi.org/10.11591/ijere.v9i3.20256.

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The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research wasa descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of <br /> teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning.

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Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 22, 2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

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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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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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Olkhova, Nataliia, and Nastya Olkhova. "ASPECTS OF MATHEMATICAL PREPARATION OF FUTURE PRIMARY SCHOOL TEACHER." Pedagogìčnij časopis Volinì 2(5), no. 2017 (2017): 86–90. http://dx.doi.org/10.29038/2415-8143-2017-02-86-90.

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Ranjha, Fayyaz Ahmad, Muhammad Khalid Mahmood, and Intzar Hussain Butt. "Use and Utility of Teacher Guides for Primary School Teachers in Punjab." Review of Economics and Development Studies 5, no. 1 (March 30, 2019): 5–10. http://dx.doi.org/10.26710/reads.v5i1.518.

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This study is aimed at soliciting pubic primary school teachers’ viewpoints on use and utility of teacher guides, an initiative of government of the Punjab. Data were collected through focus group discussions of male and female teachers from District Sargodha. Teachers were asked to discuss need, importance and use of teacher guide and to suggest ways to improve. Focus group discussions were audio recorded, transcribed and analyzed for extracting themes. It was found that teachers acknowledged the need and importance of teacher guide for better teaching. It was noted from their discussion that teachers used Guides for lesson planning and activities but use of teacher guide was not optimal. Some of the teachers were using it in best possible way, while majority were using it occasionally. They highlighted difficulties and challenges like high workload, language of teacher guides and lack of learning material required for suggested activities. The y suggested revising guides for language, removing inconsistencies with respect to schedule of guide and academic calendar. They also suggested lower workload of teachers by recruiting new teachers, providing teachers with training to use guides and making monitoring and supervision more rigorous.

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Rakhimbekova, A., and N. Alpysbaeva. "REQUIREMENTS FOR PROFESSIONAL AND PERSONAL QUALITIES OF PRIMARY SCHOOL TEACHERS." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 101–8. http://dx.doi.org/10.51889/2021-1.1728-5496.13.

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The article discusses the requirements for professional and personal qualities of primary school teachers. The rapidly changing modern world simultaneously changes the socio-pedagogical functions of the teacher and the requirements imposed on him. Today, the goal of the school is not only to transfer new knowledge, goals, values and personal meanings, but also to reveal the abilities of a growing person. Traditional views are replaced by a new pedagogical system, in connection with which the requirements of society to the teacher's personality change, which reflects the updated content and structure of his professional activity. An important factor affecting the effectiveness of the teacher's activity is his personal qualities. When considering the qualities of a teacher as a subject of activity, researchers distinguish professional and pedagogical qualities that are very close in abilities and can be individual.

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El-Yakub, Shehu Uthman. "PRIMARY SCHOOL TEACHERS’ WELFARE: A PREREQUISITE FOR QUALITATIVE PRIMARY EDUCATION IN NIGERIA." Sokoto Educational Review 16, no. 2 (December 31, 2015): 8. http://dx.doi.org/10.35386/ser.v16i2.140.

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Education is the most important vehicle for progress and overall development of individual in particular and society in general. Yearning for positive development and progress cannot come by without sound primary education background, teacher is the prime mover of education in general without whom, education can hardly be acquired. No education system can rise above the quality of its teachers, this gives important support for teacher on their role in the first place, as educators, implementers of the curriculum content and determinant factors that influence the needed learning outcomes of instruction. Primary school teachers in Nigeria suffer serious neglect in terms of their social welfare especially in the areas of salaries and allowances, in-service training, office accommodation as well as inadequate funding of primary education. The paper also brought the issues on child’s needs for education, universal basic education and suggestions were proffered.

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Lamanauskas, Vincentas. "Primary School Teachers’ Educational Research: Educational Practice and Professional Development Context." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 1–18. http://dx.doi.org/10.23947/2334-8496-2020-8-3-1-18.

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Teacher research activity is an important complex part of their work. Therefore, alongside with the other, their important professional competences, teacher research activity competence becomes a significant one. Teacher’s activity space has widened a lot. Carrying out various research, the teacher uses the obtained information firstly for their activity improvement. It is obvious that there is a lack of reliable research on this question. A deep gap exists between educational research and educational practice. This research aimed to ascertain primary school teachers’ position on educational research question. The research was carried out in 2019, in which 106 primary school teachers from various Lithuanian schools took part. A two-part research instrument was applied, which consisted of open-ended and closed-ended questions. A descriptive qualitative and quantitative content analysis was carried out. Though most of the teachers thought that educational research was important for their practical activity, however, the biggest gap between educational research and educational practice is most frequently determined by the lack of teacher competence in this sphere. There exists an obvious teacher support need as well as teacher professional development needs in the aspect of research availability/accessibility and its use in educational practice.

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Khumalo, Shuti Steph. "A Descriptive Analysis of the Leadership Practices of Primary School Principals in Promoting Sustainability Through Motivating Teachers." Discourse and Communication for Sustainable Education 12, no. 1 (May 29, 2021): 42–54. http://dx.doi.org/10.2478/dcse-2021-0004.

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Abstract Enhancing sustainability in primary schools is apposite because primary schools are the building blocks in any education system. In its examination, the study provides insights on the role of primary school principals in promoting sustainable education through inspiring teachers. Teacher motivation is a very critical focus research area, particularly in the present depressing times and particularly in promoting sustainability. Without ignoring and dismissing other factors that have a bearing on the poor performance of the South African primary schools, teacher discouragement is one of the factors. The purpose of this investigation was to explore the extent in which the leadership practices of primary school principals promote teacher motivation and ultimately achieving sustainable teacher workforce. This study was based on random sampled primary school teachers in South Africa, Waterberg District. Hundred and fifty survey questionnaires were distributed to participating primary schools and only 96 responses were received. The respondents were from a mix of both male and female teachers who responded to the questionnaire. Descriptive statistics was applied to analyse data. Even though the results indicated that there were issues with teacher motivation, to a significant extent, the majority of respondents demonstrated that most primary principals do take efforts in trying to ensure that teachers are motivated. The results of the study deepen the already existing scope of knowledge regarding teacher motivation, particularly in primary schools.

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Saunders, William, and Claude Goldenberg. "Four Primary Teachers Work to Define Constructivism and Teacher-Directed Learning: Implications for Teacher Assessment." Elementary School Journal 97, no. 2 (November 1996): 139–61. http://dx.doi.org/10.1086/461859.

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Lee, Boon L., Andrew Worthington, and Clevo Wilson. "Learning environment and primary school efficiency." International Journal of Educational Management 33, no. 4 (May 7, 2019): 678–97. http://dx.doi.org/10.1108/ijem-05-2017-0103.

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Purpose Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.

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Setiawan, Deny, Joni Sitorus, and M. Natsir. "Inhibiting Factor of Primary School Teacher Competence in Indonesia: Pedagogic and Professionalism." Asian Social Science 14, no. 6 (May 28, 2018): 30. http://dx.doi.org/10.5539/ass.v14n6p30.

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The study aims to describe inhibiting factors of pedagogic and professional competencies from primary school teacher, as well as its problems. Primary data obtained through interviews on focus group discussion, and secondary data obtained through document. Research informants are teachers, principals, head of Education Department, head of District Staffing Agency, and head of District Planning and Development Agency. Data were analyzed descriptively. Result shows that there were four inhibiting factors of teacher competence, such as: inadequate school infrastructure; teacher educational qualification was low; implementation of teacher training was ineffective; and lack of government attention in reward for outstanding teachers.

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Rizal, M. Khairul, Rochmiyati Rochmiyati, Alben Ambarita, and Een Yayah Hainilah. "PORTFOLIO ASSESSMENT IN PRIMARY SCHOOLS." Jurnal Ilmiah Teunuleh 2, no. 2 (June 28, 2021): 329–36. http://dx.doi.org/10.51612/teunuleh.v2i2.54.

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The purpose of this study is to describe the portfolio assessment conducted by the teacher on students and to describe the results of the use of the portfolio assessment. This study uses a qualitative method. This research is to obtain descriptive data regarding the implementation of the portfolio assessment conducted by the teacher on students, and a description of the results obtained by the teacher and students in carrying out the portfolio assessment process. From the results of this study, it can be seen thatteachers should be prepared to make written and standardized assessment criteria when they have decided to use portfolio assessment so that the assessment is carried out in accordance with existing achievement indicators. However, from the data seen, teachers often assess student assignments outside of learning hours so that the involvement of students in the assessment process is still not illustrated.

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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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Journal articles on the topic 'Primary teacher'

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