Relevant bibliographies by topics / Science competence in future primary school teachers

Academic literature on the topic 'Science competence in future primary school teachers'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Science competence in future primary school teachers"

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Lamanauskas, Vincentas, and Dalia Augienė. "NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: TEACHERS’ COMPETENCE AND TRAINING." Natural Science Education in a Comprehensive School (NSECS) 25, no. 1 (April 20, 2019): 18–28. http://dx.doi.org/10.48127/gu/19.25.18.

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Schoolchildren’s natural science competence development is inseparable from teachers’ natural science competence, the integral part of which are subject, didactic and managerial abilities. Competence (es) acquisition during the studies at university is not a final process. Competence improvement, enrichment continues during the whole period of active pedagogical work. In the months of January-February 2018, a qualitative, limited amount research was carried out. 60 primary school teachers from more than 25 Lithuanian schools participated in the research. Research data were analysed using a content analysis method. Research results revealed that most primary school teachers value their knowledge in natural science field as sufficient. Teachers accentuate that their competences are proper and emphasize their lifelike and long work experience importance. Part of the teachers accentuate constant natural science education subject knowledge renewal. Only a small part of teachers notice that they lack knowledge in natural science field. Research result analysis showed that most of primary school teachers develop natural science competence independently using various information sources. A big part of teachers develop natural science competence participating in formal specially organised activities. Not a small part of teachers accentuate practical natural science competence development. Research results revealed that most primary school teachers give average evaluation to their competence in teaching natural science (world cognition). Only a small part of teachers attribute a high value to this competence of theirs. Research result analysis showed that primary school teachers teaching students natural sciences (world cognition), encounter various problems. The bigger part of teachers experience problems, related to the teaching process: lack of devices, low students’ teaching motivation, teaching content shortcomings. A big part of teachers teaching natural science subjects (world cognition) experience social – organisational problems: a lack of time, unfavourable conditions, a lack of support. Teacher opinion analysis of what needs to be changed /improved in natural science primary school teacher training/preparation revealed that the biggest part of teachers offer to improve future teachers’ practical abilities/skills. Part of teachers offer to better develop special competences, related to natural science education, to improve material supply of the study process. Keywords: content analysis, primary school, science education, subject knowledge.
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Taurbekova, A. S. "Structure of professional competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 16–22. http://dx.doi.org/10.31489/2021ped4/16-22.

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At the present stage of the development of Kazakhstani higher education in the context of the transition to the updated content of education, the problem of future primary school teachers’ professional training is relevant. It is not enough to identify the problems in the training of future specialists in the field of primary education in order to list the competencies that a graduate should master. It is reasonable to consider the model of the predicted result as a system of interrelated components. In this regard, this study aims to identify and substantiate the structural components of the professional competence of primary school teachers. The main methods of studying this problem are comparative and model methods, which allow to to take account of various research approaches for understanding the structure of teachers’ professional competence. The results of the study indicate the process of developing analytical, diagnostic, and prognostic professional actions make up the structure of the professional competence of an elementary school teacher, other important characteristics of the teachers’ professional development, such as communicative, are also being successfully improved, which also confirms the integrative basis of the structure of professional competence.
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Zhumash, Zhanara, Saniya Nurgaliyeva, Aziya Zhumabaeva, Larisa Anatolevna Lebedeva, Gulbanu Saduakas, and Saule Bazarbaevna Zhoraeva. "Professional teaching competence in preservice primary school teachers: Structure, criteria and levels." World Journal on Educational Technology: Current Issues 13, no. 2 (May 3, 2021): 261–71. http://dx.doi.org/10.18844/wjet.v13i2.5699.

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Competency beliefs are beliefs about individuals’ ability to perform significantly regarding events that may affect their lives. People with higher levels of teaching competency beliefs do not escape from the experiences they have just encountered and have the determination to complete their actions successfully. Having general competencies of teachers and teacher candidates is of key importance in terms of creating more efficient and improving educational processes. Therefore, this study aimed to provide a systematic review on structure, criteria, and levels of professional teaching competence levels of preservice primary school teachers based on a comprehensive literature review. The study employs qualitative research methodology including document analysis and related content analysis. Various results were obtained from this study and the results were discussed with relevant literature and future implications are provided. Keywords: Professional, teaching competence, preservice, primary school teachers, education.
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Solovyeva, Tatiana, and Olesia Karpovich. "THE METHODICAL COMPETENCIES’ PROPAEDEUTIC OF THE FUTURE PRIMARY SCHOOL TEACHERS AT THE NATURAL SCIENCE LECTURES IN HIGH SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 491. http://dx.doi.org/10.17770/sie2019vol1.3699.

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The article characterizes and experimentally substantiates the criteria, indicators and levels of methodical competence of future teachers; illustrated by didactic means propaedeutic training of students for the instructional activities in primary school. The influence of metaprofessional (universal) instrumental competences formed by future teachers at Nature Science lectures on the unconscious, on the intuitive level, through the "insight", their acquisition of the methodological experience is proved.
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Kydyrbayeva, Gulnaz, Assel Stambekova, Urazgaliyeva Svetlana, Nurekeshova Gulsim, and Matzhanova Gulvira. "Preparing future primary school teachers for trilingual teaching with Clil technology." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 1137–53. http://dx.doi.org/10.18844/wjet.v13i4.6314.

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The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan in the 2020-2021 academic year participated in the research. As a result of the research, it was determined that the primary school teacher candidates' readiness for trilingual instruction with CLIL technology was insufficient. Research findings revealed the necessity of reorganizing the learning curricula in higher education programs in order for primary school teacher candidates to gain competence in the field of trilingual education with CLIL technology. Keywords: Content and Language Integrated Learning, CLIL technology, trilingual education, teacher competencies, teacher opinions
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�����������, V. Zhurakovskaya, ������, Galina Meychik, �����, and A. Karma. "The Structure of the Professional Competence of the Teacher." Standards and Monitoring in Education 3, no. 5 (October 19, 2015): 42–54. http://dx.doi.org/10.12737/14341.

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The article has a substantiation of an urgency to solve the problem associated with the defi nition of the structure of professional competence of teachers. This structure is represented by species competencies. The problem was determined by the needs of the teacher training system of teachers in the knowledge of these competencies. This requirement is related with the design of additional vocational training programs of teachers. The authors off er an analysis of psychological and educational literature disclosing the problem of determining the structure of professional competence of teachers of secondary schools and the structure of professional competence of future teachers (students). An analysis of the scientifi c literature shows that in modern pedagogical science is not developed a unifi ed structure of professional competence of the teacher. The authors off er an original solution to the problem of determining the structure of professional competence of teachers from the position active approach, which is based on the basis of the structure of pedagogical activity of the teacher (V.A. Slastenin, N.V. Kuzmin, A.I. Shcherbakov). The authors have developed and proposed a "list" of professional competencies of teachers of basic and secondary education. The authors point out that the �list� of professional competence of the teacher of primary education, pre-school education can be represented in a similar way. Issues that need to be further resolution, were identifi ed by the authors.
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Biliavska, T. M. "FORMATION OF LANGUAGE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS (PHRASEOLOGICAL LEVEL)." Innovate Pedagogy 1, no. 41 (2021): 84–87. http://dx.doi.org/10.32843/2663-6085/2021/41/1.16.

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Volyk, Olena. "PEDAGOGICAL CONDITIONS OF FORMING FUTURE TEACHERS’ READINESS FOR DEVELOPMENT OF CREATIVE POTENTIAL OF PRIMARY-SCHOOL STUDENTS." Scientific journal of Khortytsia National Academy, no. 2021-4 (December 4, 2021): 26–35. http://dx.doi.org/10.51706/2707-3076-2021-4-3.

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The current innovations in the system of education demand the high level of readiness, abilities to changes, rapid adjustment, and adaptation to new educational conditions. The article reveals and analyzes basic pedagogical conditions of the primary school teachers’ training for the development of students’ creative potential. It was found out that the basic pedagogical conditions of the primary school teachers’ training for the development of students’ creative potential are providing motivation for teachers to develop students’ creative potential; purposeful filling of the content of primary school teachers' training with a creative component in order to improve professional teachers’ competence about the development of students’ creative potential; organization of educational and methodological support for teachers. The article proves that the structure of readiness of future primary school teachers to the development of students’ creative potential consists of components that are closely related, criteria and factors that make dynamic integrity and have level characteristics. The structure of readiness of future primary school teachers to the development of students’ creative potential includes motivational, procedural and resulting components. Substantiated by the author tools for evaluation of readiness of future primary school teachers to the development of students’ creative potential made it possible to understand the content and the relationship among the criteria (motivational and value, activity and creative, professional and evaluation), relevant indicators of the specified readiness (the formation of the teacher's internal motives for professional development and value orientations; the degree of creative solution of educational tasks and creative approach to pedagogical activity with primary school students; professional readiness for pedagogical activity and readiness for professional self-development). The result of the primary school teachers’ training is readiness for the development of primary school students’ creative potential, the specifics of which are the motivation of future teachers to master the professional knowledge, skills and abilities to develop students' creative potential, mastering the necessary creative abilities and a high level of professional competence.
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Tovkanets, Hanna. "DIAGNOSIS OF COMMUNICATIVE COMPETENCE IN TRAINING OF FUTURE PRIMARY SCHOOL TEACHER." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 400–404. http://dx.doi.org/10.24144/2524-0609.2021.48.400-404.

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The purpose of the article: to process diagnostic methods for the level of communicative and organizational abilities of future teachers. Methodical tools for the study of communicative competence of students, are directed at determining the power structures that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. The article substantiates the methodological tools of research of communicative competence of students, which is aimed at determining the properties that ensure the success of professional activities of future professionals and the possibility of practical implementation of the acquired knowledge and personal qualities. It is emphasized that communicative competence is a demonstrated area of successful communicative activity based on acquired values and strategies of language communication, supported by language skills and abilities, and communicative competence is defined in modern science as an integrative personal resource that ensures successful communication. It is determined that to identify the manifestation of the level of communicativeness of teachers it is necessary to diagnose communicative and organizational abilities, the ability to communicative self-control and the diagnosis of empathic abilities. The results of diagnosing communication and organizational skills are presented. It is emphasized that the lowest level of formation of future primary school teachers is found in such quality as empathic abilities. It is proposed to introduce specialized courses aimed at developing professionally significant communicative and organizational skills of future teachers on the basis of communicative practices, project activities, development of reflexive abilities, development of self-education skills, etc. as areas of solving problems of improving communicative competence. It is concluded that diagnostics is primarily a process of analysis, which allows to identify a system of rules, guided by which people organize their interaction, to understand which rules promote and which hinder the successful implementation of communicative interaction. Diagnosis of the level of formation of communicative qualities of future professionals is an integral part of the system of monitoring the quality of education in higher education institutions.
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Solomakha, Anzhelika. "PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 203–15. http://dx.doi.org/10.28925/2414-0325.2021.1017.

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The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.
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Dissertations / Theses on the topic "Science competence in future primary school teachers"

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Вінніченко, Катерина Іванівна. "Підготовка майбутніх учителів початкових класів до позаурочної виховної роботи." Магістерська робота, 2021. https://dspace.znu.edu.ua/jspui/handle/12345/5201.

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Вінніченко К. І. Підготовка майбутніх учителів початкових класів до позаурочної виховної роботи : кваліфікаційна робота магістра спеціальності 013 «Початкова освіта» / наук. керівник Л. М. Корольова. Запоріжжя : ЗНУ, 2021. 91 с.
UA : Робота викладена на 91 сторінках друкованого тексту. Перелік посилань включає 63 джерела. Об’єкт дослідження – професійна підготовка майбутніх учителів початкових класів. Предмет дослідження – методика формування готовності майбутніх учителів початкових класів до позаурочної виховної роботи з молодшими школярами. Мета дослідження: теоретичне обґрунтування й експериментальна перевірка методики формування готовності майбутніх учителів початкових класів до позаурочної виховної роботи з молодшими школярами. Робота присвячена актуальній проблемі підготовки майбутніх учителів початкових класів нової генерації в контексті гуманізації і демократизації освіти в Україні, зокрема з питань позаурочної виховної роботи.; було досліджено процес підготовки майбутніх учителів до позаурочної виховної роботи з молодшими школярами. Практичне значення одержаних результатів полягає в розробленні, апробації та впровадженні методики формування готовності майбутніх учителів початкових класів до позаурочної виховної роботи з молодшими школярами.
EN : The work is presented on 91 pages of printed text. The list of links includes 63 sources. The object of research is the professional training of future primary school teachers. The subject of the research is the method of forming the readiness of future primary school teachers for extracurricular educational work with younger students. The purpose of the research: theoretical substantiation and experimental verification of the method of forming the readiness of future primary school teachers for extracurricular educational work with younger students. The work is devoted to the topical problem of training future primary school teachers of the new generation in the context of humanization and democratization of education in Ukraine, in particular on extracurricular educational work .; the process of preparation of future teachers for extracurricular educational work with younger students was studied. The practical significance of the obtained results lies in the development, testing and implementation of methods for forming the readiness of future primary school teachers for extracurricular educational work with younger students.
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Book chapters on the topic "Science competence in future primary school teachers"

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Hritchenko, T. Ya, and O. V. Maidanyk. "Pedagogical conditions of civic competence formation of future primary school teachers in pedagogical college." In PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES: REGULARITIES AND DEVELOPMENT TRENDS, 70–85. Izdevnieciba “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-023-0-5.

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Biryuk, L. Ya, and S. G. Pishun. "FORMATION AND DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN THE CONTEXT OF SYNERGISTIC APPROACH." In NEW IMPETUS FOR THE ADVANCEMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES: RESEARCH MATTERS, 68–84. Izdevnieciba “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-032-2-5.

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Ong, Gina May Yuen, and Wing Sum Cheung. "Understanding Primary School Students' Motivations in Using Blogs." In Innovative Applications of Online Pedagogy and Course Design, 237–57. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5466-0.ch012.

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Blogs have been widely used in education for the numerous benefits the tool offers. Previous research has examined the use of blogs in various educational settings, but very few studies have been carried out at the primary level. This chapter provided an understanding of students' motivations to use blogs in a primary school context. A case study approach was adopted and data were collected through online reflections, supported by and triangulated with data from face-to-face interviews. Findings surfaced several reasons that motivated students to blog, and students' motivations to blog seemed to suggest that the students were subconsciously meeting one or more psychological needs, namely belonging, competence, freedom, and fun, and the need for competence was the most prevalent amongst students in this study. This study also provides teachers in the school some insights into what motivated their students to use blogs when they design instructional activities in the future.
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Fairbanks, Ruth, and Catherine Andrew. "Inquiry Learning in the Primary Social Science Classroom." In Advances in Early Childhood and K-12 Education, 125–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2901-0.ch007.

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Inquiry learning is considered more effective than traditional teacher-led learning. Whilst teachers espouse ideals of inquiry learning, actual implementation and practice remains unclear, requiring further study. Inquiry learning research in primary schools is mostly contained to maths and science. Few studies have investigated how primary school teachers differentiate practice to meet the needs of students with learning difficulties. Even fewer studies have investigated primary school teachers' implementation of Humanities and Social Science (HASS) inquiry learning. This chapter investigates primary school teachers' practices of implementing HASS inquiry learning, including strategies used to support students with learning difficulties, and school based factors impacting the implementation of inquiry learning. One Queensland regional school was identified using a theory-based sampling method. Teachers were recruited using criterion sampling method. Data were collected from semi-structured interviews and demographic questionnaires; and HASS unit plans of three teachers (n=3) were synthesised into three themes: (i) teachers described a sense of professional fulfilment when implementing inquiry learning; (ii) teachers implemented specific strategies including explicit instruction to differentiate learning for students with learning difficulties; and (iii) school-based factors including leadership endorsement impact on successful implementation of inquiry learning in a primary school. Data obtained from the single school and small sample limit generalisability, therefore future research regarding teachers' implementation of HASS inquiry learning is recommended. Identification of strategies that support students with learning difficulties, and the impact of HASS inquiry learning on achievement amongst students with and without learning difficulties, are also recommended.
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Vasіutina, Т. М., and О. М. Kondratiuk. "The role of integrated classes in the process of teaching future primary school teachers in the institution of higher education and features of their conduct." In PEDAGOGICAL AND PSYCHOLOGICAL SCIENCE AND EDUCATION: TRANSFORMATION AND DEVELOPMENT VECTORS, 141–59. Izdevnieciba “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-084-1-8.

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Dzhura, Nataliіa, and Nataliіa Machynska. "THEORETICAL AND METHODOLOGICAL ASPECTS OF ENVIRONMENTAL COMPETENCE FORMATION AS A NECESSARY COMPONENT OF PROFESSIONAL TRAINING OF PRESCHOOL EDUCATION SPECIALISTS." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-7.

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In the conditions of anthropogenic pressure on the environment and aggravation of environmental problems, a need to rethink and review the content of professional training of preschool education specialists arises. Being participants in the educational process, teachers are leading generators of environmental literacy among the youth. Therefore, the issue of environmental competence formation as a necessary component of professional training of preschool education specialists is relevant and requires further coverage. In the curriculum for BA students of 012 «Preschool education» Programme Subject Area at the Ivan Franko National University of Lviv, academic discipline Fundamentals of Natural Science and Methodology of introducing children to nature is a compulsory course. The discipline aims to develop environmental competence which is an integral component of professional training of preschool education specialists, who are to be competitive in the labour market, work on self-improvement and have a nature-centred worldview. We suggest the following ways of environmental competence development: to develop a system of integrated knowledge about nature based on the scientific worldview, learning, cognitive and environmental activity; to develop skills and abilities to use pedagogically appropriate means, methods and forms of organizing nature-learning activities with preschoolers; to develop creativity and ability to apply it together with scientific, pedagogical and psychological knowledge while familiarizing children with nature; to develop a socially active individual who cares about the environment and carefully uses natural resources. To this end, within the given academic discipline, we use the following innovative training techniques: problem-based learning, research work, interactive learning methods (fishbone diagram, cluster analysis, brainstorming), games, modelling, projects etc. It is advisable to form professional environmental competence through environmentalization of the learning process in higher education institutions. For this purpose, we suggest including the discipline Education for Sustainable Development to the curriculum of 012 «Preschool education» students. Such discipline is to contribute to the systematic generalization of environmental and pedagogical experience and to form the ability to professionally apply theoretical knowledge in the educational process while fostering an attitude of care towards nature and environmental lifestyle among preschoolers. Training of preschool education specialists is practically oriented and thus implemented through teaching practice and apprenticeships. It is practical training that continues to form the environmental competence of future preschool education specialists through the consolidation of certain moral principles and views, as well as the feeling of responsibility for one’s actions. Here, it is important to involve students in the organization of environmental events of different kinds: workshops, excursions etc. We believe that the solution of key education development issues and creating appropriate conditions for providing high-quality educational services should be based on cooperation between higher education institutions and pre-school education institutions. To this end, it is necessary to make regular updates to the curricula, taking into account current problems and providing for introducing natural science component and innovative educational techniques to the process of professional training of preschool education specialists. After all, highquality education is a necessary condition for preserving the environment and ensuring sustainable development of the society.
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Hrabowski, Freeman A., Kenneth I. Maton, Monica Greene, and Geoffrey L. Greif. "Parenting and Educating for Success in Math and Science Early Childhood through College." In Overcoming the Odds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195126426.003.0008.

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While the young women we focus on in this book have been successful in general in their schooling, they have achieved at the highest levels, in particular, in mathematics and science. Indeed, strong course work and high grades in mathematics and science courses in high school, along with high SAT scores in math, were among the primary criteria used to admit them to the Meyerhoff Scholars Program. As discussed in the first chapter, education and careers in math and science grow increasingly important in our technologically focused society, and African Americans, particularly African American women, are extremely underrepresented in these fields. To help increase the representation of Black women in math and science careers, it is useful to identify the factors which contribute strongly to academic success in these fields. In so doing, we hope to provide insights that will contribute to the success of future generations of African Americans in these disciplines. In Chapters 2 and 3, the mothers and fathers described a number of ways in which they helped support and encourage their daughters’ academic success, including approaches focused specifically on math and science. In Chapter 4, the daughters described the many ways in which their parents had been helpful and supportive in their academic endeavors overall. In this chapter, we listen as the daughters tell us, in their own voices, tell about those factors that helped them to be successful particularly in math and science. The first section, “The Pre-College Years,” focuses on the initial development and longer-term maintenance of the daughters’ interests in math and science, and the critical roles parents, teachers, and others played. In the second section, “Voices from the Community,” we hear directly from a number of people from the community who have had contact with some of the daughters during their pre-college years. The young women identified these educators, church members, and other community members as playing a significant mentoring role in their lives. These mentors share with us their experiences related to the pre-college math and science pursuits of the young women, as well as other Meyerhoff students, and African American youth more generally.
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Conference papers on the topic "Science competence in future primary school teachers"

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Métioui, Abdeljalil, and Louis Trudel. "ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?" In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.70.

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In the present research of a qualitative type, we present the results of an experimentation led with 94 pre-service primary teachers from Quebec in Canada. The experimentation, which lasts four months at the rate of three hours per week, took place in two phases. The first phase took place in 4 steps in order to help student teachers to acquire knowledge competency in science and pedagogical knowledge competency, in accordance with the curriculum of the ministry of the education of the government of Quebec. In the second phase, the students had to prepare two teaching sequences centered on laboratory experimentations to the intention of their future pupils of the first, second or third cycle (please note that each cycle lasts for two years). For it, they had to follow an approach similar to the one experienced in the first phase. Finally, they had to complete a questionnaire to specify the difficulties of a scientific or pedagogical nature that they encountered during the conceptions of their teaching sequences. The analysis of the sequences constructed and of the data of the questionnaire shows an effort important on their behalf, in spite of the difficulties they met and that will be presented. Key words: training, pre-service teachers, primary school, knowledge competence, pedagogical knowledge competence.
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Abramauskiene, Jolanta. "Peculiarities of Future Primary School Teachers’ Musical Competence." In International Conference on Education. The International Institute of Knowledge Management (TIIKM), 2019. http://dx.doi.org/10.17501/24246700.2019.5104.

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Greskova, Valentyna, Antonina Halas, and Nina Pavych. "FORMATION OF ETHNO-PEDAGOGICAL COMPETENCES OF THE FUTURE PRIMARY SCHOOL TEACHER." In PARADIGMATIC VIEW ON THE CONCEPT OF WORLD SCIENCE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/21.08.2020.v2.04.

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Khairova, Irina, and Venera Zakirova. "Development of Future Primary School Teachers’ Linguistic and Methodological Competence." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0314.

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Georgieva, Snezhanka, and Irina Khairova. "Textual Competence of Future Primary School Teachers: Reality and Perspectives." In IFTE 2021 - VII International Forum on Teacher Education. Pensoft Publishers, 2022. http://dx.doi.org/10.3897/ap.5.e0323.

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Palamar, Svitlana, Liudmyla Nezhyva, Halyna Vaskivska, Olena Vaschenko, Gennady Bondarenko, and Maryna Naumenko. "Health-Saving Competence of Future Primary School Teachers: Indicators of Development." In III International Scientific Congress Society of Ambient Intelligence 2020 (ISC-SAI 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200318.038.

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Balukh, Mykola. "FORMATION OF HEALTH PRESERVING COMPETENCES OF THE FUTURE PRIMARY SCHOOL TEACHER: EUROPEAN EXPERIENCE." In PARADIGMATIC VIEW ON THE CONCEPT OF WORLD SCIENCE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/21.08.2020.v2.03.

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Sun, Yu, and Tingting Gao. "Immersion Training of Pre-Service Primary School English Teachers’ Professional Competence." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.247.

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Lamatenggo, Nina, and Nurlina Panigoro. "School Principal Competence in Developing School Culture to Complete Facilities and Infrastructure Supporting Curriculum Implementation in Primary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.154.

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Legvart, Polona, Metka Kordigel Aberšek, and Maja Kerneža. "PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.105.

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This study describes a research focused on primary teachers’ evaluation of their students’ digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments of remote teaching in school closure period. A questionnaire given to 176 primary teachers, revealed which digital learning environments could be chosen for science lessons and which curricular goals could/could not be achieved with this level of Generation Alpha students’ digital literacy competence. The results showed that the digital environment is more problematic and unfavorable for Generation Alpha in the field of natural science, as teachers showed a higher frequency of avoiding natural science goals than social science content. Keywords: distance learning environment, generation Alpha, natural science digital literacy competence, natural science education
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Reports on the topic "Science competence in future primary school teachers"

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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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