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A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR e Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. "Teaching Abilities of Primary School Teachers : An Empirical Study". Global Journal For Research Analysis 3, n. 7 (15 giugno 2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.
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MNATSAKANYAN, EVA. "STUDY OF LITERARY ELEMENTARY KNOWLEDGE IN PRIMARY GRADES". Scientific bulletin 1, n. 43 (24 agosto 2022): 107–22. http://dx.doi.org/10.24234/scientific.v1i43.9.
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The article discusses the need to analyze literary elements of children literature in teaching of native language in elementary classes: the level of perception and application of junior schoolchildren’s elementary literary knowledge in native language teaching process is studied and presented.
Teaching of literary elements in elementary school is mostly practical. When teaching any literary or folklore work, a lot of work and effort is required: a teacher must pay attention to basic literary knowledge based on standards defined by elementary school curriculum.
The comprehensive study and practical perception of elementary literary knowledge and its assimilation help schoolchildren understand the thematic-ideological basis of works, due to which educational, teaching and cognitive significance of a literary work increases. Literary knowledge effects on child's thinking, worldview, communicative skills, evaluation of phenomena. Literary characters’ actions, relationships, feelings, speech influence on pupils relating to their self-recognition, self-expression. During individual and group activities, friendly relationships are formed among classmates, which impacts on a person’s development and formation of values. The direct way to achieve goal is to use targeted and effective methods.
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Xiaojing, Liu, Junying Zhang e Huang Jing. "Case Study of Phonics among Primary School Students". International Journal for Innovation Education and Research 4, n. 10 (31 ottobre 2016): 11–16. http://dx.doi.org/10.31686/ijier.vol4.iss10.593.
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Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.
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Olić Ninković, Stanislava, Jasna Adamov e Natalija Makivić. "Encouraging the Motivation of Students in Primary School - A Case Study". International Journal of Cognitive Research in Science, Engineering and Education 10, n. 1 (20 aprile 2022): 127–36. http://dx.doi.org/10.23947/2334-8496-2022-10-1-127-136.
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The aim of the research is to examine the current practice of encouraging motivation for learning in the teaching process in the elementary school “Dr Boško Vrebalov” in Melenci from the perspective of teachers and students. The sample of students consisted of 22 teachers and 159 students. Two instruments, constructed in the form of a five-point Likert-type scale, were used in the research: the Instrument for Teachers and the Instrument for Students. The applied instruments collected data on the prevalence of procedures for stimulating students’ motivation to learn from the perspective of teachers and students. Also, the opinion of students on the motivational role of the observed procedures of the teaching process on the motivation to learn was examined. Motivational procedures included three segments: preparation and planning of the teaching process, activities of teachers during the teaching process and the use of information and communication technology (ICT) in teaching. The results presented in this paper showed that all the observed procedures during the planning of teaching and learning, as well as the procedures related to the application of ICT, are very common in the teaching process. With minor deviations, there is agreement between teachers and students on their representation. The lowest prevalence and the greatest disagreement in the opinion of teachers and students concernen the application of ICT in teaching. Teachers notice that students use ICT to a lesser extent in teaching in relation to students’ opinions. The obtained results showed that students assigned a high motivational role to all examined procedures, which suggests that students should be more stimulated to use computers in teaching and extracurricular activities for educational purposes.
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SU, Hang. "A Study of French Language Teaching in Primary Schools in China". International Journal of Linguistics, Literature and Translation 7, n. 3 (7 marzo 2024): 59–69. http://dx.doi.org/10.32996/ijllt.2024.7.3.7.
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Since the teaching of French in primary schools is not yet on a large scale in China, there are few references. In addition, the teaching of French in primary school started very late in our country and there are not yet complete standards to be followed, so that in the practice of teaching French in primary school, inevitably there are still a lot of problems to be solved. By combining the status quo of teaching French in primary schools in China, the problems encountered in its practice, the psychological characteristics of children during the learning of foreign languages, this project therefore aims to analyze, to reflect on the teaching of French in primary schools in China, and to propose a viable reflection on its future pedagogical practices, while starting from the organization of the courses, the teaching methods, the selection of the didactic material and stimulation of the interest of schoolchildren.
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Omar, Mohd Suhaimi, Noor Shah Saad e Mohd Uzi Dollah. "Penggunaan bahan bantu mengajar guru matematik sekolah rendah". Jurnal Pendidikan Sains Dan Matematik Malaysia 7, n. 1 (27 aprile 2017): 32–46. http://dx.doi.org/10.37134/jsspj.vol7.no1.3.2017.
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This study was conducted to identify the level of frequency using of teaching aids among mathematics teachers. This study also aims to identify the mathematical teacher perceptions towards the use of teaching aids, restraints and challenges faced by them in the use of teaching aids. The respondents of this study consists of 70 teachers of mathematics from 20 primary schools in the District of Batang Padang, Perak. This study used a survey method that involves the review of quantitative and qualitative interpretation. The instrument used was a questionnaire. A set of questionnaires were distributed to the respondents to obtain the necessary information and data. All data were analyzed using computer software Statistical Package for Social Sciences SPSS version 22 ‘to get the frequency, percentage and mean. The results showed that the use of teaching aids in mathematics among teachers is high. In addition, the study also shows that the perception of teachers to use teaching aids are also positive. While the results of the analysis also shows that there are constraints and challenges faced by teachers in the use of teaching aids. A few suggestions are given to increase the use of teaching aids in the teaching of mathematics. Conclusions from the study reflects that the use of teaching aids is important for teachers to assist them in the process of teaching and learning. The study also demonstrates the use of teaching aids not only benefit the teachers, but they also have a major impact towards pupils.
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Liu, Shan, e Siyue Chen. "Research on TPR in English Vocabulary Teaching in Primary Schools: A Case Study of a Primary School in Hangzhou". Theory and Practice in Language Studies 11, n. 10 (1 ottobre 2021): 1249–57. http://dx.doi.org/10.17507/tpls.1110.12.
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As the basis of English learning, English vocabulary plays an important role in both teaching and learning. Therefore, the TPR approach proposed by James Escher is highly respected. By means of questionnaires and an interview, this paper studies the application of Total Physical Response in primary school English vocabulary teaching. It has been found that both students and teachers approve of the application of TPR in primary school English vocabulary teaching and then suggestions for children's English education have been proposed.
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Rosmaladewi, Rosmaladewi. "ENGLISH LANGUAGE TEACHING AT MAKASSAR PRIMARY SCHOOLS: A CASE STUDY". International Journal of Language Education 1, n. 2 (29 ottobre 2017): 29. http://dx.doi.org/10.26858/ijole.v1i2.4312.
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Summers, Mike, Colin Kruger e Jenny Mant. "Teaching electricity effectively in the primary school: a case study". International Journal of Science Education 20, n. 2 (febbraio 1998): 153–72. http://dx.doi.org/10.1080/0950069980200203.
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Chan, Benjamin Y. "Informal teaching in Hong Kong primary schools: A longitudinal study". Studies in Educational Evaluation 11, n. 3 (gennaio 1985): 327–37. http://dx.doi.org/10.1016/0191-491x(85)90016-1.
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Djumaev, M. I., e M. M. Djumaeva. "ALGORITHM- METHODOLOGICAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS IN TEACHING PRIMARY NATURAL SCIENCE". Bulletin of Dulaty University 14, n. 2 (20 maggio 2024): 75–81. http://dx.doi.org/10.55956/mqkc8014.
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The article “Algorithm - methodological training of future primary school teachers in teaching primary natural science” is devoted to the urgent problem of teacher training in teaching primary natural science at school for children of primary school age. The authors of the work conducted a study of teaching methods in the process of teaching primary science in primary schools, necessary for the methodological training of school teachers. A detailed analysis of teaching methods made it possible to identify the shortcomings and advantages of the analyzed methods and showed the possibility of their improvement through a successful combination of various methods in the course of teaching primary science to children of primary school age. The authors of the article, using their own examples, convincingly proved the effectiveness of a combination of traditional and innovative teaching methods. In addition to traditional teaching methods such as conversation, story, explanation, practical methods, in modern conditions of informatisation of society, methods such as the use of audio and video films and the use of the latest computer systems play an important role in the methodological training of future primary school teachers in teaching primary science.
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Atmono, Dwi, e Muhammad Rahmattullah. "STUDY OF PRIMARY SCHOOL TEACHER COMPETENCE IN TANAH BUMBU REGENCY". JPDI (Jurnal Pendidikan Dasar Indonesia) 2, n. 1 (13 novembre 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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Wiegerová, Adriana, e Hana Lukášová. "Teaching degree students´ experience of teaching practice". Journal of Language and Cultural Education 9, n. 1 (1 marzo 2021): 60–71. http://dx.doi.org/10.2478/jolace-2021-0006.
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Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.
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Clapis, Maria José, Estefânia Andréia Marques, Adriana Katia Corrêa, Maria Conceição Bernardo de Mello e. Souza e Kátia Pereira de Borba. "Problematization methodology in primary healthcare teaching". Revista Brasileira de Enfermagem 71, suppl 4 (2018): 1671–77. http://dx.doi.org/10.1590/0034-7167-2017-0157.
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ABSTRACT Objective: To identify the contribution of the problematization methodology in primary healthcare teaching in a nursing undergraduate course. Method: Documentary, descriptive and qualitative study, carried out with undergraduate students from the Ribeirão Preto College of Nursing at the University of São Paulo. Data were collected through analysis documents which consisted of 21 evaluation forms filled out by first-year undergraduate students in the 2013 school year taking the subject Comprehensive Health Care I, whose theoretical framework was focused on primary health care. Results: It was found that the subject met the intended goals, allowed coordination between theory and practice, and enabled the contact of undergraduate students with the profession and work environment in the beginning of the course. Final considerations: Analysis of the evaluation forms for the subject Comprehensive Health Care I evidenced that the use of the problematization methodology favored primary healthcare teaching.
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Swandi, Irda Sulastri Binte, e Jo-Ann Netto-Shek. "TEACHING WRITING AT THE PRIMARY LEVELS". Indonesian Journal of Applied Linguistics 7, n. 1 (31 maggio 2017): 1. http://dx.doi.org/10.17509/ijal.v7i1.6852.
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Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.
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Men, Wenjing. "Influence of Situational Teaching Method on Improving Primary Students’ Interest in English Learning: A Case Study of — Grade Six Students in Zhangjiakou Weihua Primary School". Journal of Educational Theory and Practice 1, n. 1 (18 luglio 2024): 14–32. http://dx.doi.org/10.62177/jetp.v1i1.24.
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In this paper, the “situational teaching method” is a teaching method teachers apply to achieve the teaching goal and accomplish the teaching task by setting the situation. Theoretically, this method can help to arouse the enthusiasm of teachers and students to participate in class teaching, stimulate and promote students’ interest in learning, and accomplish teaching efficiency effectively. This paper reports on a study that examined the implementation of situational teaching method in a primary English class. Based on questionnaire survey and data analysis of experimental class and control class, the author attempts to explore the effectiveness of situational teaching method on the improvement of pupils’ interest in English learning, taking Grade six students of Weihua Primary School as the research object. The effectiveness of the situational teaching method is verified by the results. It is hoped that the results will contribute to the practice and reform of English teaching in primary schools.
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Turan, Mehmet, e Betül Bayar. "Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model". Journal of Education and Training Studies 5, n. 11 (15 ottobre 2017): 82. http://dx.doi.org/10.11114/jets.v5i11.2708.
Testo completoAbstract (sommario):
The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient.The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Muş were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data.According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education.As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson.According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.
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Carlan, Francele de Abreu, Lenira Maria Nunes Sepel e Elgion Lucio Silva Loreto. "Teaching Cell Biology in Primary Schools". Education Research International 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/272475.
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Basic concepts of cell biology are essential for scientific literacy. However, because many aspects of cell theory and cell functioning are quite abstract, students experience difficulties understanding them. In this study, we investigated whether diverse teaching resources such as the use of replicas of Leeuwenhoek’s microscope, visualization of cells using an optical microscope, construction of three-dimensional cell models, and reading of a comic book about cells could mitigate the difficulties encountered when teaching cell biology to 8th-grade primary school students. The results suggest that these didactic activities improve students’ ability to learn concrete concepts about cell biology, such as the composition of living beings, growth, and cicatrization. Also, the development of skills was observed, as, for example, the notion of cell size. However, no significant improvements were observed in students’ ability to learn about abstract topics, such as the structures of subcellular organelles and their functions. These results suggest that many students in this age have not yet concluded Piaget’s concrete operational stage, indicating that the concepts required for the significant learning of abstract subjects need to be explored more thoroughly in the process of designing programs that introduce primary school students to cell biology.
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Yusof, Zairosni, Mohd Ra’in Shaari e Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL". International Journal of Humanities, Philosophy and Language 3, n. 9 (15 marzo 2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.
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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.
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Liu, Qingqing. "Gamification in Primary School Mathematics Teaching". Journal of Education, Humanities and Social Sciences 22 (26 novembre 2023): 428–33. http://dx.doi.org/10.54097/ehss.v22i.12493.
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This essay explains the current situation of primary school mathematical teaching and the effectiveness of applying Gamification in mathematical primary classrooms. The primary school stage is an important issue that the whole society cares about in childhood education. Among them, as a mathematics subject that will be widely used in future development, its learning method is even more critical. However, as traditional mathematics classes cannot consider individual differentiation, they cannot let students reach their potential. It will lead to a wrong understanding of mathematical theory from students. Therefore, it needs to incorporate some new pedagogy. Gamification, as a novel and innovative teaching method, can increase students’ motivation and interest in a subject, which can be used in primary school mathematics classes. However, it has not been widely used in primary school mathematics. This study will combine the analysis of gamification by a large number of researchers to explore its advantages and disadvantages for primary school mathematics teaching, as well as the current status of a small number of gamification mathematics teaching, the difficulties it uses, and the strategies that can be used. Finally, combined with a lot of research and analysis, Gamification is feasible in the application of elementary school mathematics. Even if it contains some defects, it can be used in combination with other pedagogies to make up for the defects.
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Yan, Huilin. "A Study on the Application of Picture Book Teaching in Elementary School English Teaching". Lecture Notes in Education Psychology and Public Media 22, n. 1 (20 novembre 2023): 151–56. http://dx.doi.org/10.54254/2753-7048/22/20230258.
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Under the influence of the double reduction policy and new curriculum standards, the total number of classes has been reduced and the language competence has been put in great emphasis, English teaching is facing new challenges. This paper uses the literature research method and survey research method, choosing some primary school English teachers as the research target, to investigate the current picture book teaching situation and existing problems, according to that, several countermeasures are given. The research results suggest that many teachers are willing to choose picture books teaching in primary school English classrooms. However, there still exist problems such as a lack of innovation ability and a lack of thinking about the content of picture books. This paper proposes some countermeasures, such as regular teacher training and exchange meetings, and timely adjustment of English teaching classroom planning.
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Li, Li. "Chinese Language Teachers’ Readiness for Online Teaching —The Case in Singapore Primary Schools". International Journal of Languages, Literature and Linguistics 10, n. 3 (2024): 274–78. http://dx.doi.org/10.18178/ijlll.2024.10.3.525.
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This study aimed to profile and examine Chinese Language (CL) teachers’ readiness for online teaching with general platforms in Singapore primary schools. 577 CL teachers answered a questionnaire asking about their self-efficacy in Knowledge in Technological, Pedagogical, and Content (TPACK), their perceived support from schools and parent involvement in online teaching, their self-reported online teaching presences and their perceived difficulties and expected support for online teaching. Teachers were found to be confident in their TPACK in CL online teaching, hold positive feedback on school support and parent involvement, and were generally satisfied in their online teaching presence. The discrepancy between teachers’ online teaching presence and their expected results was further discussed, along with the different needs of support for teachers teaching different levels.
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DOĞAN, Mustafa, e Zehra TAŞPINAR ŞENER. "Teaching Activities Implemented by Pre-Service Primary Teachers While Teaching Mathematics". Acta Didactica Napocensia 13, n. 2 (30 dicembre 2020): 50–64. http://dx.doi.org/10.24193/adn.13.2.4.
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Abstract: The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.
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Zhang, Junying. "Situational Language Teaching Approach to Oral The English Teaching in Primary Schools". International Journal for Innovation Education and Research 6, n. 9 (30 settembre 2018): 84–90. http://dx.doi.org/10.31686/ijier.vol6.iss9.1157.
Testo completoAbstract (sommario):
This paper aims at analyzing some applications of Situational Language teaching to the oral English learning in primary schools. Through this study, teachers could get some advice and improve their oral English teaching efficiency.
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Et al., Muhammad Sofwan Mahmud. "Teacher Questioning in Mathematics Teaching: Feedback that Stimulates Productive Teaching". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n. 5 (11 aprile 2021): 126–36. http://dx.doi.org/10.17762/turcomat.v12i5.804.
Testo completoAbstract (sommario):
: Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.
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Baranowska, Aneta Sylwia. "Foreigner child in Polish primary school. Case study". Problemy Opiekuńczo-Wychowawcze 616, n. 1 (1 febbraio 2023): 42–52. http://dx.doi.org/10.5604/01.3001.0016.2402.
Testo completoAbstract (sommario):
The aim of the research was to examine the functioning of foreign child in Polish primary school, with some particular focus on the experienced difficulties and the possible forms of help in the process of dealing with various adaptation problems. The research used the method of individual cases. The subject of the study was a 13-year-old Olena, who at the age of 9, came to Poland with her mother. The results of the study show that the girl in the new educational environment had to face many challenges, which included, above all, the need to acquire the ability to use the language of the country of emigration and establish relationships with Polish peers. The teaching staff of the institution that she attended undertook several measures to help her find herself in an unknown socio-cultural environment. Noteworthy is primarily the preparation of classmates for the presence of a foreign student, the individualization of teaching and the possibility of participating in various additional activities. Unfortunately, the school lacked several important elements, e.g., no reliable diagnosis of Olenas situation was made and no welcome package was prepared for her.
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Mo, Haiwen, e Fengjuan Luo. "A Study of the Construction of English Hidden Curriculums at Primary Schools in China". English Language Teaching 12, n. 9 (16 agosto 2019): 66. http://dx.doi.org/10.5539/elt.v12n9p66.
Testo completoAbstract (sommario):
The hidden curriculum is an important part of curriculums, and constructing the primary school English hidden curriculum is helpful for the implementation of the new National English Curriculums, the development of students’ key competencies and the reform of basic English teaching in China. However, according to the survey conducted with 40 primary school leaders, 60 primary school English teachers as well as 300 primary school students, the hidden curriculum is always ignored in primary school English teaching in China. Schools should meticulously design the educational environment on campus, highlighting the characteristics of English hidden curriculums, integrate English into the class culture, optimizing English educational environment. It is necessary to build a harmonious relationship between teachers and students, to enhance students’ motivation of learning English, to mobilize social and family participation, and to build multiple hidden curricular resources of English so as to promote the reform of English teaching and improve the quality of English teaching at primary schools in China.
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Balça, Ângela Maria Franco Martins Coelho de Paiva, e Marília Pisco Castro Cid. "The teaching of science and the teaching of Portuguese: A study with a primary education class". EDUCA - Revista Multidisciplinar em Educação 6, n. 15 (13 settembre 2019): 208. http://dx.doi.org/10.26568/2359-2087.2019.4278.
Testo completoAbstract (sommario):
O ensino das ciências e o ensino do português podem ser articulados sobretudo quando falamos dos primeiros anos de escolaridade, onde encontramos o regime de monodocência. Este estudo foi realizado numa turma do 1.º ciclo e o objetivo foi aliar o ensino das ciências e o ensino do português através de uma obra de literatura infantil que apontava para a temática da educação alimentar. A metodologia utilizada foi o estudo de caso, mas dada a intervenção efetuada partilhou características de uma investigação-ação. Os resultados apontam para um trabalho muito positivo na articulação entre o ensino das ciências e o ensino do português, pois possibilitou aos alunos a mobilização de conhecimentos e linguagens destas áreas em simultâneo.
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Picaroni, Beatriz. "When teaching makes a difference: a case study on language teaching in the final primary year". Improving Schools 7, n. 3 (novembre 2004): 255–66. http://dx.doi.org/10.1177/1365480204049335.
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Kanmaz, Ahmet. "A study on interdisciplinary teaching practices: Primary and secondary education curricula". African Educational Research Journal 10, n. 2 (24 giugno 2022): 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.
Testo completoAbstract (sommario):
This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.
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이혜경. "A Study on the Effective Culture Teaching in Primary English Education". Studies in Linguistics ll, n. 17 (agosto 2010): 255–71. http://dx.doi.org/10.17002/sil..17.201008.255.
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Skamp, Keith, e Andrea Mueller. "Student teachers' conceptions about effective primary science teaching: a longitudinal study". International Journal of Science Education 23, n. 4 (aprile 2001): 331–51. http://dx.doi.org/10.1080/09500690119248.
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Stará, Jana, e Karel Starý. "Qualitative case study: Teaching citizenship through history education in primary schools". Citizenship Teaching & Learning 14, n. 1 (1 marzo 2019): 87–105. http://dx.doi.org/10.1386/ctl.14.1.87_1.
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Pfister, Mirjam, Elisabeth Moser Opitz e Christine Pauli. "Scaffolding for mathematics teaching in inclusive primary classrooms: a video study". ZDM 47, n. 7 (8 agosto 2015): 1079–92. http://dx.doi.org/10.1007/s11858-015-0713-4.
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de Laat, Jenny, e James J. Watters. "Science teaching self-efficacy in a primary school: A case study". Research in Science Education 25, n. 4 (dicembre 1995): 453–64. http://dx.doi.org/10.1007/bf02357387.
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Shi, Tingting. "A Study of the TPR Method in the Teaching of English to Primary School Students". Theory and Practice in Language Studies 8, n. 8 (1 agosto 2018): 1087. http://dx.doi.org/10.17507/tpls.0808.25.
Testo completoAbstract (sommario):
In order to use TPR teaching method effectively in primary school English class, this paper uses the experiment method, two groups of students from Experimental primary school in Hongdong County of Linfen City are selected as the experimental subjects. In the process of the experiment, one group of students are taught by the TPR teaching method, another group of students are taught by the common traditional teaching method. The data from this experiment shows that the TPR teaching method is a more effective method. On the basis of the above research, this paper comes to a conclusion that the use of TPR teaching method will greatly enhance the students’ learning efficiency. Through the research of this paper, the author hopes to deepen teachers’ understanding of the TPR teaching method, the teacher can use the TPR method to carry on the teaching in the class and help students to learn effectively.
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Gong, Chao Hua, e Bin Liu. "Educational Affordance of eTextbook in Primary Schools: A Case Study". Advanced Materials Research 1006-1007 (agosto 2014): 1161–64. http://dx.doi.org/10.4028/www.scientific.net/amr.1006-1007.1161.
Testo completoAbstract (sommario):
ETextbook has changed the practice of classroom teaching and learning and made the virtual classroom and reality classroom together. This study aims to explore educational affordances on eTextbooks within iPads. To address this research goal, this case study reports findings from a four-week pilot study of using eTextbooks with 6 teachers and 144 students in one primary school in Beijing. The results show that five educational affordances of eTextbooks, including individuality learning materials, annotations and note-taking, multi-dimensional representation of knowledge, multi-touch and various interaction, and control the progress of multi-media materials presentation. These educational affordances of eTextbook have implications for current and future developments in the pattern of teaching and learning in classroom.
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Tandean, Diana. "Metacognitive Strategies in Teaching Reading to Primary Students". Beyond Words 8, n. 2 (novembre 2020): 124–39. http://dx.doi.org/10.33508/bw.v8i2.2320.
Testo completoAbstract (sommario):
This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.
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Ismail, Halim, Muhammad Syahir Abdul Halim e Suzana Suhailawaty Md Sidek. "Enhancing Teaching Methods for Islamic Education Teachers in Primary Schools". Journal of Social Science and Humanities 5, n. 6 (30 dicembre 2022): 32–37. http://dx.doi.org/10.26666/rmp.jssh.2022.6.5.
Testo completoAbstract (sommario):
This study examines the methods implemented by Islamic Education Teachers (IET) in Kinta Perak's Northern District of Malaysia on teaching Ibadah (worship). This study also looks for differences in Ibadah teaching approaches based on gender and teaching experience. This study employs a survey method along with a quantitative approach. This study used a questionnaire to determine the ibadah teaching methodology. For this study, 100 sample IETs were chosen as the respondents. The data were analysed using descriptive statistics, independent samples t-tests, and one-way ANOVA. The study provides a mean score of 4.70 and a standard deviation of 0.34 for the whole data about the teachers' method of teaching ibadah, and the interpretation is high. The highest item in this construct item is “Reprimand pupils for their inaccurate prayer behavior,” with a mean of 4.86 (S.D. = 0.37). The independent sample t-test shows no significant differences in teachers’ methods in teaching ibadah based on gender. One-way ANOVA test shows no significant difference in teachers' methods in teaching Ibadah based on teaching experiences. As a result, ongoing efforts must be made to enhance teachers' abilities and student Ibadah practice. This study significantly strengthens the ibadah-related teaching strategies used by teachers.
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Ruisi, Wang. "A Survey on the Application of Game Teaching Method in English Teaching of Primary School: A Case Study of a Primary School in Our Local City". Education, Language and Sociology Research 4, n. 3 (27 luglio 2023): p104. http://dx.doi.org/10.22158/elsr.v4n3p104.
Testo completoAbstract (sommario):
The game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teaching. This thesis wants to explore the current situation of the application of games in English teaching and research its countermeasures, so that more front-line teachers can benefit from it.This study is based on Piaget’s cognitive development theory and happiness education theory. By using the methods of questionnaire survey and interview, this paper delves into the current application status, existing problems, and cause analysis of game teaching methods in primary school English classrooms. And the study summarized the shortcomings of current primary school English teachers in the application of classroom game teaching methods.It is found that the main problems are: in ordinary classes, the use of game-based teaching methods is still relatively limited; students’ game goals are unclear and cannot be applied to practice; the class is chaotic; and all students cannot participate in the game.The study suggests that the teacher enrich the theoretical knowledge of game teaching methods and strengthen their application. Schools can provide training for teachers at appropriate times, or regularly order publications or books related to games. Teachers can also learn more from successful game application cases to improve the application ability of game teaching methods. For the student group, research suggests that students clarify the purpose of games and enable them to understand the true intention of the teacher in using games in the classroom. Secondly, it is necessary to strengthen students’ classroom discipline.Through in-depth exploration of the practice of game teaching methods in primary school English classrooms, it has reference value for primary school English teachers to correctly and effectively implement game teaching methods, and has profound significance for better implementing game teaching methods in primary school English classrooms.
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Ching, Chin Phoi, e Chin Peng Yee. "Primary Teacher Education In Malaysia". Journal of International Education Research (JIER) 8, n. 4 (20 settembre 2012): 373–80. http://dx.doi.org/10.19030/jier.v8i4.7285.
Testo completoAbstract (sommario):
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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Özelçi, Serap Yılmaz. "Primary School Teachers' Views on Teaching Critical Thinking". Revija za elementarno izobraževanje 16, n. 3 (14 settembre 2023): 239–58. http://dx.doi.org/10.18690/rei.16.3.1123.
Testo completoAbstract (sommario):
The main purpose of the study is to examine the views of classroom teachers on the teaching of critical thinking. It is a qualitative study. The data are collected through a semi-structured interview form. 13 classroom teachers are the study group of the research. Descriptive and content analysis is also used in the analysis of the data. According to the findings, teachers believe that critical thinking is a teachable skill and they know how important their roles are in teaching this skill. However, teachers emphasized that skill training would not be possible without family support.
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Yang, Ning. "On the Study of Teacher’s Question Types and Students’ Answers in Primary School English Teaching". Journal of Educational Theory and Management 3, n. 1 (24 aprile 2019): 10. http://dx.doi.org/10.26549/jetm.v3i1.1145.
Testo completoAbstract (sommario):
Teachers’ questions have been regarded as an important component in foreign language teaching context. The present paper aims to present a brief investigation into teachers’ question types and students’ answers in primary school English teaching, and tries to draw some implications for primary school English teachers. The video was transcribed and analyzed by the researcher. According to what is surveyed in the study, some questioning strategies were put forward for primary English teaching in the future.
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Gong, Tong, Yuting Wang, Hong Pu, Longlin Yin e Mi Zhou. "Study on the Application Effect of the Case Teaching Method Based on Primary Teaching Principle in Clinical Teaching of Radiology". Computational Intelligence and Neuroscience 2022 (17 agosto 2022): 1–8. http://dx.doi.org/10.1155/2022/3448182.
Testo completoAbstract (sommario):
Objective. A case-control study explored the application of case-based teaching methods in the clinical teaching of radiology. Materials and Methods. 126 radiology interns of grade 2018 were selected by cluster sampling and randomly divided into the research group and the control group. The traditional teaching approach was used in the control group and the primary teaching principle was used in the research group. The teaching effects of the two groups were compared. Results. The interns’ test scores, the research group’s case summary multiple-choice questions, case-group multiple-choice questions, case analysis questions, theoretical total scores, and practical operation assessment scores were significantly higher than those of the control group, and the difference was statistically significant ( P < 0.05 ). The total score of dimensions of the interns’ critical thinking ability in the study group were significantly higher than those in the control group, and the difference was statistically significant ( P < 0.05 ). The interns’ perception of teachers, students’ academic self-perception, students’ perception of environment, students’ social self-perception, and the total score of the DREEM scale in the study group were considerably greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). After teaching, the scores of systematic thinking ability and evidence-based thinking ability of the interns were significantly increased. The improvement in the study group was more significant than that in the control group, and the difference was statistically significant ( P < 0.05 ). Following teaching, the scores of learning interest, self-management, plan implementation, and mutual cooperation of the interns in the two groups were significantly upregulated, and the difference was statistically significant ( P < 0.05 ). Among them, the improvement of interns’ abilities in the research group was significantly better than that in the control group, and the difference was statistically significant ( P < 0.05 ). The scores of learning goal, learning process, learning effect, classroom environment construction, teaching strategy, and technology application in the research group were greater than those in the control group, and the difference was statistically significant ( P < 0.05 ). The satisfaction rate of the study group was higher than that of the control group, and the difference was statistically significant ( P < 0.05 ). Conclusion. The application of the case teaching method based on primary teaching principle in the radiology clinical teaching course is helpful to cultivate students’ critical thinking ability and improve students’ performance and classroom teaching effectiveness.
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Herman, Tatang. "MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA SEKOLAH DASAR MELALUI LESSON STUDY". Jurnal Pendidikan 13, n. 1 (4 marzo 2012): 56–63. http://dx.doi.org/10.33830/jp.v13i1.362.2012.
Testo completoAbstract (sommario):
In order to improve the quality of primary mathematics teaching and learning, many efforts had be done by researchers. Otherwise, it is difficult to implement research findings in the schools setting to improve teaching outcomes. This action research attempts to explore the implementation of lesson study in order to improve the quality of teaching and learning mathematics in primary schools. The study was conducted in some private and public primary schools arround Bandung. The study found that lesson study becomes one of the most effective ways to improve the quality of primary mathematics teaching and learning through teachers professional development program.
Dalam rangka meningkatkan kualitas matematika dasar pengajaran dan pembelajaran, berbagai upaya telah dilakukan oleh peneliti. Jika tidak, sulit untuk menerapkan hasil penelitian di sekolah pengaturan untuk meningkatkan hasil pengajaran. Penelitian ini mencoba untuk mengeksplorasi pelaksanaan lesson study dalam rangka meningkatkan kualitas pengajaran dan pembelajaran matematika di sekolah dasar. Penelitian ini dilakukan di beberapa SD di seluruh sekolah swasta dan negeri Bandung. Studi ini menemukan bahwa lesson study menjadi salah satu cara yang paling efektif untuk meningkatkan kualitas matematika dasar pengajaran dan pembelajaran melalui program pengembangan profesi guru.
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Abdujabborova, P. F. N. ,. Prof Z. R., e Shokhida Shodiyeva. ""TONGUE TWISTERS AS A TOOL FOR TEACHING ENGLISH PRONUNCIATION AT THE PRIMARY SCHOOL"". International Journal of Pedagogics 4, n. 4 (1 aprile 2024): 19–30. http://dx.doi.org/10.37547/ijp/volume04issue04-04.
Testo completoAbstract (sommario):
This study investigates the use of tongue twisters as a tool for teaching English pronunciation at the primary school level. The purpose of the study is to determine whether the use of tongue twisters in language instruction leads to improvements in English pronunciation. The study uses a quasi-experimental design, with an experimental group and a control group, to compare pre-and post-test scores of students' pronunciation. Data was collected through surveys, interviews, and observations of language instruction. Statistical analysis and content analysis were used to analyze the data. Results show that the experimental group, which used tongue twisters in language instruction, had significantly higher post-test scores than the control group, which did not use tongue twisters. Teacher and student feedback also indicated that the use of tongue twisters was effective in improving pronunciation. Implications for language instruction and the use of tongue twisters as a teaching tool are discussed, along with recommendations for future research. Overall, the findings suggest that tongue twisters are an effective tool for teaching English pronunciation at the primary school level.
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Tabuk, Mesut. "Prospective Primary School Teachers’ Attitudes Towards Teaching Mathematics". Journal of Education and Learning 7, n. 4 (15 maggio 2018): 225. http://dx.doi.org/10.5539/jel.v7n4p225.
Testo completoAbstract (sommario):
The aim of the study is to determine prospective primary school teachers’ attitudes towards teaching mathematics. The study is designed according to model of survey in the descriptive type. A total of 236 prospective primary school teachers were examined in order to investigate the effect of gender and program differences on their attitudes towards teaching mathematics. In the study, the questionnaire “Teaching Mathematics” was used to collect the data from prospective teachers. The results revealed that the prospective teachers have positive attitude towards teaching mathematics. It was found also that gender and grade level are not significant factor on attitude scores. Finally, various suggestions were presented for future studies in accordance with the findings obtained.
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Werang, Basilius Redan, Seli Marlina Radja Leba, Anak Agung Gede Agung, Mozes Markus Wullur, Berlinda Setyo Yunarti e Sandra Ingried Asaloei. "Indonesian teachers’ emotional exhaustion and commitment to teaching: A correlational study". Cypriot Journal of Educational Sciences 16, n. 2 (30 aprile 2021): 522–31. http://dx.doi.org/10.18844/cjes.v16i2.5631.
Testo completoAbstract (sommario):
This study intends to explain whether or not emotional exhaustion and organisational commitment of Catholic primary school teachers in Merauke regency correlate prospectively. This study was guided by one research question: ‘Does the Catholic primary school teachers’ emotional exhaustion and organisational commitment correlate significantly negatively?’ To answer the research question, two survey questionnaires were disseminated to 157 teachers. Employing the SPSS programme version 21, the study shown a significant negative correlation among the surveyed research variables. The findings may be authoritative for the Catholic primary school leaders and the Chief of the Catholic Foundation for Education in Merauke regency, Indonesia, to take major efforts to eliminate emotional exhaustion of teachers in order to foster the organisational commitment of teachers at the Catholic primary schools to teaching the youth.
Keywords: emotional exhaustion, primary school, organisational commitment, teacher
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Fauskanger, Janne, Nina Helgevold, Mercy Kazima e Arne Jakobsen. "Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study". International Journal for Lesson & Learning Studies 11, n. 1 (11 gennaio 2022): 26–39. http://dx.doi.org/10.1108/ijlls-10-2021-0087.
Testo completoAbstract (sommario):
PurposeThe aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.Design/methodology/approachThis study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written reflections and lesson plans. The analytical approach is qualitative content analysis.FindingsInitially, the participating Malawian primary teachers report traditional views of mathematics teaching and learning. After having participated in a LS cycle, they reported on the need to work on how to involve and create space for learners' participation in mathematic lessons and highlight the importance for learners to discover mathematics on their own.Research limitations/implicationsThis is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.Practical implicationsThe paper includes a description on how LS might contribute to challenging Malawian teachers' views of mathematics teaching and learning; this can be valuable information for others who are attempting to use LS in a similar context.Originality/valueThis paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.
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Yin, Haixia. "The Influence of English Interdisciplinary Teaching to the Results of English Study in Primary School". Journal of Education, Humanities and Social Sciences 29 (19 aprile 2024): 324–29. http://dx.doi.org/10.54097/ks71ra69.
Testo completoAbstract (sommario):
Nowadays, the demand for comprehensive talents is more and more urgent in recent society, while traditional subject teaching narrows the way to cultivate multiple talents. Separate subject teaching ignores the integrity of knowledge, making students learn scattered knowledge and not think from different points. One subject teaching, which means teachers only master the knowledge and skills in his or her subject field, is not conducive to the complete development of students. This study takes 500 fourth-grade primary school students in Linyi Dongxing Experimental School as the research objects, conducts a case study through a questionnaire method to explore the relevance between English interdisciplinary teaching and the results of English study as well as how the implementation of English interdisciplinary subject teaching influences English learning outcomes in the process of second language acquisition for fourth-grade primary school students. Descriptive analysis and Chi-square test are involved in this study to collect the data. The research shows that interdisciplinary English teaching in primary schools has a positive influence on English learning outcomes. Students improve their different English abilities during the implementation of interdisciplinary English teaching, such as abilities in reading, speaking, listening and writing as well as other abilities, such as painting, music, etc. This study is conducive to the development and implementation of English interdisciplinary teaching in primary school education and the improvement of students' core literacy and can provide other authors with some help and suggestions to promote the future development of this field.