Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs

This study investigated the underlying reasons for pre-service university student teachers’ negative responses toward an innovative faculty-based primary teacher education programme. The purpose of the study was to understand and explain post-Sixth form trainee teachers’ resistance to teach in primary schools. The data to address the problem was collected by means of the descriptive survey comprised of a questionnaire and structured interview. The participants in the study consisted of 54 post-sixth form student teachers intake class 2004 who were the first group to pioneer a university based pre-service primary teacher training programme, 8 teacher educators and 12 school based mentors participating in the implementation of the programme. The results of the study indicate that post-Sixth form student teachers undertaking primary pre-service teacher education programme are at a socio- moral and emotional crossroads. Socially and morally, primary school teaching is perceived by trainees as being inferior and less rewarding than secondary school teaching. Economically, university based primary teacher education programs are felt to be financially stressful to the prospective student. Emotionally, students feel isolated and unsupported by their tutors. In light of the above, this study proposes a major overhaul in the conceptualisation, design and delivery of university based pre-service primary teacher education programmes for post sixth form student teachers. First, at policy level, funding policies for primary teaching should be coherent across colleges and universities. Second, at implementation level, university lecturers should regard primary school teaching as problematic emotionally, morally and financially. In view of this the concerns of university students should be incorporated in both the design and delivery of primary teacher education programmes. Key words: Primary school teaching; emotional dilemmas; resistance, post-Sixth form student teachers, Zimbabwe.

The main goal of this study is to evaluate primary teacher education programs in Croatia. Prior to evaluation of the primary teacher education programs, expected primary teacher education competencies were defined. The expected teacher competencies were determined according to the goals stated in the Croatian national curriculum. In addition, international guidelines for information literacy development among primary education teachers were used. An extensive literature review on information literacy curriculum in teacher education higher education was conducted as a part of this study. The evaluation of primary teacher education programs is conducted according to the content analysis methodology. Since current primary teacher education programs do not state learning outcomes, future teacher competences are evaluated according to the state course goals. The content analysis indicates that the majority of the current primary teacher education programs include goals that could be linked to information literacy standards. Future teachers are most frequently taught how to evaluate information, but lack instruction on fair use of information. The discussion includes recommendations to raise information literacy among teacher educators and to align course syllabi with the common theoretical frameworks.

Recently the "Green Paper" (Dawkins, 1987, p. 18) commented that a "better understanding of ... science by primary teachers" is needed, and it was proposed that a major discipline assessment of "teacher education in ... science" be undertaken. These remarks beg the question: "What do we know about the science education courses provided in preservice primary teacher education program mes? Two recent reviews of science teacher education (Owen et. al. 1983; Tisher, 1986) concluded that there was little written about preservice primary teacher education courses. Following the above review by Owen et. al. (1983), a major project in science in primary teacher education was conducted (Owen et. al. 1985). One aspect of this work surveyed the content and structure of preservice primary science courses in Victorian CAE's. This paper extends the data available on preservice primary science teacher education courses by analysing and comparing the espoused curricula of primary science curriculum units offered by eleven NSW tertiary institutions in 1985/7. Comparisons are made with the Victorian study.

ABSTRACTIn 2011, new teacher education programmes were introduced in Sweden. This policy case study examines the outcome of the reform, focusing on the pedagogic discourses in the examination practise of the primary teacher education programme, but also on the possible effects of dividing teacher education for primary teachers into two specialisations: for teachers of grades F-3 and 4–6. The point of departure is that the Swedish, and Nordic, teacher education programmes have been shaped by two traditions: the seminar tradition and the academic tradition. The study is based on Bernstein’s theories of pedagogic discourses and how these affect teachers’ professional knowledge base and professional identities. The results show that the primary teacher education above all prepares student teachers for everyday classroom life, but also that the examination practice and the pedagogic discourses differ to some extent between the two specialisations and that the primary teacher education (PTE) students who choose to specialise in grades 4–6 now encounter pedagogic discourses that more resemble an academic tradition than what is encountered by students who choose to specialise in F-3.

The purpose of this article is to report on the development of a proof-of-concept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidence-supported teacher education selection processes in a range of international settings.

The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.

The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.

The aim of this study is to compare Turkey and China in terms of admission to primary math teacher education programs, the content of primary math teacher training programs and appointment to teaching post. Within the scope of this aim, document analysis method was used in the study. As data sources the websites of Ministry of Education, OECD, National Center on Education and Economy and articles on primary Mathematics teacher education systems and teacher education systems in general were used. The documents were examined in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post in Turkey and China. While choosing the countries, 2018 PISA Math results of China and Turkey were considered. According to the findings of the study it was concluded that although Turkey and China have some similarities in terms of conditions of admission to teacher education programs, the content of curriculum and the appointment to teaching post, there are also big differences between two countries. Accordingly, some suggestions are proposed especially for the Turkish teacher education system. Some of the suggestions are increasing the hours of practicum, having an interview before they are accepted to education programs, having an interview and a written exam in every five years after they are appointed to a teaching post.

Teacher education in Vietnam is experiencing substantial transformation to meet the requirement for competency-based, practice-oriented training. Conventional courses exhibit deficiencies in equipping prospective educators for the intricate requirements of contemporary classrooms. The CDIO (Conceive–Design–Implement–Operate) framework, initially created for engineering education, is gaining recognition as an effective method to enhance integrated, experiential learning in teacher training programs. This study intends to assess the perceived urgency and feasibility of five particular management strategies for implementing CDIO-based changes in primary teacher education programs in Vietnam. It aims to furnish empirical facts to guide institutional planning and policy formulation for CDIO implementation. A structured questionnaire was distributed to 296 participants from three stakeholder groups: 28 administrators (9.5%), 96 elementary education lecturers (32.4%), and 172 undergraduate students (58.1%). Participants evaluated each suggested management solution utilizing a five-point Likert scale regarding urgency and practicality. Descriptive statistics, including mean and standard deviation, alongside Pearson correlation analysis, were employed to examine the data. All five solutions received high ratings for both urgency (M = 4.66, SD = 0.56) and feasibility (M = 4.59, SD = 0.58), indicating strong stakeholder consensus. The highest-rated item in both dimensions was the development of specific and detailed output standards. A strong positive correlation was found between urgency and feasibility scores (r = 0.868, p < .001), suggesting aligned stakeholder perceptions. The results highlight a conducive environment for the implementation of CDIO-based reforms in primary teacher education in Vietnam. Stakeholders perceive these reforms as essential and attainable. Strategic initiatives must concentrate on the development of output standards, the enhancement of awareness, and the restructuring of curricula in accordance with CDIO principles.

Existing research has explored inclusion in education, however, issues related to Aboriginal and Torres Strait Islander LGBTIQ+ young people, with some notable exceptions, have, until recently, seldom been included in any meaningful academic discussion. Issues of youth race, gender and sexuality have been interrogated as discrete issues. This small but growing body of research demonstrates the potential impacts of intersectional disadvantages experienced by Aboriginal and Torres Strait Islander LGBTIQ+ young people in Australia (Uink, Liddelow-Hunt, Daglas, & Ducasse, 2020). This article seeks to explore the existing research and advocate for the embedding of a critical pedagogy of care in primary Initial Teacher Education (ITE) curricula, inclusive of diversity of race, ethnicity, socio-economic-status, gender and sexuality. Employing intersectionality theory, this research will examine the specific disadvantages that arise as the result of occupying multiple minority demographic categories, which are relational, complex and shifting, rather than fixed and independent. Primary educators are well positioned to name disadvantage, racism and heterosexism, make them visible and, through culturally responsive pedagogical approaches and inclusive curricula, challenge the status quo. To ensure that learning and teaching moves beyond stereotypes, primary curricula should be representative of all students and present alternate ways of being human in culturally appropriate, positive ways, to the benefit of all students. ITE programs provide the ideal arena to equip teachers with the knowledge and competency to respond to the needs of Aboriginal and Torres Strait Islander LGBTIQ+ young people.

This study aims to critically evaluate the current teacher education for primary school English teacher in Turkey in terms of how adequately it prepares prospective teachers to teach young learners at schools in light of the available research studies and the author's own ongoing research predominantly English language teaching (ELT) in local context. The current state of ELT in Turkish primary education has been investigated, and an innovation into the primary school English teacher education programme that is intended to prepare future teachers more effectively for their teaching profession has been proposed. The new programme comprises real-life problem-based scenarios from the actual classroom practices of primary teachers to give hands-on problem solving experiences to teacher candidates, as well as video recordings from young learner classes, and practice teaching in real young learner classes. Baldauf and Kaplan's (2005) framework of language-in-education policy goals is employed to analyse primary English as a foreign language (EFL) policy context in Turkey, and some recommendations are made on curriculum policy for a proposed teacher education course to teach English to young learners. Although these recommendations are relevant to the present context of primary EFL teacher education in Turkey, they may inform policymaking in other Asian countries.

The importance of dyadic teacher-student relationships for both teachers and students is widely acknowledged. However, only limited research has explored how competent teachers feel in building these relationships. The current study aimed, first, to deepen the knowledge on relational competence by targeting teachers’ competence in building dyadic teacher-student relationships specifically. To this end, the Competence Measure of Individual Teacher-student relationships (COMMIT) was developed. This questionnaire is explicitly based on theories used in research on affective teacher-student relationships and addresses multiple aspects of competence (attitudes, knowledge, and self-efficacy). Second, as teacher education programs have been repeatedly criticized for not sufficiently targeting relational competencies, the current study focused on pre-service teachers’ perceived competence and aimed to explore differences in this competence across pre-service teachers in subsequent years of their teacher training. Criterion validity of the newly developed COMMIT was examined in a sample of pre-service teachers in pre-primary and primary teacher education programs (N = 535). Six subscales were created, addressing pre-service teachers’ attitude toward teacher-student relationships (1 scale), their knowledge of teacher-student relationships and coping (2 scales), and their self-efficacy beliefs with regard to building closeness, coping with conflict, and reflective functioning (3 scales). Results showed that pre-service teachers had a rather positive attitude toward teacher-student relationships, and felt quite knowledgeable and self-efficacious, yet not in all aspects of dyadic relationship-building. Results further revealed that pre-service teachers in the final year of teacher training felt more competent, yet, again, not for all aspects of dyadic relationship-building. Notably, differences between pre-service teachers in subsequent years of teacher education were less pronounced in primary compared to pre- primary teacher education programs. Suggestions for future research and implications for initial teacher training are discussed.

The article examines the features that characterize the primary education development in Ukraine with a special focus on the Transcarpathian region (Zakarpattia). The purpose of the article is to clarify and expand the periodization table that reflects the formation and development of primary education in Ukraine. It also highlights the features within each stage, focusing on primary education in Transcarpathia. A set of interrelated research methods was used: general scientific methods including but not limited to analysis, synthesis, generalization, systematization were applied to compare and contrast the research findings; special historical and pedagogical methods, for instance, historical-retrospective and historical-structural methods were used to systematize the historiography of the research issue; a chronological method was applied to develop a periodization that illustrates how primary education in Ukraine was formed and developed. The authors argued that the periodization developed by Z. Onyshkiv illustrates the flow with which primary education developed and evolved into the present position, however, there is a need to update the information, taking into account current trends in primary education. Consequently, the 6th stage called the stage of the New Ukrainian School, which reveals the essence of the modernization of primary education has been added. Thus, six stages describe the main landmarks in primary education development: Stage 1 marks the beginning of education when primary schools were opened (from the 10th century to the end of the 18th century). Stage 2 is identified as the acceptance of primary education when there were attempts to establish programs to train teachers for primary school (early 19th century and 20s of the 20th century). Stage 3 is characterized by the extensive reforming targeted at primary education and in-service primary school teachers’ training programs (between the 20s and 50s of the 20th century). Stage 4 emphasizes the intensive development of primary education and teacher training programs (between the late 1950s and 1990). Stage 6 highlights the measures taken by independent Ukraine to improve primary education (1991–2015). Stage 6 accentuates the stage that has started the new school reform marked as the New Ukrainian School reform (between 2016 and the present) (2022). This stage has been added to illustrate how entirely different the modern reform is. The New Ukrainian school reform stage is aimed at harmonizing the educational goals in Ukraine with the goals set for European education. Keywords: education; primary education; professional training of primary school teachers; primary schools; formation; development; primary school students; competence approach.

Teacher educators wonder how to prepare student teachers for urban teaching. Beginning teachers in urban environments experience multiple challenges, such as responding appropriately to language differences and cultural diversity. This study aims to provide insight into how Dutch teachers are prepared for teaching in urban schools. A multiple case study, including qualitative analysis of curriculum documents and interviews with programme directors, teacher educators, and students (N = 18) from three primary teacher education programmes, showed that several aspects of urban teaching, such as considering social and ethnic differences between children and (in)equality, were not addressed, or only to a limited degree. The programmes prepared teachers for urban teaching in different ways, including (compulsory) internships at urban schools or special assignments around urban themes. Internships had particularly high value for students, programme directors, and teacher educators. Results of the study can be used to develop adequate preparation for beginning urban teachers.

As far as education is concerned, it is an important instrument for all round development of the people. It is only an instrument which develops the society and nation at large. Education is an important tool of harmonious development of the people such as intellectual, social, economic, spiritual etc. It is only an instrument which develops the sense of humanity and sense of adjustment among the people to have better adjustment between man and environment. Education is an important process of harmonious development of the nation-social, economic, industrial and agricultural. Education trains the people to face the challenges and make their lives better and luxurious etc. It develops the sense of responsibility of citizenship among students and people to understand the importance of education in life. Education is an important weapon which develops the sense of responsibility as citizens towards rural development and management through Panchayatiraj system for maintaining the sustainable development.As far as Panchayatiraj institutions are concerned, they play very a significant role in development of primary education, health, agricultural developments, women and child development and women participation in local government etc.The Panchayatiraj institutions are important system which play a vital role in rural development and management of all spheres etc. Panchayatiraj institutions are the backbone of village/rural development which inculcate the sense of care of rural development and rural management for sustainable development. The various types of programmes for rural developments such basic primary education, health centres, cottage industries, agriculture development, and agriculture marketing, transportations and others village developments run under Panchayatiraj system/ village developments authority. Panchayatiraj institutions also work for the rural development and protect the environment. Panchayatiraj institutions plays a vital role in development of primary education Education is an important tool which cultivates the sense of responsibility and care among students and people towards rural development, how to develop the rural area and how to sustain the rural development? The sustainable development of rural can be done only in healthy environment and through quality education. Without quality education and healthy environment the sustainable development is impossible.Indeed, Panchayatiraj institutions can play a vital role in development of primary education and sustaining development of rural area. The primary education is the main instrument/source of all round development of the village people; it develops the various skills among the students to face the challenges of life. It is fact that Pachayatiraj institutions are the main system of village development through primary education, health service, agriculture, road transportation, women and child care and agri-business can be developed. Panchayaitraj institutions are the main source for development of primary education through its shiksha samitis and shiksha mitras and other samitis. The Pachanyatiraj institutions play an important role in implementing the Sarva Shiksha Abhiyan (SSA) successfully. Really, the Panchaytiraj institutions are important instrument which is playing a vital role in eradication of illiteracy and facilitating the primary education at large extent.