Basic Education Teachers Research Articles

Revitalization of Social Role Primary Education Teachers in Urban Communities

This research departs from the problem that the existence of teachers, related to their status and role in society is not always in line with the predicate of the teacher who is attached when teaching at school. Therefore, this study aims: 1) to describe the social role of teachers in urban communities; 2) to describe the relevance of the role of teachers in schools among urban communities; 3) to describe the subjective responses of the surrounding community regarding the role of teachers in urban communities; 4) to describe the revitalization of the role of teachers in urban communities. This research is a case study using a qualitative descriptive approach. The data is collected through questionnaire, interview, and observation methods. Data analysis was carried out in descriptive stages including data reduction, data presentation, and conclusion drawing. This is based on the data analysis model of Miles and Huberman. While testing the validity of the data is by triangulation technique. The research respondents were elementary school primary school teachers in the city of South Tangerang. The results of the study explain that basic education teachers have a social role in South Tangerang urban communities, besides, the social role of basic education teachers is relevant to their role in the South Tangerang urban community, in carrying out their social role, teachers get support from the South Tangerang urban community, as well as revitalization the social role of primary education teachers in the South Tangerang urban community environment is done by time management, organizing performance, and support from the community, as well as strengthening the knowledge of teachers.

INTELIGÊNCIA ARTIFICIAL FRENTE A RESOLUÇÃO DE EXERCÍCIOS DE QUÍMICA: UM ESTUDO EXPLORATÓRIO COM O CHATGPT

New forms of Artificial Intelligence are gaining more space at schools and among students. ChatGPT stands out for its easy use and, in Chemistry Teaching, this tool has stood out for the numerous possibilities, including problem solving. However, there is still not 100% certainty of the effectiveness of such instrument. This work aims to investigate the potential and capacity of ChatGPT to solve exercises involving stoichiometric calculations and balancing chemical equations. These problems were extracted from a textbook for 2nd year of high school widely used by Basic Education teachers and approved by the National Textbook Program. Due to the research exploratory nature, four questions were selected, two simpler and two more laborious and complex. Furthermore, in case the ChatGPT presented the result incorrectly, some tests were performed to analyze whether a change in the statement would also generate a change in the results. These, by the way, reveal that the chat excels in the language used, as it is simple and easy to understand. On the other hand, it disappointing when solving stoichiometry problems, as it confuses concepts and does not consider all atoms when balancing an equation. In other words, unless it is already balanced correctly, the use of ChatGPT it is not indicated for solving exercises of this type and despite being a promising tool with some qualities, it is not recommended for those who do not have complete knowledge and/or a necessary discernment to detect the mistakes it made and correct them.

Mental Health Upon Return to Face-To-Face Classes: Burnout Syndrome in Basic Education Teachers

Introduction: During the return to face-to-face classes, teachers are facing new challenges and demands because students were unable to learn adequately through the virtual modality implemented during the COVID-19 pandemic. Then, the increase in workload could affect their mental health and cause the appearance of burnout syndrome. Objective: Describe the level of burnout syndrome in basic education teachers upon return to face-to-face classes. Methods: The approach is quantitative, the design non-experimental and the descriptive type cross-sectional. The sample consisted of 170 teachers of whom applied the Maslach Burnout Inventory, an instrument with adequate levels of validity and reliability.

A General Survey of Pharynlaryngeal Diseases and Voice Disorders Among Basic Education Teachers in Tianjin

ObjectiveIn this study, we created a city-wide database of pharyn-laryngeal diseasess and voice disorders among basic education teachers to analyze the incidence, distribution, and risk factors of Pharyn-laryngeal diseases and voice disorders. MethodsA total of 47,823 teachers in primary and secondary schools and kindergartens of Tianjin were enrolled in this study and underwent questionnaires and throat examinations. In addition, the data were subjected to descriptive statistics, chi-square analysis, and univariate and multivariate logistic regression analyses. ResultsPharyn-laryngeal diseases and voice disorders had an overall prevalence of 69.42% among basic education teachers in Tianjin, wherein the prevalence of chronic pharyngitis, chronic hyperplastic laryngitis, and chronic simple laryngitis were the highest at 39.45%, 19.80%, and 15.59%, respectively. The results of multivariate logistic regression analysis suggest that pharyn-laryngeal diseases and voice disorders were statistically correlated with gender (P<0.001), years of teaching (P<0.001), school district (P<0.001), class size (P<0.001), subjective assessment of teachers on vocal loudness (P<0.001), neck and shoulder discomfort (P<0.001), smoking (P<0.001), psychological stress (P=0.002), and frequent habitual throat clearing (P<0.001). Furthermore, the risk factors for pharyn-laryngeal diseases and voice disorders were age (P=0.002), school district (P<0.001), class size (P=0.008), neck and shoulder discomfort (P=0.038), smoking (P<0.001), water intake habits during class (P=0.023), and frequent habitual throat clearing (P=0.001) for male teachers and for female teachers it was age (P<0.001), school district (P<0.001), daily teaching hours (P=0.005), class size (P<0.001), subjective assessment of teachers on vocal loudness (P<0.001), neck and shoulder discomfort (P<0.001), smoking (P=0.033), psychological stress (P=0.003), and frequent habitual throat clearing (P<0.001). ConclusionDue to the high prevalence of pharyn-laryngeal diseases and voice disorders among basic education teachers, throat and voice health education-related activities should be conducted for teachers, to intervene in the occurrence of pharyn-laryngeal diseases and voice disorders at an early stage.

Kielen ja sisällön integrointi: alakohtaiset kieli- ja tekstikäytänteet aineenopetuksessa

Integrating the teaching of disciplinary language and literacy practices and content knowledge has been a key concern in many educational contexts. This article focuses on disciplinary language and literacy in content-area teaching in basic education, a shared concern for teaching regardless of the language of instruction (L1, L2, FL). First, we describe two distinct traditions into studying and teaching disciplinary language and literacy: disciplinary literacy teaching and content and language integrated learning (CLIL). We then introduce two practical pedagogical examples on how language and literacy are integrated into content-area teaching. Finally, we discuss future directions and implications for both research on and teaching of disciplinary language and literacy.

Spanish Version of a Scale to Evaluate the Quality of Work Life in Teachers: An Adaptation of Walton's QWL Model in the Peruvian Context.

Workers' job satisfaction benefits the organization, which constitutes a competitive advantage. This is why the Quality of Work Life (QoWL) study has gained relevance in recent years. For this reason, various scales have been developed to evaluate this organizational variable constantly. However, to date, there is no evidence in the scientific literature of a Spanish version that evaluates the validity and reliability of these scales in a Peruvian context. Thus, this study aimed to translate into Spanish and adapt and analyze the validity and reliability of a scale to assess the quality of work life in Peruvian teachers based on Walton's model. For this purpose, 457 regular basic education teachers from a private educational network located in the three regions of Peru were surveyed. The analyses used the Structural Equation Model (SEM) with the AMOS 24 statistical software. Confirmatory Factor Analysis provided an excellent fit model of eight factors and 31 elements (CMIN/DF = 2.351; CFI = 0.955; SRMR = 0.062; RMSEA = 0.054; Pclose = 0.052). It also demonstrated good internal consistency (α = between 0.806 and 0.938; CR = between 0.824 and 0.939; AVE = between 0.547 and 0.794). These results contribute to the study of QoWL in Peru.

UMA QUESTÃO ALÉM DA SEMÂNTICA: INVESTIGANDO E DEMARCANDO CONCEPÇÕES SOBRE OS COMPONENTES FÍSICO-NATURAIS NO ENSINO DE GEOGRAFIA

Como denominar o ensino de relevo, solos, rochas, hidrografia, vegetação, clima entre outros, nas aulas de Geografia na Educação Básica? A fim de responder a esse questionamento, desenvolvemos o conceito de “componentes físico-naturais”, acreditando que ele traz consigo uma compreensão acerca do objeto da ciência geográfica e de seu ensino na Educação Básica. Ressaltamos a necessidade dessa conceitualização, construindo um estado do conhecimento sobre componentes físico-naturais em teses e dissertações referentes ao ensino de Geografia. Por meio dessa construção foi possível identificar: i- trabalhos que versam sobre esses componentes; ii- componentes físico-naturais contemplados nas investigações; iii- abordagem individual ou em articulação com outros componentes da mesma origem; iv- terminologias utilizadas para designar os componentes no interior das pesquisas e em seu ensino escolar; v- associação entre componentes físico-naturais e sociais; vi- apropriação desses componentes para que se realize, na escola básica, a interpretação de uma situação geográfica. Na busca por um conceito que abarque o dinamismo e os processos de constituição do espaço geográfico, bem como atenda às demandas da Geografia escolar, defendemos a concepção de componentes físico-naturais, com a finalidade de sua apropriação na Educação Básica.

Distance Education Course “Water as an Interdisciplinary Element of Teaching in Schools”: Action in Basic Education Through a Partnership between the PROFCIAMB Network and ANA, Brazil

The Graduate Program in the National Network for Teaching Environmental Sciences (PROFCIAMB) in partnership with the National Water and Basic Sanitation Agency (ANA) and the Coordination for the Improvement of Higher Education Personnel (CAPES) updated the educational material of the “Water in Course – Multipliers” associated with the collection of didactic products desenvolved with the theme of Water by ANA to compose the education distance course “Water as an Interdisciplinary Element of Teaching in Schools”, which is aimed at teachers of Basic Education and professionals who work with teaching in non-formal spaces and/or non-school. Its objectives were built considering the Sustainable Development Goals ODS4 Quality Education and ODS6 Potable Water and Sanitation. The course was supported by Tutors (Students from the PROFCIAMB Network) and had a workload of 80 hours, distributed over four months in 5 modules. Module 1 to 4 for the Water and Teaching Principles and Methodology disciplines: Water: sustainable consumption and its multiple uses; Situation of water resources in Brazil; All together by the water; and, Cases of success in water care. Module 5 for the Application of learning discipline (lesson plan elaboration and lesson plan report). Four classes were offered from 2018 to 2022 with 4,645 vacancies and 14,850 registered candidates, nationwide course; 4,518 students enrollments and 1,656 students approved.

Seminars In Education for Sustainability Aimed at Basic Education Teachers, as a Community Service Involving Postgraduate Students

The teaching profession as a decisive role in the construction of sustainability as a civilizing model. The present community service project aims to implement a teacher training and updating process on sustainability issues and teaching tools for environmental education aimed at Basic Education teachers. The methodology was structured in two stages: 1.- Development of the teaching training and updating process, considering institutional needs and emerging disciplinary themes; 2.- Process evaluation. The seminar was developed with the participation of 112 teachers from different educational units in the Province and included conferences on Education for the SDGs, Education for the conservation of biodiversity and climate change, Education for responsible consumption and Horizontal Education. For their part, postgraduate students developed six workshops on didactic strategies such as simulation, comic strips, bulletin board, creation of terrariums, role playing and asking game. The evaluation applied after the seminar showed high acceptance of the activities carried out by trained teachers and postgraduate students. In the next training sessions, postgraduate students are expected to go to the educational communities of the schools to contextualize the training. Finally, the strategy made it possible to strengthen university community services that promote sustainability

BURNOUT IN BASIC EDUCATION TEACHERS AND WORKING CONDITIONS

This article addresses the phenomenon of Burnout among basic education teachers, exploring the main challenges they face and the causes related to working conditions. Burnout is a state of physical and emotional exhaustion resulting from chronic stress in the workplace, which negatively affects teachers’ well-being and the quality of education. The article analyzes the nature of Burnout, its manifestations, risk factors and consequences. In addition, prevention and intervention strategies are presented, such as institutional support, the development of coping skills and the promotion of balance between personal and professional life. Through a comprehensive review of the literature and consideration of case studies, this article offers an in-depth look at the topic of burnout in primary education teachers and highlights the importance of addressing this issue to improve the quality of education.

Teachers' work today: Exploring Finnish teachers’ narratives

This study employs narrative as a theoretical perspective and methodological approach, looking at the current nature of teachers' work from the viewpoint of 25 Finnish basic education teachers. Several categories such as multiple teacher roles and fragmentation of teachers' work, teamwork and multi-professional cooperation, pupils' diverse backgrounds, changed learning skills and behaviour, opportunities and challenges of digitalization, schools' open architecture, and pandemic were identified. These categories illustrate teachers' work today as hectic and changing, involving relational intensification, and as challenging and redefining teachers' identities. The implications for pre- and in-service teachers’ professional development are discussed.

Transformational Leadership and Pedagogical Management in Basic Education Teachers in Peru: A Case Study

Transformational Leadership and Pedagogical Management in Basic Education Teachers in Peru: A Case Study

Being a teacher in a time of pandemic

This study was conducted in the context of the COVID-19 pandemic and, more specifically, within the research project ‘Teaching and Learning in Times of COVID-19: Teachers’ and Students' Perceptions in Cross-border Regions'. This study—conducted in Portugal—intended to diagnose the perceptions of basic education teachers and students regarding distance learning (D@L), considering a wide range of variables. This study was developed based on a multi-perspective approach, and data were collected via questionnaire surveys with open- and close-ended questions. In this study, we only intend to understand teachers' perceptions and, more specifically, issues pertaining to teaching professionalism. The results reflect teachers' perceptions of the transformations and challenges of D@L, the affirmation and recognition, and the ethical and deontological issues associated with the teaching profession following the educational changes imposed by the pandemic. More concretely, they suggest that D@L was accompanied by transformations or challenges that led to the reconfiguration of teaching and learning processes and contributed to the professional development of the study participants. However, the response trends differed because D@L has enabled the affirmation and social recognition of the teaching profession and raises ethical and deontological questions regarding the participants' professionalism.

Transactional Management, Transformational Leadership, Organizational Culture, and Teaching Competencies of Teachers in Basic Education

There are concerns about teachers’ pedagogical competencies in the Philippines due to reports of poor performance by Filipino students in various academic disciplines. This study examined the teaching competencies of elementary school teachers and identified which, among the elements like transactional management, transformational leadership, and organizational culture, are the best predictor/s of teaching competencies. Questionnaires, in the form of hard copies and Google Forms, were used as data collection tools after undergoing rigorous scientific testing to ensure accuracy and consistency. Using Raosoft sample size calculator and reliability guidelines (Howard, 2016), this research study gathered information from 479 primary school teachers in two divisions: Gingoog City and Misamis Oriental. They were chosen using a proportionate stratified random technique. As implied by the results, it has been observed that teachers possess remarkable teaching competencies when planning, developing, and achieving desired outcomes. In addition, the teaching competencies of elementary teachers are significantly influenced by the levels of transactional management and transformational leadership exhibited by the school head, as well as the organizational culture they foster. They also demonstrate high confidence in their ability to impact student learning, effectively handle classroom management, actively engage in continuous professional development, and implement effective teaching strategies. The top predictors are cultural strength, achieving goals under organizational culture, and developing and changing under transformational leadership. All these predictors have a positive and direct impact on teaching competencies, which means that when these variables’ levels increase, the teaching competencies also increase.

Influence of servant leadership on the life satisfaction of basic education teachers: the mediating role of satisfaction with job resources.

Life satisfaction is essential for teachers' work performance and student learning. Additionally, servant leadership has been shown to be one of the best leadership practices as it promotes employee well-being and satisfaction. Moreover, satisfaction with job resources acts as a mediator in the relationship between servant leadership and life satisfaction by influencing individual and collective performance in the organization. This research aimed to evaluate the mediating role of satisfaction with job resources in the relationship between servant leadership and life satisfaction. The study was cross-sectional and explanatory. 620 teachers aged between 20 and 62 years (M = 35 and SD = 9.49) participated in the study. Structural Equation Modeling (SEM) was used to measure life satisfaction, service leadership, and job resource satisfaction through the use of questionnaires. The results indicated that the model obtained an adequate fit, χ2 = 2,658, df = 551, p < 0.001, CFI = 0.941, TLI = 0.936, RMSEA = 0.079, SRMR = 0.070. The results confirm the positive influence of leadership on satisfaction with resources and life satisfaction. Additionally, a positive influence of satisfaction with job resources on life satisfaction was observed. Moreover, the mediation of job resources in servant leadership and life satisfaction was confirmed. Servant leadership, supported by satisfaction with job resources, can reduce effort and associated costs, stimulate personal growth and learning, and improve the well-being of teachers.

Research on the Collective Values in the Reform of Basic Education Teaching Methods

In the context of quality education, personalized learning has emerged as the direction for future educational growth, but it has also had a significant impact on and challenged traditional teaching: where collectivism once faced a chilly reception, collective learning in primary and secondary classrooms has been marginalized over time. The concepts of collectivism and customized education do not contradict; rather, the organic integration of both concepts is the goal of the reform of basic education teaching techniques. In light of this, the author suggests that the collectivist value orientation be taken into consideration when reforming basic education teaching methods. This essay explores the collectivist value orientation, its interpretation of its connotation, and its value analysis. On the basis of the interpretation of the connotation and value analysis of collectivist value orientation, this paper discussed the necessity of collectivist value orientation in basic education teaching method reform and proposed that the reform of basic education teaching method to the deep development must be based on the traditional collective teaching activities, strengthen the collectivist value of the interpretation of the collectivist teaching method of innovative.

The Perception of Basic Education Teachers in Caçador on Sustainability and Human Rights

This article presents a research report applied to basic education teachers of the public network of Caçador- SC regarding the perception, importance, mastery and applicability in the classroom of themes related to sustainability, human rights, Agenda 2030 and Sustainable Development Goals of the UN. Data were collected via online forms that were answered in the Google Forms tool, later the data were compiled and presented in graphs explained and compared based on the educational context of the researched region and Brazil. The research concluded that teachers still have little mastery of the researched topics and emphasize the need for greater appropriation by teachers on these subjects, in view of the growing need and demand in the labor market for professionals who have knowledge in areas from performance to environmental, social and corporate governance. The methodology adopted for data analysis was based on quantitative and qualitative analysis and aimed to understand the contradictions and coherences in the answers given by the teachers.

MATHEMATICAL INNOVATION

The practice of finding the roots of a 2nd degree equation in current high school has been presented as a tool that makes learning and practice difficult for students and teachers. In this context, the present work aims to present innovative teaching, a tool used to find the roots of a quadratic equation without the use of formulas, with the aim of improving the level of difficulty in learning this content for high school students. To achieve the objectives proposed in this work, a bibliographical survey of the subject was carried out in the Scielo and Google Scholar databases, comprising a literary window from 400 BC to 2023. In addition, a qualitative-quantitative methodology was used, with random variables discreetly, it was applied to 118 students from ECI Dorgival Silveira in the city of São Francisco PB with an experiment via problems in determining the solution and its data were analyzed based on descriptive statistics. Within this study, it was possible to observe that this teaching is practical in solving the difficulties and challenges experienced by basic education students and teachers. For this, we can have other researchers who can continue this study as relevant as the ways of finding the right solution for students in contemporary times.

Perceptions of future basic education teachers about the potential of programming in the educational context

ABSTRACT Besides the development of disciplinary skills, programming contributes to the development of abilities such as reasoning, problem solving and creativity. Therefore, it is fundamental that in the initial teachers training, programming is an integral part of the curricular unit programs of didactics. This will make it possible to contribute to the integration of programming in future teachers’ practices, in a way that should encourage them to promote the development of the skills listed above in their students. This article describes a study developed in the context of a higher education institution, with students of a master’s degree in teaching. This is a case study sought to understand the future teachers’ perceptions about the potential of programming, before and after attending a workshop about Scratch. The results suggest that future teachers have positive perceptions about the potential of programming in an educational context, which is likely to contribute to its integration into pedagogical practice. It was also found that the workshop contributed to changing the perceptions of these future teachers, namely those whose perceptions were not so favorable to the use of programming in and for learning.

Quality of Life in Hypertensive Teachers of regular basic education who go to an Establishment during the health Emergency due to COVID-19 in North Lima

The quality of life in hypertensive teachers of regular basic education is one of the priorities committed to health well-being, since it will depend on how the person can minimize the risks due to this disease, so the research objective is to determine the quality of life in hypertensive teachers of regular basic education who come to an establishment during the health emergency due to COVID-19 in North Lima. It is a quantitative, descriptive-transverse study, consisting of a population of 131 hypertensive teachers of regular basic education who answered a questionnaire on sociodemographic aspects and the questionnaire on quality of life in hypertension. In their results we can observe that 64,1 % (n=84) of hypertensive teachers of regular basic education have a good quality of life, 9,2 % (n=12) regular quality of life and 26,7 % (n=35) poor quality of life. In conclusion, strategies should be made to promote and prevent hypertension, and thus allow the population the necessary information about the disease and how to counteract it.