Basic Education Teachers Research Articles

Analyses of Pre-Service Teachers’ Errors in Solving Algebraic Tasks in Ghana.

This study analyzed prospective basic education teachers’ errors in solving algebraic tasks using Newman’s Error Analysis (NEA). The study employed an interpretivist philosophical paradigm with a qualitative case study design. Data were collected from 250 prospective mathematics teachers randomly selected from four colleges of education in the eastern region of Ghana using super item tests and unstructured interview protocols. Thematic analysis was employed to analyze the qualitative data. The study findings revealed that transformation and encoding errors among prospective mathematics teachers are the most prevalent errors. Other error types encountered included comprehension errors and process skills errors. In order to reduce aspiring mathematics teachers’ errors, the study emphasizes the necessity of focused interventions and professional development programs to address transformation and comprehension errors in algebraic concepts.

Pedagogical engineering – a new integrative learning profile in professional education

At present, a new branch of pedagogy - pedagogical engineering - is actively developing. It is based on the fact that the learning process should be built on the pedagogical design of the educational product, on such a "fusion" of educational and modern digital technologies to provide this process with the greatest efficiency. But we believe that in addition to pedagogical engineering as a scientific branch and a new discipline already studied in some universities, it is necessary to organize on its basis a systematic training of future teachers for basic and additional professional education.

ICT IN EDUCATION AND THE USE OF VIRTUAL LEARNING ENVIRONMENTS

In human societies, the desire to adapt the environment to their needs has resulted in technological inventions that have gradually changed the ways of living, social interaction and the ways of producing work, and more recently, Information and Communication Technologies (ICT). With ICT being used as a form of social and everyday interaction and replacing textbooks, a new way of connecting to knowledge and a new student profile has emerged. At the same time, the context of the digital society itself requires the development of skills that enable the critical and creative use of ICT, which is essential for entering the job market and for everyday life itself. Given the increased use of technologies, the idea has emerged that aligns the use of ICT with an educational environment that prepares students for this new reality. As a result, there has been not only the insertion of digital technologies into pedagogical practice, but also artificial intelligence and virtual learning environments, inserting technologies into an educational context called Education 4.0. In this context, the aim of this article is to investigate the possibilities and advantages of using digital technologies as a teaching resource in terms of developing skills and competencies inherent to creation, the critical and creative use of technologies and, more specifically, the use of virtual learning environments in the context of face-to-face teaching in basic education.

DESAFIOS E EXPERIÊNCIAS DOCENTES NO ENSINO REGULAR COM DISCENTES SURDOS

This article is the result of a research carried out with regular school teachers in schools in the Municipality of Belém in the State of Pará, with the objective of analyzing the challenges and experiences of teachers in basic education with regard to the process of inclusion of deaf students. The methodology used consists of data collection carried out through a google forms questionnaire. In which, the teachers answered questions related to the teaching practices used for this student in the classroom, as well as questions about training courses and also about the difficulties that teachers find to teach inclusive classes aimed at the deaf. As a theoretical contribution, the research of the authors was used: QUADROS; KARNOPP (2004), the authors deal with Bilingual Education for the Deaf, Mantoan (2003), as a basis for Inclusive Education, Schneider (2006) and Cunha (1989), which address issues about teacher training as a differential for the.

Effective technologies for the development of semantic reading skills in students of basic general education

Introduction. In the context of an increase in the amount of information that general education students receive, the use of innovative technologies for developing semantic reading skills is relevant. Possession of the skills of meaningful reading and working with information serves as the foundation for acquiring knowledge in modern society. With the growing emphasis on the digital economy and digital technologies, developing strong reading skills has become essential. The purpose of the study is to analyze the effectiveness of using quantum technologies to develop semantic reading skills and the ability to work with information for the development of reading literacy of students in basic general education. Materials and methods. 97 5th grade students of the Petrozavodsk Presidential Cadet School (Russian Federation, Republic of Karelia). Methods: pedagogical experiment, comparative analysis, diagnostics of the level of semantic reading (quantum technologies), observation, self-assessment of students, statistical processing using the t-test for related samples, Wilcoxon signed-rank test. The results of the study. It is revealed that the development of semantic reading skills through quantum technologies is effective for 5th grade students. As a result of the analysis of the effectiveness of the formative experiment, a change in the indicators characterizing the development of semantic reading skills and the positive dynamics of academic performance in the experimental groups (p < 0,001) was revealed. Conclusion. The use of quantum technologies for the development of semantic reading skills has confirmed its effectiveness at the level of basic general education, which has had a positive impact on student academic performance. The results obtained can be used by teachers of basic general education both in extracurricular activities and in various academic subjects.

A Qualitative Exploration on the Perceived Impact of the MATATAG Curriculum on Basic Education Teaching in the School Year 2024-2025

A Qualitative Exploration on the Perceived Impact of the MATATAG Curriculum on Basic Education Teaching in the School Year 2024-2025

Scale to Evaluate Employee Experience: Evidence of Validity and Reliability in Regular Basic Education Teachers in the Peruvian Context.

Research on employee experience is a topic that has been growing in recent decades. This study analyzes the validity and reliability of an employee experience scale in Peruvian teachers. The study had an instrumental design. The sample was comprised of 760 Peruvian teachers between 20 and 71 years old (M = 40.91; SD = 10.05), where men (36.1%) and women (63.9%) participated, recruited through non-probabilistic sampling. A validity and reliability analysis of the employee experience scale confirmed the three original factors (sensory experience, intellectual experience, and emotional experience). The KMO test reaches a high level (0.950 > 0.70), and the Bartlett test reaches a highly significant level (Sig. = 0.000). The scale also showed good internal consistency (α = 0.948 to 0.980; CR = 0.950 to 0.981; AVE = 0.864 to 0.878). Similarly, for the confirmatory factor analysis, a measurement adjustment was performed, obtaining excellent and acceptable fit indices for Model 2 for three factors (CMIN/DF = 4.764; CFI = 0.984; SRMR = 0.024; RMSEA = 0.070). This study provides a useful tool to measure the employee experience in a friendly way, using simple language to be applied to the Peruvian context. This study is considered an important contribution to organizational behavior and human talent management in educational circles.

Modeling the relationship of the TPACK framework with cyber wellness, school climate, and digital nativity of basic education teachers

Modeling the relationship of the TPACK framework with cyber wellness, school climate, and digital nativity of basic education teachers

Inclusive actions at school: what do teachers know in practice?

This work seeks to presente reflections on inclusive pedagogical practices, bringing continuity in discussions about teacher training in the face of inclusion, in order to verify how teachers organize their practice to serve students with disabilities in regular classrooms. We sought, through qualitative research, in which we used interviews and open questionnaires, to analyze the practices developed by Basic Education teachers. We understand that, to move towards truly inclusive education, it is essential to invest in teacher training, providing them with the tools, knowledge and support necessary to meet the varied needs of all students. Furthermore, it is essential to promote a broader and more comprehensive understanding of what inclusion means, recognizing that it goes beyond mere diagnostic considerations and encompasses the creation of educational environments that value diversity, equity and mutual respect.

DIAGNÓSTICO DE ANSIEDADE E DEPRESSÃO ENTRE PROFESSORES DURANTE A PANDEMIA DA COVID-19

To estimate the prevalence of anxiety and depression diagnosis during the COVID-19 pandemic among teachers and to identify the associated factors. Epidemiological websurvey, carried out in 2020, with teachers of public basic education in Minas Gerais/Brazil, using a digital form. The dependent variables analyzed were self-reported formal diagnoses of anxiety and depression during the pandemic. For data analysis, Binary Logistic Regression was used. The study involved 15,641 teachers. 25% reported a diagnosis of anxiety during the pandemic and 8.6% a medical diagnosis of depression. There was a significantly higher chance of an anxiety diagnosis among women, teachers dissatisfied with their work, who were part of the COVID-19 risk group, with a family member/friend who died from COVID-19, who presented severe fear of COVID-19, with sleep problems, who were smokers and among those who were overweight/obese. There was a significantly higher chance of depression among women, who worked 40 or more hours a week, who had a lot of difficulty with remote work, who were dissatisfied with work, who were part of the COVID-19 risk group, with a family member/friend who died due to COVID-19, with severe fear of COVID-19, with sleep problems, among smokers, those who have increased alcohol consumption, with a less healthy dietary pattern and among those with obesity. A relevant prevalence of anxiety and depression was observed among teachers during the pandemic. Changes caused by the pandemic in the work, routine and health of teachers contributed to increased rates of mental health problems.

Assessment of the Extent of Application of Assure Model in Lesson Development among Teachers in Rivers State, Nigeria

The study examines the application of ASSURE model in lesson development and delivery among teachers in Rivers State, Nigeria. Descriptive survey design was adopted for the study. The population of the study is 12, 988 teachers of basic education, Krejcre Morgan sampling size table was used to arrive at 371 out of which only 365 teachers participated (175 male and 190 female) drawn from rural and urban schools (168 rural and 197 urban schools teachers) of the study area. Teachers’ Assessment on application of ASSURE Model (TAAM) questionnaire was developed by the researchers using the phases of ASSURE model. The questionnaires was given face validity by experts of Educational Technology and Measurement and Evaluation from Department of Educational Foundations, Rivers State University Port Harcourt. TAAM was tested among 20 teachers who were not involved in the study within Oyigbo metropolis, Rivers State and a reliability of 0.71 was obtained using Kuder-Richardson Formula (KR-21). The findings revealed that ASSURE model were applied in lesson development and delivery to a high extent. However, the findings also revealed the phases of the models where teachers were yet to apply to a high extent. Thus, it was recommended that adequate supervisions and sensitisation through workshop be given to enhance teachers’ capacity in the analysis of learners’ characteristics, selection of technology, media and stating of objectives appropriately and adequately.

Teacher knowledge: insights for continuing education in Southern Brazil

The pandemic caused by Covid-19 has caused education, on a global scale, to face increasing challenges in considerable aspects, from the social and economic inequality of students and teachers to the so-called learning deficit at all levels. Considering the essential dialogue between the university, through its teacher education courses and the basic education school, an applied research project was developed (participatory action research) whose theme presupposes technological innovation from a double perspective, as a means and an end. Means, through the proposed teaching methodology, integrated with technology with a view to changes and innovation in the work processes of basic education teachers when implemented. End, considering the pedagogical products generated after implementing the methodology, digital learning objects that, by nature, encompass different technologies for learning purposes. Furthermore, through the effective participation of teachers linked to the action research proposal, the results suggest the effectiveness of teaching resignification, made possible by continuing education, regarding their role as mediators and curators of the pedagogical process, aware that their knowledge of teacher involves the content, pedagogical and technological dimensions, as well as the role of information and communication technologies as an integral part of their pedagogical work.

Utilization Of Authentic Assessment Method Among Basic Education Teachers In Nigeria

Utilization Of Authentic Assessment Method Among Basic Education Teachers In Nigeria

ENTREVISTA COM PÓK RIBEIRO: O CORPO QUE É MEU

Interview with the poet Pók Ribeiro, who works in the Vozes-Mulheres collective, in the city of Ilhéus in Bahia, where she also works as a Basic Education teacher and researcher in the PhD program in Literature at the State University of Santa Cruz (UESC). In the interview, Inés Hortal, from Universidad Andrés Bello, seeks to understand how the poet weaves in her work and in her actions in the collective the need to resist the models that imprison and oppress contemporary women's desires, experiences, and struggles.

Reading for pleasure and early academic literacy with basic education teachers

Se reporta un trabajo de intervención con docentes de educación primaria del estado de Veracruz, realizado a través de un curso-taller virtual con el apoyo de herramientas digitales. Tuvo la finalidad de favorecer los hábitos lectores de docentes, así como brindarles elementos teóricos-metodológicos para instaurar los fundamentos de la alfabetización académica temprana con sus respectivos grupos. El trabajo se sustentó con la teoría constructivista y la teoría dialógica del aprendizaje, a partir de la metodología de investigación-acción y desde un paradigma de evaluación mixto. Se realizaron entrevistas individuales previo a la intervención, además de una prueba pretest-postest, para conocer el impacto de la misma. Los cuestionarios proporcionaron información de cada participante a través de preguntas abiertas y cerradas. Al contrastar los resultados se identificaron cambios, de tal forma que se aprecia que la intervención tuvo un impacto positivo en los participantes. Asimismo, se hicieron análisis estadísticos de las preguntas cuyos resultados denotan diferencias significativas en los hábitos de los docentes, así como en sus prácticas de enseñanza. Se concluye que fomentar el placer por la lectura en docentes incide positivamente en sus estudiantes.

Analysis of Teachers’ Perspectives Towards the Use of IKS to Improve STEM Education for Sustainable Development

This study focuses on science, technology, engineering and mathematics (STEM) education teachers’ perspectives on integrating indigenous knowledge systems (IKS) into a multidisciplinary STEM framework to promote sustainability. The aim is to understand how integrating the values, ethics and worldviews of the global community can contribute to a sustainable mindset. Through an examination of the research background and pedagogical foundations, as well as a review of existing literature, it becomes evident that teachers’ perspectives are pivotal in fostering a sustainable mindset among students. To encourage social dialogue that has the potential to evolve teachers’ perspectives, a 6 month workshop focused on dialogic argumentation was provided to a group of basic education and university STEM teachers. The workshop aimed to explore the evidence- and reasoning-based arguments that influenced their perspectives regarding the role of IKS in STEM education. Analysis of data collected through questionnaires and interviews yielded the following findings: (a) initially, most teachers had mixed feelings about the role of IKS in STEM education for sustainable development; (b) a significant number of teachers reported that the dialogic argumentation workshop helped them transition from a negative to a positive attitude towards acknowledging the complexity of the role of IKS in promoting various approaches to achieving sustainability goals; and (c) several others, particularly university teachers, attributed IKS with the potential to enhance reflective reasoning in order to solve complex sustainability problems. The implications of these findings for classroom practice, particularly in terms of utilising IKS to enhance STEM teacher education, are highlighted in the paper.

Analysis of the Influence of Principal Leadership Effectiveness and Work Motivation on Basic Education Teacher Competencies

The competency of teachers is a critical factor in the quality of education, and leadership as well as work motivation play vital roles in enhancing this competency. This research aims to analyze the effectiveness of school principal leadership and work motivation and their influence on the competency of basic education teachers in Pidie Regency. Using a quantitative approach with a correlational research type, the study found that the multiple linear regression equation is Y = -5.743 + 0.636X1 + 0.484X2. The leadership of primary education school principals in Pidie Regency has been effective, significantly influencing the competency of basic education teachers (Y) in Pidie Regency, with a calculated t value of 5.207 and a significance level of 0.000. The work motivation (X2) of basic education teachers in Pidie Regency is high and significantly influences their competency, with a calculated t value of 3.786 and a significance level of 0.000. Simultaneously, the variables of principal leadership effectiveness (X1) and work motivation (X2) significantly affect basic education teacher competency (Y) in Pidie Regency, with a calculated F value of 256.737 and a significance level of 0.000. The correlation coefficient (r) of 0.928 indicates a very strong and unidirectional relationship between the independent and dependent variables. The coefficient of determination (R2) of 0.861 shows that the independent variables collectively contribute 86.1% to the dependent variable, while the remaining 13.9% is influenced by other factors outside this research. This research contributes to the field of education by providing evidence of the significant impact of school principal leadership and teacher work motivation on teacher competency, highlighting the importance of effective leadership and motivation in enhancing educational outcomes.

The Influence of Organizational Climate and Work Motivation on the Performance of Basic Education Teachers

This research aims to determine the influence of organizational climate and work motivation on the performance of basic education teachers in Gugus 04 Indrajaya, Pidie Regency. The time of the research was in March 2024. The research population was 85 people and 41 people were sampled purposively. This research is quantitative research, using survey methods. Data collection techniques through observation, documentation and questionnaires. The data analysis technique uses multiple linear regression analysis. The results of data analysis show that the Organizational Climate variable (X1) partially has a significant effect on Performance (Y). The work motivation variable (X2) partially has a significant effect on performance (Y). The variables organizational climate (X1) and work motivation (X2) simultaneously have a significant effect on the performance (Y) of basic education teachers in Gugus 04 Indrajaya, Pidie Regency with a calculated F value of 54,599 and a sig value of 0.000. The coefficient of determination (R2) obtained a value of 0.742, indicating that the contribution of organizational climate and work motivation variables to teacher performance was 74.2%, while the remaining 25.8% was the contribution of other factors.

The Influence of Evaluation System in Professional Growth on Basic Education Teachers

This research investigates the relationship between the Evaluation System and the Professional Growth of Teachers in Basic Education. The study employed a descriptive correlational research design, utilizing a structured survey questionnaire to comprehensively explore this dynamic interaction. Findings from the Extent of Evaluation System Indicators reveal positive perceptions among teachers regarding Clarity and Transparency, Fairness and Equity, and Relevance and Utility within the Evaluation System. These favorable indicators set the stage for further exploration into their impact on professional growth. The Extent of Professional Growth Indicators underscores a collective commitment to ongoing development and collaboration among teachers, establishing a vibrant culture of continuous improvement. Correlation Analysis demonstrates a significant and positive relationship (R: 0.533, p<0.05) between the Evaluation System and Professional Growth, affirming the pivotal role of the Evaluation System in shaping educators' continuous development. The Multiple Linear Regression Model identifies Clarity and Transparency, Fairness and Equity, and Relevance and Utility as significant predictors, collectively contributing to 39.3 percent of the variances in Professional Growth. These results suggest that a well- crafted and supportive Evaluation System, particularly focusing on these indicators, significantly influences and enhances the Professional Growth of Teachers in Basic Education.

Water as A Transversal Axis of Learning in School Textbooks For Chilean Primary Education Students

Objective: The objective of this study is to investigate the presence of water as a transversal learning axis in the activities of Natural Science textbooks in Chilean Basic Education. Theoretical Framework: The theoretical framework is associated with the 2030 Agenda and the Sustainable Development Goals, the Chilean science curricular bases, as well as the didactic management associated with school textbooks. Method: The mixed method is followed, through content analysis, the elaboration of a priori categories, supported by quantitative elements to describe and interpret the data obtained from the analysis of school textbooks. Results and Discussion: The results obtained revealed the presence of activities, still insufficient, that deal with the topic of water in the texts. The highest frequencies of educational activities are found in the fifth and sixth grades. The skills promoted are intellectual capacities (operations to acquire, recover, solve problems and retain different types of knowledge); on the other hand, the skills that demand a process of practice (mastery of the technique or skill), attitudes and habits, such as ways of acting and behaving, are the least promoted. Research Implications: The implications of the study are referred to the methodology of science teaching in Basic Education and the respective teacher training. Originality/value: The results of the study contribute to filling a gap in the literature related to the teaching of water proposed in school textbooks. With this, guidelines are provided to improve the activities suggested in the textbooks, promoting awareness of water, its reuse and conservation.