Basic Education Teachers Research Articles

For a more reflexive and humanistic scientific education: the contribution of Sandra Harding’s critical view of science

This text aims to present a synthesis of the main ideas of Sandra Harding’s critical feminist epistemology of science, with the aim of integrating these ideas into science education for the development of more reflective, humanistic citizens resistant to any form of discrimination. Some contemporary epistemological views are brought into dialogue, with the goal of inspiring students and teachers in basic education to rethink stereotypical conceptions of science that still persist today. Given the complexity and theoretical scope of Harding’s analysis, we focus on one of her main works and some articles. We hope that the concepts and layers discussed here can stimulate debates about feminist thought and encourage some teachers to discuss aspects of epistemology and the history of science in their science classes, bringing different perspectives to the process of scientific evolution.

The challenges and countermeasures of curriculum development of basic education in the era of artificial intelligence-- educational transformation based on ChatGPT

The rise of ChatGPT era will bring great changes to human production and life, and also pose a major challenge to the implementation and reform of basic education curriculum. This will lead to an all-round reform of basic education curriculum theory, basic education curriculum system and basic education curriculum practice. This paper comprehensively analyzes the impact of ChatGPT on the basic education curriculum and the challenges faced in the educational transformation from a systematic perspective. The technical characteristics of ChatGPT and its advantages in enabling basic education curriculum construction are deeply studied. At the same time, the challenges facing the construction of digital educational resources are analyzed in detail. The paper also puts forward some suggestions on basic education knowledge system, curriculum implementation, teaching methods, teachers and students' digital literacy and so on.

Impacts of the implementation of the new high education on the continuing training of teachers: a bibliographic excess

Teacher training does not end after initial training, it is unfinished and continuous throughout life. From this discourse, continuing education (CF) is born, which improves the theoretical and practical knowledge of the teacher, within each context, in addition to contributing to interdisciplinary work. With this in mind, the present work sought to analyze the impacts of the New High School (NEM) on teachers CF, whose compulsory implementation began in 2022 in the country's education networks. Using for this, bibliographic and documentary research, the bibliographic work was carried out through an integrative review with a time frame of 5 years (2018-2022), carried out in three databases: SciELO, Portal de Periódicos da Capes and Oasisbr, with specific descriptors. The documentary procedure focused on the analysis of the Curriculum Guidelines for the Continuing Education of Basic Education Teachers and the National Curriculum Guidelines for High School. The results clarify that in line with external demands, the high school reform was created, bringing with it structural problems and a false sense of flexibility. The profile of the professor to work in the implementation of the NEM transcends the mere domain of competencies and abilities, although the guiding documents give relevance to this aspect. On the other hand, continuing education, by placing the teacher at the center of the process, enhances learning and is essential for the new structuring of High School to be applied correctly. As a final consideration, it is stated that the NEM requires a contextualized and real CF, which, in addition to meeting the demands of the context, is based on the discussion of teaching praxis, on the dialogue between basic education and higher education, within a context interdisciplinary and transdisciplinary.

Health-related quality of life in hypertensive regular basic education teachers who attend a Cardiology Clinic in North Lima

Introduction: The Health-related quality of life considerably influences the well-being of the person, although when a disease occurs, this well-being tends to decrease and that this modifies the lifestyle of the person, therefore, the objective of the study is to determine the Health-related quality of life in relation to health in hypertensive regular basic education teachers who come to a cardiology clinic in North Lima, Methods: It is a quantitative, descriptive-cross-sectional study, with a total population of 124 hypertensive regular basic education teachers, Results: In their results, we can observe that 13,7 % (n=17) have a very low Health-related quality of life in relation to their health, 26,6 % (n=33) low Health-related quality of life, 9,7 % (n=12) average Health-related quality of life, 43,5 % (n=54) high Health-related quality of life and 6,5 %(n=8) very high Health-related quality of life, Conclusions: In conclusion, evaluations should be carried out in the health of the population, for the detection of risk factors and hypertension in an early stage

Management Practices and Implementation Challenges in District Education Directorates in Ghana

Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.

TEACHING GEOGRAPHY AND TEACHER EDUCATION: A HISTORY IN THE MAKING

This work is an excerpt from a final research paper on the topic of Geography education and teacher training: a history in the making. The objectives of this research were to engage in a discussion about teacher training and the challenges faced by teachers in public basic education, as well as to reflect on the particularities of Geography teacher training. It highlights the main problems encountered by Geography courses in public universities in Brazil. Methodologically, the research was developed through theoretical analysis. In order to support this work, we sought theoretical input from authors such as Nóvoa (1995), Elliot (1998), Brzenziski (2001), Barreiro and Gebran (2006), Calvacanti (2008-2011), Callai (2011-2013), and Gatti (2010-2014). Through this research, it was possible to reflect on the dilemmas faced by teachers in basic education, such as the devaluation of education as a whole, and to understand the initial training process. It also shed light on the internal conflicts within Geography courses in public universities in Brazil.

Planning Strategies and Learning Reflection Practices among Pre-Service Teachers in Upper Basic Education in Tai Local Government Area, Rivers State, Nigeria

The study investigated the relationship between planning strategies and learning reflection practices among pre-service teachers in upper basic education in Tai Local Government, Rivers State, Nigeria. Two (2) specific objectives and research questions posed were answered, and corresponding null hypotheses were formulated, stated, and tested at the 0.05 level of significance. A correlation research design was adopted for this study, and the population consisted of seventy-three (73) pre-service teachers, comprising 27 student-teachers and 47 corps members deployed to Upper Basic Education in Tai Local Government, Rivers State. No sampling method was employed, as the entire population served as a sample for the study. Two (2) sets of instruments titled "Questionnaire on Planning Strategies (QPS) and Learning Reflection Practices Scale (LRPDS)” were used for data collection, which were validated by three experts in educational management, measurement, and evaluation. The reliability indexes of 0.83 and 85 were obtained, respectively, using the test-retest method. Research questions were answered using the Pearson Product Moment Correlation Coefficient, and a transformational test was conducted to ascertain if the null hypotheses were significant or not. It was found out that there was a significant relationship between lesson plan quality and learning reflection practices among pre-service teachers in Upper Basic Education in Tai Local Government, Rivers State, and a significant relationship between instructional methods and learning reflection practices among pre-service teachers in Upper Basic Education in Tai Local Government, Rivers State. Based on the findings, it was recommended, among others, that the government should develop integrated training programs for pre-service teachers that explicitly emphasise the symbiotic relationship between lesson planning, instructional methodologies, and learning reflection.

A ESCOLA INDÍGENA NO DIREITO BRASILEIRO

This article presents an excerpt from the Doctoral Thesis that investigates HIGHER EDUCATION: THE TRAINING OF INDIGENOUS TEACHERS IN THE PEDAGOGY COURSE – NATIONAL PROGRAM FOR TRAINING BASIC EDUCATION TEACHERS (PARFOR), IN THE MUNICIPALITY OF SANTO ANTÔNIO DO IÇÁ – AMAZONAS. The study deals with the insertion of the school in the Brazilian indigenous space where the school among indigenous communities acquires a new meaning, starting to be contemplated as a means of guaranteeing access to general knowledge without having to deny their cultural specifi cities and their ethnic identities. The proposal for a diff erentiated indigenous school represents a great novelty in the country’s educational system and requires that responsible bodies and institutions defi ne new mechanisms, concepts and dynamics so that these schools are eff ectively benefi ted and incorporated with their inclusion in the offi cial network, and respected in their particularities.

ESCOLA INTERCULTURAL

This article is an excerpt from the theoretical contribution that underlies the Doctoral Thesis that investigates – NATIONAL PROGRAM FOR TRAINING BASIC EDUCATION TEACHERS (PARFOR), IN THE MUNICIPALITY OF SANTO ANTÔNIO DO IÇA – AMAZONAS. The study shows that approaching the principle of interculturality implies an understanding of culture and its diff erent conceptions. We are a multi-ethnic and plural society and this implies a diversity of cultures. The reductionist conception ended up hierarchizing cultures by thinking of them in an evolutionary process, as if one culture had to evolve to reach the level of another. Thus, for a long time it was understood that there was a superior culture and other inferior cultures that should have come to it. In this case, the culture understood as cultured was the culture of Western Europe and its expressions took place through art, music, dance, its language, its religion.

Strategies for Developing Professional Competencies in Pre-service Teachers’ Educational Internship and Teaching Support Program：Mediated by Teacher Self-efficacy

Using teachers' self-efficacy in Bandura's social cognitive theory as a mediator, this study work on how to promote teachers' professional competence in educational internship and teaching support programs for pre-service teachers in order to solve the problem of insufficient teachers' vocational competence in pre-service teacher training, and to provide high-quality teachers for basic education. The study begins with the concept and current status of implementation of the educational internship and teaching support program, and provides an introduction to the main ways to develop the professional competencies of pre-service teachers. Through the four major sources of self-efficacy summarized by Bandura, it analyzes the generation and development of teachers' self-efficacy in the educational internship and teaching support program. It is suggested that colleges and universities and supported schools should promote the enhancement of teachers' ethics, pedagogical competence, student management competence and self-development competence through various strategies such as improving the content of educational internship and teaching program, enhancing external policy and emotional support, strengthening the guidance of educational internship teaching and stimulating the intrinsic developmental motivation.

Psychometric properties of the digital competences scale in regular basic education teachers

Since the introduction of technology in the classroom, there has been a growing demand for digital competencies, which has driven the need for validated instruments to assess this concept more prominently. Therefore, this study determined the psychometric properties of a self-assessment scale of digital competencies for teachers of Regular Basic Education. The study was carried out in the Unidad de Gestión Educativa Local (UGEL)/District Education Management Unit of Barranca and Huaura located north of Lima, Peru. A cross-sectional and instrumental quantitative methodological strategy was used, in which exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) techniques were used, and 534 teachers were surveyed. The results show an EFA with two factors and loadings greater than 0.4, a KMO equal to 0.957, and a cumulative variance of 51.30%. The CFA analysis validated three models, where model 2 with three factors, Evaluación y Promoción (EP)/Evaluation and Promotion; Recursos Digitales en la Enseñanza (RDE)/Digital Resources in Teaching; and Participación Profesional en el Aprendizaje (PPA)/Professional Participation in Learning, yielded high correlations and adequate goodness-of-fit indices close to unity (X2/df =1.476; RMSEA=0.042; TLI=0.97; and CFI=0.97). It can be observed that model 2, which includes three factors, presents more appropriate measures, which makes it the most suitable option for assessing digital competencies in teachers of Regular Basic Education.

Adoption Of ICT By Basic Education Teachers: A Systematic Review

The current study seeks to explore the current situation of the adoption of Information and Communication Technologies (ICT) in basic education schools, specifically at the primary level. For this purpose, a systematic review of scientific articles related to the topic published in 2023 was carried out. Three databases were used to find the articles (Scielo, Scopus, ScienceDirect), of which, of the 1169 articles found, 18 were chosen for analysis. examination. The results were obtained that the use of ICT in primary school has mixed effects on academic performance. Its adoption requires conditions such as equity in access to devices and the Internet, development of teaching and student digital skills, curricular adaptations and adequate infrastructure. Otherwise, instead of supporting learning, poor implementation can frustrate the educational community.

Enhancing undergraduate research talents: the role of tutors in dental basic research education.

This study endeavors to investigate ways to optimize the role of teachers in undergraduate dental basic research education (UDBRE) with the aim of nurturing the research potential of undergraduate students. We conducted a cross-sectional study among medical undergraduates enrolled at the School of Stomatology, Guangzhou Medical University. Descriptive statistics were employed to comprehensively analyze UDBRE's fundamental aspects. Kendall rank correlation analysis was performed to evaluate the relationship between the quality of feedback provided by tutors to undergraduates and the students' scientific research abilities. Additionally, multivariate logistic regression analysis was employed to uncover the factors influencing the effectiveness of UDBRE. A total of 168 medical students were surveyed with a valid response rate of 93.85%. The effectiveness of UDBRE was demonstrated by undergraduates' self-rated research abilities, active participation in scientific research projects, and a certain amount of academic outputs. Significant and positive correlations (𝓣b> 0.5, p < 0.001) were identified between the tutor-undergraduate feedback quality and students' self-rated scores for scientific research abilities. These abilities included developing scientific questions, designing research projects, retrieving and reading literature, academic writing, experiment operation, and analyzing and evaluating experimental results. Positive effects on students' academic performance (p < 0.05) were observed when higher-quality feedback, an authoritative tutoring style and tutors with middle-career experience were present. This study underscores the pivotal role of UDBRE in fostering the scientific research aptitude of medical undergraduates. It emphasizes the constructive influence of tutor-undergraduate feedback, authoritative teaching styles, providing valuable insights for establishing an effective mentorship framework.

Role of artificial intelligence in education: Perspectives of Peruvian basic education teachers

Introduction: in the educational context, the integration of artificial intelligence is transforming the way teachers teach and students learn. However, there are challenges that teachers must face when incorporating artificial intelligence into their pedagogical practice.Objective: to evaluate the perspectives of Peruvian basic education teachers on the implementation of artificial intelligence in the educational context.Methods: a quantitative, non-experimental, cross-sectional descriptive study was conducted. The sample consisted of 125 basic education teachers selected through probabilistic sampling. These participants were administered a scale designed to evaluate their perspectives on artificial intelligence, which demonstrated adequate metric properties.Results: it was found that teachers had a partial knowledge of what artificial intelligence is and its scope. Among the advantages of artificial intelligence, it stands out that it was an effective teaching resource and a necessary tool to provide personalized education. However, among the disadvantages highlighted are concerns that it could foster academic dishonesty, doubts about its reliability, and a lack of confidence in its ability to guarantee the confidentiality of information.Conclusions: the perspective of basic education teachers on the implementation of artificial intelligence in the educational context is heterogeneous. Although they recognize the disadvantages and have a partial knowledge of what artificial intelligence is and its scope, they show willingness to explore and take advantage of its possibilities in the educational field

The Practical Effects and Evaluation Methods of Interdisciplinary Integrated Teaching in Basic Education

The Practical Effects and Evaluation Methods of Interdisciplinary Integrated Teaching in Basic Education

Decolonial pedagogical practices and the integration of amefricanity in language and literature teaching in basic education

Decolonial pedagogical practices and the integration of amefricanity in language and literature teaching in basic education

Basic education teachers post-COVID-19 pandemic: prevalence of disease symptoms and association with health habits and behaviors

Basic education teachers post-COVID-19 pandemic: prevalence of disease symptoms and association with health habits and behaviors

Organizational roles, work-family conflict, job satisfaction, and mental health of teachers regarding affective organizational commitment

To examine multiple relations between organizational roles, work-family conflict, job satisfaction, mental health, and affective organizational commitment among basic education teachers, a cross-sectional study was conducted with a sample of 438 respondents, to whom the Scale for the Assessment of Psychosocial Stressors in the Workplace (EAEPCL, acronym in Portuguese), the General Job Satisfaction Scale, the General Health Questionnaire (GHQ-12) and the Reduced Affective Organizational Commitment Scale (ECOA, acronym in Portuguese) were applied. Data were analyzed by structural equation modeling and the estimated measurement model indicated convergent and discriminant validity, as well as reliability regarding the latent variables used. Direct effects of conflict and role ambiguity on job satisfaction, common mental disorders (CMD) and affective organizational commitment were observed, as well as indirect effects on the latter two mediated by job satisfaction. As for role overload, its direct effects occurred only in relation to job satisfaction, the latter mediating the effect of the former on CMD and affective commitment, whereas work-family conflict mediated the effect of role overload on CMD. These results highlight the harmful effects of role stressors and job (dis)satisfaction on the mental health of teachers by making them more vulnerable to developing CMD and indicate how these can affect results of interest to the institutions studied, such as affective commitment in school organizations.

Validade de Construto e Confiabilidade da Escala de Atitudes perante as Avaliações Externas Aplicadas em Larga Escala

Abstract The Scale of Attitudes towards External Assessments applied on a Large-Scale was developed to capture what basic education teachers think, feel, and how they behave in response to this type of assessment. Considering the potential of the instrument to support management decisions in the field of educational assessment policies, this article aimed to evaluate construct validity, via factor analysis, as well as scale reliability, via composite reliability of the scale, based on its application to a sample of teachers affiliated with the Education Department of Espírito Santo/Brazil. This is a quantitative, nonexperimental, instrumental study that involved 405 teachers from the public school network, whose results indicate adequate psychometric indices and a satisfactory factor structure consistent with the proposed three-dimensional attitude construct. The statistical coefficients found at the level of the analyses performed legitimize its use for the development of public policies and effective practices in the educational field.

Mental health, self-compassion and meaning in life in basic education teachers during the Covid-19 pandemic

Resumo Este artigo teve por objetivo investigar a saúde mental, a autocompaixão e o sentido de vida de professores da educação básica da rede pública estadual de ensino, na capital de Sergipe, Aracaju, e em Euclides da Cunha, Paripiranga e Fátima, municípios baianos. Vinte e dois professores da educação básica da rede pública de ensino dos locais de pesquisa em questão foram submetidos a um roteiro de entrevista semiestruturado, que contemplava dados sociodemográficos e temas de saúde mental, autocompaixão e sentido de vida. Os dados coletados foram analisados por meio do software IRaMuTeQ, utilizando análise da Classificação Hierárquica Descendente. Os resultados foram exibidos pelas classes: sala de aula online e offline ; condições de trabalho; dificuldade de autocompaixão em docentes e sentido de vida em docentes. A sala de aula, as condições de trabalho e aspectos individuais incidem na qualidade da saúde mental desses trabalhadores que, por outro lado, têm o processo educativo como uma fonte de realização existencial. O isolamento, a ruminação cognitiva e a autocrítica exacerbada podem aprofundar essas questões externas na saúde mental dos docentes. Intervenções psicológicas, contendo atividades de autocompaixão e sentido de vida, são uma das propostas elencadas ao final deste estudo.