Primary Teacher Education Research Articles

The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications

This study is based on the development of a design focused on underlining what artificial intelligence can achieve to bring value to learning quality especially when implementing active methodologies, such as project-based learning (PBL). This study analyzed the perceptions of AI-integrated PBL versus non-AI-integrated PBL among teachers in primary, secondary, and higher education. Conducted with a sample of teachers (n = 300), this study investigated perceived effectiveness, the AI-powered personalization of learning, and motivation. A Student’s t-test, as well as normality, homogeneity of variance, and Cohen’s d tests, revealed that AI-enhanced PBL is rated significantly higher than regular PBL without AI, with a Cohen’s d effect size of 1.30, signifying a large impact. These findings underpin the development of an optimized AI-driven PBL model, particularly within both the prototype production and evaluation phases, providing greater autonomy, responsive feedback, and adaptive personalization, all towards advancing a more effective AI-supported pedagogical model of teaching.

Research on the Integration Path of Primary School Chinese Language Big Unit Teaching and Interdisciplinary Integration Towards 21st Century Skills

With the development of society and educational progress, the cultivation of 21st-century skills is increasingly valued in primary education. This study aims to explore the pathways for integrating 21st-century skills into large unit teaching of primary Chinese language education and interdisciplinary integration. Through in-depth analysis of 21st-century skills and combining the concept of large unit education, this study has designed a teaching model for integrating 21st-century skills into large unit teaching of primary Chinese language education and interdisciplinary integration. Through in-depth investigation and analysis of practical cases, this study finds that this integration pathway can effectively enhance students critical thinking, creativity, cooperation, and communication skills. This study employs methods such as literature review, case studies, and action research, not only providing primary Chinese language teachers with a set of practical teaching strategies but also offering educational policymakers references for reforming primary Chinese language teaching, aiming to change their fear of large unit teaching, stimulate their enthusiasm for teaching research, encourage them to boldly explore and actively practice.

Language and Literacy Learning Experiences of Deaf Students in Multilingual Primary Teacher Education Classrooms in Zambia: A Case Study of Kitwe College of Education

This study explored the language learning experiences and challenges faced by deaf students in multilingual classrooms at Kitwe College of Education, specifically within the Primary Teachers Diploma program. It examines how the language barriers in a curriculum designed primarily for hearing students impact deaf learners' literacy development. Using a case study approach, data were collected from focus group discussions, classroom observations, and document review, focusing on first, second, and third-year students. Stratified purposive sampling was employed to select 15 students from across the academic levels. Thematic analysis was used to identify key themes in language and literacy learning. The study highlights significant challenges related to auditory-based instruction, such as phonics and phonemic awareness, which are inaccessible to deaf students. The lack of consistent sign language interpreters and difficulties understanding English-based literacy instruction were recurring issues. Deaf students also struggled with reading fluency, grammar, and syntax. Peer teaching proved valuable, but adapting the Primary Literacy Program (PLP) for deaf students was challenging. Despite communication barriers, Zambian Sign Language (ZSL) and visual aids were helpful. The study calls for an inclusive educational environment by integrating ZSL into the curriculum, revising literacy strategies, and developing more inclusive assessment methods. Educational policy should be revised to better address the linguistic needs of deaf students, ensuring equitable access to learning opportunities.

THE HISTORY OF PRIMARY TEACHER TRAINING IN ROMANIA

One of the principles that governs education in Romania is the principle of assuming, promoting and preserving national identity and cultural values. History is an identity binding. Specific to teachers for primary education is a professional identity, conferred by common elements such as social behaviors, dominant beliefs and ideologies, elements imprinted in the professional phenotype. The paper presents a chronological analysis of the most important historical moments, political and social contexts, testimonies and legislative frameworks of the professional training of teachers in Romania. The crucial historical moments for our nation and culture are recounted, in connection with testimonies about the activity of teachers, the first teacher training courses, the first normal schools, the political and social contexts and the measures to legislate the professional training of teachers for primary education. The historical knowledge of the professional training of teachers in Romania is part of the general preparation and culture of teachers for primary education.

La formación continua de docentes en inclusión educativa de estudiantes con discapacidad intelectual en la educación básica colombiana

This article responds to the need to improve the continuing education of teachers of Primary Basic Education in order to contribute to the educational inclusion of students with Intellectual Disabilities in the Colombian context. The research procedure assumes as its main methodological criterion the complementarity of qualitative and quantitative methods, which allows them to be used from a scientific perspective to understand the object of study. As a result, a continuing education strategy is proposed based on situated learning, which favors the theory-practice link and takes into account the experiences of teachers, thus promoting the updating and improvement of knowledge, skills and values ​​to respond to current needs arising from the field of teacher training and performance, as well as to the demands posed by the educational inclusion of students with Intellectual Disabilities.

Service-Learning in Environmental Education of Primary Preservice Teachers: Advancing SDGs and Improving Attitudes Towards Sustainable Development

Service-Learning in Environmental Education of Primary Preservice Teachers: Advancing SDGs and Improving Attitudes Towards Sustainable Development

The understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe

Since the universalisation of inclusive education in 1994 at the United Nations Salamanca Conference in Spain, teachers globally have been grappling with how to implement it. Inclusive education calls for adoption of inclusive pedagogical approaches that are learner-centred. In order to do justice to diverse learners in today’s heterogeneous classroom populations, a solid and in-depth understanding of the philosophy of inclusion is a pre-requisite for all classroom practitioners. This qualitative study therefore aims to examine the understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe as the context for proposing strategies to enhance their professional preparation. Sixteen graduate pre-service primary school teachers who were purposively sampled from Masvingo province’s selected university that proffers pre-service teacher education. A triangulation of data gathering instruments of face-to-face individual interviews, document analysis and non-participant observation complemented by a follow-up discussion was adopted. Data gathered was thematically analysed and established several findings. The chief finding was that, university graduate pre-service primary school teachers had differing and inadequate understandings of the philosophy of inclusion in education that culminated into haphazard implementation of inclusive education as they had various practices.

The main directions of forming the environmental culture of future primary school teachers

Introduction. Considering ecology as the general state of the environment, and its protection and defense as the primary task of society, we note the urgent need to understand the quality training of those whose environmental education will ensure competent professional work with students. Environmental education and upbringing of future primary school teachers, their professional training, requires identifying and describing in detail the main directions of forming an environmental culture. Problem and aim. The problem of the study is obvious: what are the main directions of forming the environmental culture of future primary school teachers. Aim: to identify and characterize the main directions of forming the environmental culture of future primary school teachers. Materials and methods. The survey involved 75 full-time and part-time students of the Institute of Psychology and Pedagogy of the Yelets State University named after I.A. Bunin (Russian Federation). The context of the study was determined by fourteen questions, ten of which were multiple-choice and four were open-ended. Percentage distribution methods were used for statistical data processing. Results. The study showed that 60 respondents of full-time and part-time education (80% of the total number of survey participants) chose the main areas of development of environmental culture of future primary school teachers as those suggested by the authors of the publication, and only 15 respondents (20%) found it difficult to choose the answers. Conclusion. The following were identified and characterized as the main areas of development of environmental culture of future primary school teachers: development of students' environmental thinking and behavior; interdisciplinary approach to environmental education; continuity of environmental education and independent research activities.

FEATURES OF ORGANIZING INCLUSIVE EDUCATION IN PRIMARY SCHOOL IN THE CONDITIONS OF NUS

The article provides a theoretical analysis of the problem of organizing inclusive education for children with special educational needs (SEN) who study in primary school in the conditions of the New Ukrainian School (NUS). The basic laws that ensure the inclusion of children SEN in the educational process in the conditions of a general secondary education institution, considering their characteristics and individual needs, are analyzed. It is noted that one of the obstacles to the full inclusion of a child in the educational process is the insufficient level of development of the necessary competencies of primary education teachers in the field of inclusion, namely: incomplete, unsystematized ideas about the peculiarities of the psychophysical development of children with special educational needs; insufficient mastery of psychological methods and techniques of pedagogical communication with such children; lack of formed skills and abilities in selecting methods and techniques of working with children with special educational needs; imperfection of the tools that ensure the effectiveness of inclusive education; knowledge about ensuring the comfort and adaptation of the child to school. The main stages of organizing an inclusive educational environment in a general secondary education institution are identified. They includes four stages: motivation (the child's desire to study in a specific general secondary education institution), organization (actions of the head of the general secondary education institution), psychological and pedagogical support (creation of a team of psychological and pedagogical support) and implementation (creation of an inclusive educational environment, selection of methods and techniques for implementing inclusive education). The information presented in the article will help in the process of designing a high-quality and comfortable educational process for children with special educational needs in primary school in the conditions of the NUS.

Έρευνα για τις αντιλήψεις των Εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης Λάρισας για την Οργανωσιακή Δικαιοσύνη στη σχολική μονάδα και τη συμβολή της στην Οργανωσιακή Δέσμευσή τους

The present research focuses on exploring the relationship between Organizational Justice within the school unit, the Organizational Commitment exhibited by teachers, and the role of leadership in this context. A quantitative study was conducted among primary education teachers (N=100) in Larissa using an anonymous online questionnaire. The results showed that Distributive and Interactional Justice appeared to overall enhance the Organizational Commitment of teachers. Furthermore, the Organizational Justice perceived by teachers was found to strengthen all three dimensions of Organizational Commitment. Additionally, the findings indicated that the higher the level of Organizational Justice in the school, the greater the Organizational Commitment of teachers. Finally, the study revealed that the more Procedural Justice present in the school, the more school principals provide teachers with opportunities for initiative and participation in decision-making. The results of the research could be utilized by the Ministry of Education to adopt a personnel management approach rooted in the concept of Justice.

Teachers’ enactment of Freirean democratic pedagogies in primary school physical education

ABSTRACT Background: Despite its ubiquity in education discourses, social justice is a highly contested concept that can be framed in different ways [Dowling, F., H. Fitzgerald, and A. Flintoff. 2012. Equity and Difference in Physical Education, Youth Sport and Health: A Narrative Approach. Routledge]. The ‘social’ element of social justice is always framed by broader cultural and socio-political contexts. Therefore teaching for social justice cannot be conceptualised as a single pedagogy that can be enacted without regard for the learning content and the learning context. Purpose: The rationale for this research is to bridge the gap between advocacy for pedagogies for social justice and practices done in the name. The specific aim of this paper was to explore how specialist primary school physical education teachers in Spain enact democratic practices that promote social justice by engaging students in decision making in ways that ensure their voices are heard and considered. Method: The research was informed by Critical Incident Technique (CIT) methodology. Data were generated through six classroom observations and stimulated recall interviews with three Spanish primary PE teachers. Data analysis was informed by Paulo Freire’s [1970. Pedagogy of the Oppressed. Seabury Press] democratic pedagogy and associated concepts of dialogue, problem posing and critical consciousness. Findings: The findings demonstrate how the teachers’ PE teachers’ practices have strong roots in democratic principles that are consistent with the scholarship of Freire. The two themes; (1) ‘Student-led dialogical encounters’ and (2) ‘Pedagogy of questioning and exploration’ provide insight into how the Spanish primary school PE specialists in this study teach for and about social justice in contextually relevant ways. Discussion: These findings remind us that PE provides a fertile educational context for implementing democratic pedagogies due to its interactive activity-based context and curricular focus on holistic development. The findings provide insight into both how democratic pedagogies in PE are possible even with very young students. Conclusion: We argue that democratic pedagogies are essential to social justice outcomes in school PE. They can enhance student participation, foster relationships, and empower individuals to become active agents of change. Democratic pedagogies in primary schools provide a sound foundation for scaffolding a critical consciousness in secondary school PE contexts.

The impact of innovative approaches on prospective primary teachers’ quality of education: An exploration of practice

This study examines innovative teaching approaches’ effect on the quality of education for prospective primary teachers. A mixed-methods approach combining qualitative and quantitative data collection techniques was employed. Initially, the two data sets were analyzed separately—qualitative data through thematic analysis and quantitative data through statistical methods. The themes emerging from the qualitative analysis were then cross-referenced with the quantitative findings to evaluate whether the trends supported each other. For instance, if a qualitative theme indicated that teachers felt more confident using innovative methods, this was supported by quantitative data showing improvements in teacher performance scores or student outcomes. The study had 200 participants, and the study findings revealed a significant positive impact of innovative teaching approaches on the quality of education for future primary teachers. Participants reported increased engagement, improved critical thinking, and enhanced adaptability in classroom settings. The study findings reveal that innovative approaches significantly improve the quality of education for prospective primary teachers by fostering more interactive, technology-enhanced, and student-centered learning environments. To maintain these improvements, it is essential to invest in infrastructure, provide ongoing support for teacher educators, and continuously update curricula to reflect emerging educational technologies and practices. These findings emphasize the importance of innovation in teacher training to meet the evolving demands of primary education.

Embodied and arts-integrated languages and literacies education in primary teacher education

Embodied and arts-integrated languages and literacies education in primary teacher education

MODEL OF PROFESSIONAL-IMAGE POTENTIAL OF PRIMARY EDUCATION TEACHERS WITHIN THE FRAMEWORK OF EMPIRICAL RESEARCH

The article reveals the features of modeling the structure of the professional image potential of a primary education teacher within the framework of an empirical study. The modeling method is presented as the main one in modern psychology, used as a psychological experiment. The article reveals the principle of constructive modeling, in which an empirical study is organized on the basis of experimental and practical activities and a model of the structure of a teacher’s professional image potential is presented.

PENDAMPINGAN PEMBUATAN 4D BOOK UNTUK MENINGKATKAN SOFTSKILL MAHASISWA ASRAMA UNIVERSITAS NEGERI MALANG

One technology that is developing rapidly now is Augmented Reality (AR) technology. AR is a technology that combines/combines the virtual world with the real world by projecting virtual objects in real-time reality. This means that AR is a technology that can display information from the virtual world into the real world via smartphones, webcams, cameras, computers, or special glasses. Referring to the description above, AR can be integrated into learning activities, especially in making teaching materials or books for students. With current developments in technology, it is necessary to digitize teaching materials or books by integrating AR technology. Universitas Negeri Malang (UM) is a state university in the city of Malang whose output is to produce/produce professional prospective educators (teachers). One of the facilities provided by the UM campus is student dormitories. The dormitory residents at Campus 2 of the UM tend to be students studying primary school teacher education (PGSD). As a prospective teacher, especially a prospective elementary school teacher, of course you need to develop your soft skills that can support your profession as a prospective teacher. As a prospective teacher, of course, you are expected to be able to always be adaptive to developments over time and increasingly sophisticated technology. Therefore, as campus residents within the UM student dormitory, it is necessary to provide assistance to improve soft skills that have not been accommodated/facilitated in lectures. One of the soft skills needed to become a teacher who is adaptive to technological developments is assisting in making books or teaching materials that integrate AR-4D.

Disruptive Student Behavior and Emotional Exhaustion in Dutch Primary Special Education Teachers: The Mediating Role of Teachers' Competence Beliefs

ABSTRACTEmotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers' competence beliefs as potential underlying mechanisms in the relationship between disruptive student behavior and teachers' emotional exhaustion, specifically examining the sequential mediating role of (a) teachers' perceived capability to manage disruptive behavior and (b) teachers' perceived efficacy in the key domains of effective teaching (i.e., instructional practices, student engagement, and classroom management). In a cross‐sectional design, 313 Dutch primary special education teachers completed an online survey assessing the relevant variables. The sequential mediation model was tested using path analysis. Results showed an indirect relationship between disruptive student behavior and teachers' emotional exhaustion through teachers' perceived capability to handle disruptive behavior and their perceived efficacy in classroom management consecutively. Additionally, a direct association between disruptive student behavior and teachers' emotional exhaustion was found. Findings suggest that training teachers' knowledge and skills to deal with disruptive student behaviors and strengthening their feelings of competence in handling these behaviors may be helpful in the prevention of emotional exhaustion.

The Impact of Motivation on Primary Education Teachers: A Study in Idemili South Local Government Area of Anambra State, Nigeria

This descriptive survey study explored the impact of motivation on primary education teachers in Idemili South LGA, Anambra State. It involved 140 teachers from eight schools, selected via simple random sampling. A 15-item structured questionnaire on a 4-point Likert scale was used for data collection, achieving full response rates. Data analysis utilized frequency and mean scores with a 2.5 cut-off for interpretation. The findings revealed that both intrinsic and extrinsic factors, such as fair remuneration, supportive working environments, public recognition, and access to professional development, significantly enhance teachers' motivation. Conversely, inadequate motivation due to low pay, lack of resources, and limited career advancement opportunities was found to negatively impact teachers' performance and increase turnover rates. The study highlights the importance of implementing strategies that foster teacher motivation to improve educational quality and student outcomes in the region. Recommendations were made for policymakers and educational administrators to prioritize teacher motivation as a means to enhance the sustainability of primary education.

Occupational Burnout of Greek Primary Education Teachers

The occupational burnout resulting from the high levels of stress which teachers face is a phenomenon that may have severe consequences on both teachers themselves and the educational process as a whole. Factors contributing to primary education (P.E.) teachers’ occupational burnout are also the constant requirements for professional development, increased workload, difficult working conditions and high expectations from parents and society. The work-related stress that P.E. teachers face is a serious issue that calls for attention and must be dealt with, both by teachers themselves and the educational system stakeholders overall. What are Greek P.E. teachers’ views about the occupational burnout and the factors causing it? What are the consequences of the occupational burnout of P.E. teachers on themselves and the educational process? How are teachers dealing with it? This paper aims at answering these questions.

Pre-service Teachers’ Perceptions of TBLT and the Introduction of Rap Battles in Foreign Language (FL) Teaching

The latest educational trends have put emphasis on a communi- cative approach to FL teaching and learning, focusing on meaning, functionality, and the integration of skills (Richards and Rodgers 2015). Therefore, it is necessary that FL teachers become acquainted with methodologies which follow an integrated-skills approach such as TBLT. This article analyses pre-service teachers’ uptakes on TBLT and the use of rap battles in FL teaching in primary education through an exploratory analysis. After having taken a one-week course on TBLT in a TEFL module, a questionnaire was given to participants. Results show that pre-service teachers understand the importance of integrating all language skills in FL lessons for primary school students as well as the 4 Cs on learning and innovation skills (Partnership for 21st-Century Learning 2011). Furthermore, they report that rap battles are motivating and creative resources which could be exploited in FL lessons, although they also point out some challenges.

Measurement of teachers' attitudes and behaviors on applied intercultural education: A case study from Greek public schools

This study's purpose is to examine intercultural education in Greek public schools focusing on educators supporting intercultural proposals. By raising intercultural awareness and acquiring intercultural competence the ultimate goals are achieved for a more inclusive public school. A self-administered questionnaire was applied randomly to collect data from primary and secondary education teachers at public schools in West Attica. A total of 160 teachers having different specialties participated in the study. The results showed a statistically significant relationship between the level of education and the possibility of applying intercultural practices in the classroom. Furthermore, a statistically significant relationship exists between teaching experience and appropriate information on Intercultural Education. All the respondents highlighted the benefits of using intercultural practices in the classroom but they seldom include intercultural practices in their teaching sessions. More than half of the respondents consider that the curricula should be changed and the educational material should be adapted and revised. Public school teachers support for intercultural education, but they consider important a change in the curricula, the teaching material and the teaching methods. Also, a change is required on the methods of training teachers so as they will become a liaison between school and society.