Future Elementary Research Articles

Local Wisdom Integration in Islamic Education: Empowering Professionalism of Future Elementary School Educators

This study aims to analyze the religious character and independence of elementary school teacher candidates through Project Based Learning (PjBL) and the effect of the PjBL model on religious character and independence. This research is a combination research (Mixed Methods). The combined method design model used in this research is a sequential exploratory design. The subjects in this study totaled 120 elementary school teacher candidates in semester 6 who were joined in three classes. The first stage is to use a qualitative approach using data collection techniques through observation, interviews, and documentation through project-based learning. Test the validity of the data using triangulation techniques. The data analysis technique for the Miles, Huberman, and Saldana model consists of three stages: data condensation, data display, and conclusions. The next stage is a quantitative study using a quasi-experimental type with a nonequivalent control group design. The sampling technique used was simple random sampling, so two classes were selected as the experimental class and one class as the control class. Data collection techniques using a questionnaire. The data analysis technique uses a statistical test, the Mann Withney-U test. The results of the analysis show that: 1) the project-based learning model can be used to strengthen the religious character and independence of prospective elementary school teachers as an effort to foster professionalism; 2) Project-based learning has a significant effect on the religious character and independence of prospective elementary school teachers with respective significance values of 0.002 and 0.003 meaning less than 0.05; 3) Religious character in terms of gender shows that women have a higher religious character than men; 4) Independence in terms of gender shows that men have higher independence than women

Envisioning Future Elementary School Teachers’ Practices in The Post-Pandemic Era: A Visual Narrative Inquiry

The COVID-19 pandemic has revolutionised the educational landscape massively, including the way teachers enact their roles both inside and outside the classroom context. The abrupt changes also influence pre-service teachers’ way of envisioning themselves as future teachers in the post-pandemic era. The aims of this study is to analyze the underlying influences and concerns for their choice of future projection as post-pandemic elementary school teachers. This study using the photo-narrative frame construct of visual narrative inquiry, this study explored the way three first-year pre-service elementary school teachers imagined their. The data were collected from students’ self-portraits and written narratives narrating their past, current, and future projection as post-pandemic teachers. The multimodal narrative analysis was applied to analyse both the visual and written narratives. The findings suggest that technology integration and student-centred pedagogy became the most common themes when the pre-service teachers projected their future selves. At the same time, their previous schooling experiences and future concerns about becoming a teacher had certain impacts on the way they projected themselves as future teachers. Therefore, it is recommended that future pre-service teachers should be given opportunities to reflect on their previous teaching and learning experiences and project what they wish to emulate and enhance for their future teaching practices.

Innovative Learning Technologies for Future Elementary School Teachers in the Context of Neuropedagogy

The article reveals the study of current pedagogy of the essence of the concept of neuropedagogy, opens up the possibility of a new perspective on the pedagogical process, in particular, on the use of innovative technologies of teaching future elementary school teachers in the context of neuropedagogy. The topic is very relevant, as it allows to obtain scientific knowledge about the peculiarities of individual personal development and the impact of the development of psycho-cognitive processes on student learning. The objectives and content of the application of the neuropedagogical approach in the process of learning innovative technologies for future elementary school teachers in the context of neuropedagogy are characterized. The results of our analysis show that neuropedagogy is still not a universally recognized science, but part of the world scientific society has already begun to work in this direction. Scientific works in this field point to the profound potential of neuropedagogy as a future science for creating a favorable environment for learning and application of knowledge. The article shows the role of neuropedagogy in the complex educational system of innovative education and training of students on the basis of achievements of neuroscience; defines the importance of brain organization of cognitive processes of different activities; presents a differentiated approach to learning activities - the most important neuropedagogical factor of successful design of innovative lesson and the effectiveness of innovative educational environment of the university in forming innovative learning technologies of future teachers of elementary school.

SKETCHES TO THE PORTRAIT OF FUTURE ELEMENTARY SCHOOL TEACHERS (Professional Competencies in the State Standard of Higher Professional Education)

Азырку учурда коомдун билим берүүгө коюлуп жаткан талаптары башталгыч класстын мугалимдерине да чакырыктарды таштап, сапаттык озгөрүүлөрдү талап кылууда. Башталгыч билим берүүнүн интенсивдүү өнүгүшү, программалардын көп түрдүүлүгү, билим берүүнүн процессуалдык жагын түп-тамырынан бери өзгөртүү мугалимдин инсандыгын, анын окуу-тарбия процессиндеги ролун жана ишмердүүлүгүн сапаттык жактан өзгөртүү маселесин алдыга койду. Болочоктогу мугалимдерди даярдоодо жогорку окуу жайлардын жогорку кесиптик билим берүүнүн мамлекеттик стандартын негизиде калыптандыруучу кесиптик компетенциялар, болочок мугалимдердин үзгүлтүксүз билим алууга, жаңы билимдерди жаратууга, алган билимдерин өз ишмердүүлүгүндө ситуацияга ылайыктап, толуктап, жаңыртууга багыттоосу жана окутуучуларынын алдында студенттерди мотивациялаган окуу ишмердүүлүгүн түзүү үчүн окуу процессин башкаруу, таанып билүү процессин ийгиликтүү ишке ашыруу боюнча жолдору анализделип, башталгыч класстын мугалиминин кесипкөйлүгүнө коом тарабынан коюлган талаптарга туруштук берүүсүн камсыздоо боюнча жолдору көрсөтүлгөн. Студенттердин кесиптик компетенцияларын калыптандырууда, региондун мектептеринде иштеп жаткан башталгыч класстын мугалимдеринин кесиптик компетенцияларын жогорулатууга багытталган Эл аралык эки долбоордун ишмердүүлүгүнө: «Окуу керемет!» жана Ага Хан фондунун «Мектептер-2030» долбоорлорунун, максаттары жаткан долбоорлордун ишмердүүлүгүнө анализ жүргүзүлгөн. В настоящее время требования общества к образованию также бросают вызов учителям начальной школы и требуют качественных изменений. Интенсивное развитие начального образования, многообразие программ, коренное изменение процессуальной стороны образования поставили вопрос о качественном изменении личности учителя, его роли и деятельности в учебно-воспитательном процессе. При подготовке будущих учителей высшими учебными заведениями анализируются профессиональные компетенции, формирующие на основе государственного стандарта высшего профессионального образования, пути успешной реализации учебного процесса, управления учебным процессом для создания учебной деятельности, мотивирующей студентов, ориентации будущих учителей на непрерывное образование, создание новых знаний, адаптацию полученных знаний к ситуации в своей деятельности, их пополнение и обновление., указаны пути обеспечения того, чтобы профессионализм учителя начальных классов соответствовал требованиям, предъявляемым обществом. Проведен анализ деятельности двух международных проектов, направленных на формирование профессиональных компетенций студентов, повышение профессиональных компетенций учителей начальных классов, работающих в школах региона: проектов «Окуу керемет!» и «Мектептер-2030» фонда Ага Хана, цели которых лежат в области формирования профессиональных компетенций студентов. Currently, the requirements of society to education also challenge elementary school teachers and require qualitative changes. Intensive development of primary education, a variety of programs, radical changes in the procedural side of education have raised the question of qualitative changes in the personality of the teacher, his role and activities in the educational process. In the preparation of future teachers by higher education institutions analyze professional competencies, forming on the basis of the state standard of higher professional education, ways of successful implementation of the educational process, management of the educational process to create learning activities that motivate students, orienting future teachers to continuous education, creating new knowledge, adaptation of acquired knowledge to the situation in their activities, their replenishment and updating. The analysis of two international projects, aimed at forming professional competencies of students, increasing professional competencies of elementary school teachers, working in schools of the region: projects «Okuu keremet!» and «Mektepter-2030» of Aga Khan Foundation, which aims at forming professional competencies of students, was made.

The Use of Innovative Technologies in the Process of Forming the Competence of Future Elementary School Teachers as a Requirement of Postmodern Development of Society

The problem deserves special attention, given the urgent need to improve the process of forming the professional competence of future elementary school teachers associated with the need to optimize the components of the educational system in accordance with the needs of students, employers and conditions of postmodern social development. The analysis of the available developments allowed us to determine that the use of innovative learning technologies aimed at the development of the personality of future elementary school teachers is considered promising. The content of professional competence of future elementary school teachers has been analyzed. It was found out that there is no unified approach to the definition of its structure, but the necessary elements are reflexive, operational, methodical, motivational. The development of mobility, creativity and formation of individual pedagogical style are considered necessary for a future teacher. The directions for improving the professional training of future elementary school teachers have been proposed. In particular, they include the definition of ways of forming students' motivation to master the future profession and further continuous professional development, as well as updating the content and structure of professional training in view of the features of postmodern education. The introduction into the educational process of such innovations as methods of active and intensive learning, cooperative learning and coaching technology, which showed positive results in the process of their use, was substantiated. Further research on this aspect consists of the development of methodological recommendations for updating educational programs for training elementary school teachers in the conditions of postmodern development of education and experimental testing of the effectiveness of the proposed approach.

Training Of Future Elementary School Teachers For The Use Of Methodological Techniques For Teaching Primary Writing To First Graders

Training Of Future Elementary School Teachers For The Use Of Methodological Techniques For Teaching Primary Writing To First Graders

Students’ Media Literacy Concerning the Development of Meta-subject Connections as a Key Sociological Analysis of Attitudes Provided by Future Elementary School Teachers in Relation to Implementation of Film Education in the Classroom Format

Students’ Media Literacy Concerning the Development of Meta-subject Connections as a Key Sociological Analysis of Attitudes Provided by Future Elementary School Teachers in Relation to Implementation of Film Education in the Classroom Format

Cognitive Abilities in Mathematical Problem Solving of Future Elementary Teachers: A Causal-Comparative Research

The cognitive abilities in mathematical problem solving of 88 potential elementary teachers enrolled in the College of Education at Central Luzon State University in Nueva Ecija, Philippines, were examined in this causal-comparative analysis.The study found out that the majority of the respondents were females, had graduated from public high school, lived in rural areas, did not participate in recreational activities, had parents with a high school diploma, and came from a low-income background. In terms of mathematical problem solving, the respondents have average cognitive abilities. As to the respondents' observed socio-demographic characteristics, ANOVA, Tukey HSD test, and multiple linear regression analysis revealed that participation in leisure activities, the mother's educational attainment, and monthly family income significantly affected and predicted the students' mathematical cognitive abilities.This paper had pedagogical repercussions as well as suggestions for future research in this area.

Epistemology and Biology Teaching: Obstacles to a Contemporary Conceptualisation of Living Organisms Among Future Teachers and Biologists

ABSTRACT The historical dimension of biology attests to the various conceptions of living organisms that have governed the construction of scientific knowledge over time, some of which still persist today. The present study aimed to identify and characterise the various conceptions of living organisms held by future teachers and biologists and the influence of university education (with or without a scientific profile). The results show that animist, vitalist, finalist, evolutionist, interactionist, hereditary and behavioural determinist conceptions coexist in explaining living organisms and the university education with a scientific profile appears to promote current conceptions over outdated ones. Thus, 80.6% of future science teachers and biologists rejected metaphysical explanations of living organisms, whereas 55.3% of future elementary and secondary school teachers accepted them. Yet, the results of this study also brought out finalist explanations of living organisms among the majority of both profiles, without (90.6%) and with science (79.0%), indicating that a poor understanding of evolutionism still persists today, despite a well-developed science culture. The continued existence of obstacle-conceptions and the influence on them of a well-developed science culture points to the importance of the quality of science education for gaining a better grasp of the concepts related to living organisms.

Areas of Modernization of Preparation of Future Elementary School Teachers in the Countries of the European Community

The article describes the directions of modernization of preparation of future elementary school teachers in the countries of the European Community, analyzes the normative documents, which reflect the basic requirements for professional pedagogical training. The ways of standardization of elementary school teachers training in pedagogical colleges at the pedagogical faculties of universities are distinguished: national standard of qualified teacher, national curriculum, criteria for professional and pedagogical readiness of the university graduates are defined and reflected in their qualification characteristics. Psychological-pedagogical component, which includes a cycle of psycho-pedagogical disciplines, is recognized as a priority in the professional training of teachers. A characteristic feature of professional pedagogical training is two-phase – academic and practical training, two-stage system of training: at the level of bachelor and master. The tendency to reduce the number of pedagogical colleges and their accession to universities is indicated. The integration of pedagogical education of the countries of the European Community is characterized and the principles of development of the European educational space are named. Four paradigms that coexist in the educational systems of European countries are distinguished: academic-traditional, technological, individual, and research-oriented. The role of pedagogical practice in the system of preparation of future primary school teachers in the countries of Europe is characterized, its types and duration are distinguished.

미래사회의 초등체육수업 양상 예측

4차 산업혁명으로 인하여 촉발된 세계의 변화는 점차 가속화되고 있다. 이러한 세계의 변화는 교육계 전반에 영향 을 주고 있으며, 그 결과 초등학교 체육에도 영향을 줄 것으로 예상할 수 있다. 본 연구는 이에 착안하여 변화될 미 래사회의 초등학교 체육수업을 예측하고, 청사진을 제공하고자 하였다. 이를 위하여 본 연구에서는 Dunkin과 Biddle(1974)의 수업과정 연구모형과 Eisner(1979)에서 교육적 상상력의 개념을 이론적 준거로 삼아 미래 초등학 교 체육수업을 예측 및 분석하였다. 그 결과 전조변인에서는 기술력과 전인적 측면을 겸비한 교사를, 맥락변인에서 는 미래 기술이 확대된 학교 환경과 이에 익숙한 학생을, 과정변인에서는 미래 기술 활용 확대를 통한 개별화 교육 의 강화 및 소통의 증대를, 결과변인에서는 학생들의 수행의 향상 및 만족도의 증가 등 즉각적 변화와 학생의 전인 적 성장에 기여하는 장기적 변화의 모습을 도출하였다. 이를 통하여 본 연구에서는 이러한 예측 결과의 순기능적인 부분의 강화 및 역기능적인 부분의 축소 및 개선 방안을 논의하였다.

Propuesta metodológica para la implementación de herramientas de gamificación en la formación de Maestros de Primaria

Numerous studies have confirmed that gamification develops favorable scenarios for student learning by encouraging student involvement and promoting a more active role. Starting from this premise, in this article we describe an experience we developed with first-grade teacher- training students to find a learning environment that will encourage student involvement in the construction of learning in a challenging and stimulating way. Other aims of this experience are to enable students to face awkward situations responsibly, work on their social and communica- tion skills, and employ critical, creative and contextualized thinking. To evaluate the success of this experience, after its implementation we analyzed the results by comparing responses from parti- cipating students with those from a group from the same Degree and university who employed a different methodology. To gather information, we administered an internationally validated survey – the Student Engagement Questionnaire – and corroborated its validity and reliability with the participants of our study. Our main results are that this methodological experience based on gami- fication promoted a motivating teaching-learning environment, encouraged significant interaction between teachers and students, promoted self-managed learning, interpersonal and communicative skills, and developed student adaptability, while also creating a playful and dynamic atmosphere. We therefore conclude that proper planning and gamification development help to create environ- ments that enrich learning at the university level, improve the management of knowledge and trai- ning content, and develop important transversal skills for the training of future Elementary School teachers.

¡Chile despertó! Una investigación-acción en formación ciudadana de futuros docentes durante el estallido social

The current paper shows the results obtained in an action research related to an educational intervention named ‘Modulo Cabildo Ciudadano’ (Module Citizen Council), aimed to strengthen citizenship competences and constituent empowerment of a group of future Elementary Education teachers. To achieve it, we addressed the Chilean social outbreak occurred between 2019 and 2020 and the resulting constitutional process, both synchronic to the development of this research. The evaluation of the educational intervention was performed using a mixedmethods approach with the prevalence of a qualitative analysis. Hence, we utilized fieldnotes, questionnaires, semi-structured interviews and a discussion group. The data obtained was analyzed with qualitative content analysis and descriptive statistics. The results obtained reveal the potential of the treatment of current social problems to develop citizenship competences and interest in public issues. Moreover, we determined various strengths and weaknesses, and some proposals for the redesign of the educational module.

Motives of Future Elementary School Teachers to Be Physically Active.

The aim of this study was to determine the relationship between the motives for engaging in sports activities and the self-determination index (SDI) and how this in turn predicts the intentionality of future elementary school teachers to be physically active. Method: A total of 331 first-year students of the teacher training degree participated, 34.4% men and 65.6% women (M = 20.02; SD = 2.55). They answered the following questionnaires: “Behavioral Regulation in Exercise Questionnaire-3”, “Motives for Physical Activity Measure-Revised” and “Intention to be Physically Active”. Results: Fitness, fun and care of one’s appearance are the motives most valued by university students. A regression analysis (structural equation modeling) revealed that appearance and social motives were negatively related to SDI, although the model clearly predicted the intention to be physically active (R2 = 0.74). A second model, which positively related the appearance and competence motives with the intention to be active, improved the coefficient of determination (R2 = 90) and fit index. Conclusions: The motives for engaging in physical activity influence university students in different ways in relation to the SDI and strongly predict the intention to be physically active.

Examing type and quality of preservice teachers’ lessons based on children’s literature

<p class="ABS-C">This qualitiative research explores the types and levels of mathematical lesson tasks that 60 future elementary and middle school teachers created during an undergraduate mathematics content and pedagogy course. Data collection consisted of 51 children’s book inspired activities written by the preservice teachers. Using Stein et al.’s Task Analysis Guide as an assessment tool, the researchers coded the activities into 1 of 4 categories, as well as categorized each activity based on its mathematical content using the Common Core State Standards for Mathematics. Results showed that a majority of the PSTs wrote activities that were classified as <em>Procedures with Connections</em>. Also, a majority of the activities were geometry-based, specifically transformations and two-dimesional measurements. Implications for teaching include the fact that preservice elementary and middle school teachers can create mathematics lessons based on children’s literature, which often can include mathematical tasks that are making connections to procedural mathematics or even higher order thinking tasks.</p>

Attitudes towards Mathematics in Future Elementary School Teachers

This study has the purpose to describe the attitudes towards mathematics of 239 future elementary school teachers of a Chilean university, as well as the relation among such attitudes and gender, the math scores taken from the university selection test (PSU, according to its Spanish translation) and the intent to choose math as specialization. The present study used a quantitative approach and the data collection was conducted by using a Likert questionnaire, which was applied before starting the training courses. The results showed that a high percentage of participants declared to have a positive attitude towards mathematics, being the dimension “Utility of mathematics” the one with the higher percentage. Moreover, it could be observed that there is no relation between a negative attitude and the variables of gender, PSU and intent to choose math as specialization. The study suggests studying in depth the factors that affect the development of positive and negative attitudes towards mathematics as well as the course of actions that should be taken in order to strengthen them during the training program.

Суб’єктний контекст професійної підготовки майбутнього вчителя початкової школи

Суб’єктний контекст професійної підготовки майбутнього вчителя початкової школи

미래 초‧중등 영어 교육의 방향 및 과제

미래 초‧중등 영어 교육의 방향 및 과제

Pedagogical Trends in Teaching Humanities in the Formation of Future Elementary School Teachers

Introduction: This study presents the results of an investigation, which addressed trends in teaching humanities and ethics when training future elementary school teachers participating in a distance and virtual education program. Humanistic education is understood to be a way to develop human sensitivity towards cultural and social diversity in order to understand the world. Objective: Its purpose, among others, is to foster the development of humanism among students. Current problems focus on the most basic and primitive behaviors of the human being, such as their ability to annihilate, reject, exclude, isolate, dominate and control others. Universities have interpreted these ideological conditions as the educational processes that fall within commercial and industrialized educational frameworks. Method: This study was then conducted as an ethnography, which utilized videos as a non-participant technique for observation and record of virtual activity, collected and analyzed through ATLAS-Ti. Results: The results show that the most common pedagogical trends emerge from teacher-student interactions, which are integrated through socio-constructive, cognitive and behavioral processes. Discussion y Conclusion: In particular, such experiences as the need to persist teaching values, ethical principles, and the teacher’s role in training and transmitting humanistic and ethical knowledge can be shared with the community.

Deakin Interviews Author of "Fake News and Dinosaurs"

Deakin Interviews Author of "Fake News and Dinosaurs"