Group Of Elementary School Teachers Research Articles

Supporting the Chronically Bullied Child: A Competency-Based Framework for Elementary School Teachers

ABSTRACT Described is an effort to develop and gather feedback on a competency-based framework designed to assist elementary school teachers in their support of children who are chronically bullied. Drawing from extant research, we identified 25 potential competencies to construct a guiding framework organized by knowledge, attitudes, and skills. In Study 1, we gathered feedback on the clarity, comprehensiveness, and usability of the framework from focus groups of elementary school teachers (N = 26). In Study 2, we gathered feedback from subject-matter experts who study school bullying (N = 14) to assess the degree to which identified competencies reflected the current state of the science. Both teachers and experts viewed the framework positively and agreed it offers a potentially useful guide for practicing teachers. Feedback was also used to refine the competency framework. Discussed are the potential implications this framework has for school staff seeking to support persistently bullied children.

The impact of financial education on teachers’ financial knowledge

This study examines effective financial education teaching skills among a group of elementary school teachers using a specially designed composite financial literacy score. Data were collected via a 31-hour training program. The aggregate score considers financial self-efficacy, subjective financial knowledge, and financial behavior. We find that this score is correlated with net worth, personal finance training and teaching personal finance. In addition, our findings suggest a direct relationship between financial self-efficacy, subjective financial knowledge, and financial satisfaction with higher levels of positive financial behavior. These results contribute to a growing body of literature on financial knowledge since Puerto Rico is usually not included in this type of research in the U.S. 

In-service training governance, for elementary school teachers in Indonesia

This research seeks to explore the governance of in-service training for elementary school teachers so they can be involved in various types, techniques, and training materials. The research design was categorized as mixed methods using both quantitative and qualitative methods. Applied to the concurrent transformative strategy model. The author analyzes perspectives from various frameworks, to get comprehensive results. The finding is that there are still a group of elementary school teachers who have not received in-service training, some have repeatedly received in-service training, and some have even received in-service training more than 5 times. The governance of in-service training in the form of a roadmap has the values of fairness, equity and proportionality in distributing training services to elementary school teachers which are supported by digital-based platforms. So that teachers can easily access, download, document training materials and evidence, and the government as teacher managers can use their track record to assess professionalism and give them the opportunity to become teacher leaders.

The Importance of Social Competence Training Model Development to Improve the Performance of Elementary School Teacher Working Group

The purpose of this study is to determine the form of need for a social competency training model to improve the performance of elementary school teachers. This research uses the Research Development method with a research and development design at the preliminary study stage as a needs and content analysis, the source of the data is the working group of elementary school teachers in Takalar Regency which amounts to 32 people. The results showed that: Training in communicating orally, in writing, and/or gestures; Training uses communication and information technology functionally and implements ethics, values, and norms that apply in the community in the need category. The training applies the principles of fraternity and the spirit of togetherness on average 3.82 or very much need. This means that the four indicators of teacher social competence require a training model to improve teacher performance. The results of this study contribute to providing information to educational institutions and working groups of elementary school teachers as input in conducting training and references for subsequent research.

Teacher Perceptions on the Evaluation of Professional Performance in Mexico

In Mexico, the need to improve educational quality persists, which includes evaluating teacher effectiveness. However, evaluating professional performance is a complex task. Research on the subject agrees that the application of comprehensive models, based on standards and multiple indicators, is required. This article qualitatively analyzes the perceptions and experiences of a group of elementary school teachers in the public system —from eight States of the Mexican Republic— about the process of professional evaluation they were part of, in the framework of the Educational Reform implemented during the six-year term 2012-2018. The participants indicated that they were in favor of the evaluation, they considered that it serves to know their positive aspects and areas of opportunity, and that they require constant training and updating processes to help them in their work. They also identified difficulties in the implementation of the evaluation process: aspects from other contexts were not adapted to the particularities of Mexico; the evaluation was based on threats, which demotivated teachers; and uncertainty and miscommunication was a big issue.

MEDIATION OF MOTIVATION AND ENVIRONMENT ON EFFECT OF TEACHERS TECHNOLOGY CAPABILITIES ON THE MATHEMATICS TEACHERS PERFORMANCE IN INDUSTRIAL ERA

This study aims to describe the effect of the ability of mathematics teachers on teacher performance which is mediated by work motivation and work environment variables. This research was quantitative research with a correlational approach. The population was all mathematics teachers in Pekanbaru City. The sample was partly mathematics teachers who are taken by accidental technique. The accidental technique was chosen because during the COVID-19 pandemic it was not possible to collect data directly. Data retrieval is done only with a Google form and filled in by teachers who can use technology well. Sampling only distributed the instrument in the Google form to a group of elementary school teachers in Pekanbaru City. Data analysis using the path analysis approach. The results of the analysis show that there is a significant effect of technological ability on teacher performance in the Industrial Revolution 4.0 era through work motivation and the teacher's work environment. The results of the analysis are evidenced by a T-value greater than 1.96.

TEACHER IDENTITY AS A ROOT OF TEACHER SELVES: PROFESSIONAL IDENTITY VS PERSONAL IDENTITY

This paper sought to investigate the relationship/gap between personal and professional identity experienced by a group of elementary school teachers in Sintang, West Borneo. In gathering the data, the researchers used questionnaire and divided it into two parts: close-ended statements in a form of Likert Scale and open-ended questions which asked the opinion of the teachers related to their personal and professional identity. This study employed a qualitative research, using the snowball sampling. The researchers distributed the questionnaire in form of Likert scale and continued it with open-ended questions. The questionnaire was then followed up by individual interview. The questions were posited to identify teachers’ beliefs of their professional and personal identity. The research results reveal that there are five gap points between personal and professional identity within teacher, namely adjusting myself to the work place, trying to be a good parent, class situation and students’ characteristic, cannot be ‘me’ when in the classroom, and professional identity affects personal identity. Recommendations for further research studies are also provided at the end of this paper

Scrutinizing the potential use of Discord application as a digital platform amidst emergency remote learning

A common challenge encountered by educators to engage in an emergency remote learning is the selection of an effective digital platform to assist teaching and learning activities. Drawing on this issue, this study offers a practical solution by scrutinizing the potential use of android-based application named Discord as a digital platform to conduct online teaching and learning. To this end, a group of elementary school teachers and students enrolled in Islamic religious and moral education courses was involved as participants in a descriptive qualitative research by employing interview, observation, and documentation as instruments to collect the required data. The results demonstrated that Discord android-based application was proven to be an alternative for elementary school educators as a digital learning platform during the emergency remote learning in the age of Covid-19 pandemic. The results of observation further showed that online teaching-learning activities using Discord application could successfully create communicative digital learning environment which was interesting and enjoyable for the students. Despite the potential advantages, a number of challenges were also discussed in this study. The results of this study contribute as a practical insight for teachers and students in assisting online learning activities as Discord application helps them experience a new nuance of distance learning.

Elementary School Teachers in Neoliberal Times: The Silent Voices That Make Educational Policies Work

This paper aims at showing how a bottom-up approach of the study of educational policies can shed some light on how elementary school teachers deal with educational policies to make them work. This is a partial report on a larger focus group study conducted in Bogotá, Colombia, where a group of elementary school teachers shared their opinions about educational policies. The data collected allowed us to see that teachers take actions, have their own perspectives about policies, and feel negatively treated by the national government, which give way to three categories: Teachers’ Micro-Practices, Clashing Visions About Education, and Mistreatment. We conclude that despite the pervasiveness of neoliberalism in education, which teachers are very aware of, they find ways to make policies work while being critical of the way these are designed and implemented.

Involving Users and Creating Symbols for Tangible Programming: a Case Study with TaPrEC

INTRODUCTION: Participatory Design is an approach that is characterized by the active participation of users as part of the design team, thus reflecting their perspectives and needs in the product design. BrainDraw is a participatory technique for use in the design phase of product creation. This article investigates the use of participatory practices with elementary school teachers, aiming at the redesign of the programming blocks of TaPrEC, a tangible programming environment for children. OBJECTIVE: This work aimed at the redesign of symbols for the repetition blocks of TaPrEC involving the main stakeholders. METHOD: A Case Study in an educational space that offers activities during out-of-school hours to children was carried out using the BrainDraw technique with a group of elementary school teachers to redesign the symbols of the repetition blocks of the TaPrEC. The experimentation and evaluation of the created symbols were carried out by the same teachers and a group of elementary school children. We also applied the Self-Assessment Manikin form to assess the participants' affective responses during participatory activities. RESULTS: The results of the workshops highlight that the symbols created by the teachers have been better accepted by teachers and children. This positive acceptance may result from the fact that the participatory solutions proposed by the teachers suggest associations with everyday elements such as traffic signs and the symbol of multiplication. CONCLUSION: Participatory Design is a process that involves researchers and end-users in creating products for their use. Using this approach, we studied different symbol proposals for representing and understanding the repetition blocks of TaPrEC, a tangible programming environment, to promote a solution that had the participation of stakeholders and reached a solution that made sense to them.

Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers.

Since the first half of the 1980s, burnout in teachers has been the object of particular attention by many international authors. Teachers are subject, more than other professions, to numerous and heavy pressures, covering the peculiarity of the profession. The objectives of the present research are to measure the predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of elementary school teachers. We carried out a cross-sectional study involving 324 Sicilian female teachers, who worked in three school orders: Kindergarten, primary school, and the first year of middle school. Participants completed a socio-demographic questionnaire, the assessment teaching scale for primary school teachers (ECAD-EP), and the Maslach Burnout Inventory (MBI). In reference to the level of burnout, the correlation analysis underlined the presence of a positive correlation between: Emotional exhaustion and depersonalization; and a negative correlation between exhaustion and depersonalization. Furthermore, a predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of primary school teachers was found.

PENGARUH PEMANFAATAN PERANGKAT TEKNOLOGI INFORMASI DAN KOMUNIKASI TERHADAP PENINGKATAN KOMPETENSI PROFESIONAL GURU SEKOLAH DASAR

Era revolusi industri 4.0 menuntut guru agar mempunyai sejumlah karakteristik untuk menyusun administrasi belajar yang tepat, mampu mendesain media pembelajaran dengan memanfaatkan perangkat Teknologi Informasi dan Komunikasi (TIK) yang ada secara arif, efektif, kompeten dan profesional. Untuk sampai pada tujuan tersebut masih banyak ditemukan masalah yang menghambat pelaksanaan kompetensi profesional guru dalam bidang TIK.Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh yang positif atau signifikan antara pemanfaatan perangkat TIK terhadap peningkatan kompetensi profesional guru. Jenis penelitian ini adalah korelasional dengan pendekatan kuantitatif. Populasi dalam penelitian adalah semua guru Se-Kecamatan Ruteng. Sampel sejumlah 35 orang guru. Teknik pengumpulan data dilakukan menggunakan kuesioner (angket).Hasil penelitian ini menunjukan bahwa terdapat pengaruh yang positif dan signifikan antara pemanfaatan perangkat TIK terhadap peningkatan kompetensi profesional guru SD Se-Kecamatan Ruteng, dengan koefisien korelasi sebesar 0,60. Hasil uji t menunjukan thitung>ttabel yaitu 4,31>2,235. Besar sumbangan variabel pemanfaatan perangkat TIK terhadap peningkatan kompetensi profesional guru SD Se-Kecamatan Ruteng sebesar 36,05% dan sisanya 63,95% dipengaruhi variabel lain yang tidak diteliti oleh peneliti.

Analysing Teachers’ Representations of Digital Technology Using a Grounded Theory Approach

This research work describes the first work-package of an exploratory study, which examined a group of elementary school teachers’ beliefs (representations) about digital technology in the French Polynesian context. The major objective of the study was to provide teacher education programmes with research-based information about the primary school teachers’ beliefs and practices about digital technology. The study based its theoretical assumptions about teacher beliefs on the social representations theory and its research design on the grounded theory. The data were collected via interviews using theoretical sampling and theoretical saturation methods. Interviewing and analysis procedures were implemented concurrently through the systematic use of coding and iterative analysis processes. Research results indicated that internal factors such as interest in technology, teachers’ DT skills and external factors such as support from administrators and technical maintenance played key roles in shaping teachers’ DT practices.

From Connection to Distance

This autoethnography describes the process of inquiry that led to the development of a series of ethnodramas that evoke teachers’ experience in the Chicago Public Schools (CPS). I discuss the methods I used to conduct a set of interviews with two groups of elementary school teachers in CPS: beginning teachers who had never worked a classroom as a full-time job and accomplished teachers who spent many years of their lives teaching students of color. I discuss the use of arts-based research methods to engage with these data, and I describe the interpretive journey I undertook as I wrote and produced ethnodramas about CPS teachers’ experience. A major dilemma for my analysis was communicating the structural inequalities that shaped the teachers’ narratives, particularly the Chicago system’s inability to create working conditions necessary to support the retention and professional development of teachers in the city’s high poverty schools. I describe how the conversation and inner dialogue generated by arts-based methods helped me recognize different patterns within the data, and inspired me to reframe my interpretation. In the conclusion, I discuss the limits of my approach as a researcher and an artist. Excerpts from two playscripts are woven throughout the article to convey the commitment that guided the teachers’ work and to evoke the social forces that shaped life in their classrooms.

Discovering Space in the Elementary Classroom

Recent studies have shown that strengths in spatial skills are a key to success in STEM (science, technology, engineering, and mathematics) careers. However, these skills are undervalued in our educational system and thus seldom incorporated in classroom teaching. As a first step towards changing the current practices, we worked with a group of elementary school teachers who participated in an in-service workshop on spatial thinking and problem solving. The workshop emphasized the meaning, importance, and malleable nature of spatial skills and introduced a simple spatial activity, QuickDraw, that could be implemented during group instruction time. Those teachers who implemented this activity over the course of the school year reported various benefits of practicing spatial skills. Implications for preparing students for STEM careers are discussed. (Contains 2 figures)

A qualitative investigation of early childhood teachers’ experiences of rhythm as pedagogy

Rhythm has been found to enhance not only biological functioning (e.g. balance, timing and coordination), but also to facilitate learning across sociocultural contexts. That is, rhythm may be a method of supporting child development and well-being. Hence, to the extent that children are not exposed to or engaged with rhythm, their development or the realization of their full potential may be limited. However, little research has explored the use of rhythm in early childhood education—a major context (in terms of time and importance) of children’s lives—or teachers’ experiences with rhythm in their pedagogy. Therefore, we conducted a qualitative study to investigate elementary teachers’ experiences of rhythm in their classroom teaching specifically, and in the teaching–learning process generally. A phenomenological approach that assumes that peoples’ perceptions present us with evidence of the world not as the world is thought to be but as it is lived was employed. Our goal was to understand the everyday pedagogy of a group of elementary school teachers, specifically, to understand how they experienced and constructed the role of rhythm in elementary education. Semi-structured qualitative interviews were conducted with study participants to probe and generate a rich description of the phenomenon of rhythm in the teaching–learning process. Results consisted of nine themes that convey (1) what rhythm meant to the teachers, (2) what they saw as the importance of rhythm in their teaching, and (3) the challenges they faced in incorporating rhythm in their teaching. Findings suggest that a broader and more inclusive range of activities (i.e. because rhythmic activities such as music, dance, oral rhymes, and other bodily movement) in the academic curriculum is important as such activities have the potential to improve the learning, development, and well-being of elementary school-age children and enhance the lived experiences of schooling for both educators and their students. However, a number of challenges also confront elementary educators who seek to incorporate rhythm into their pedagogy.

El movimiento magisterial de la región Ciénega de Jalisco: en busca de la apropiación de un campo de la historicidad

Ante las crisis economicas del Mexico de finales de los anos setenta y principios de la decada de los ochenta, un grupo de maestros de la region Cienega de Jalisco decidio organizarse como movimiento social para luchar por la reivindicacion de sus derechos laborales y sociales. Desde su origen se ha caracterizado por su intensa participacion politica en favor de la democratizacion del Sindicato Nacional de los Trabajadores de la Educacion (SNTE) y por una serie de estrategias innovadoras, entre las cuales destaca su empleo de las redes sociales. El sustento teorico de esta investigacion radica en los campos de la historicidad de Alain Touraine: formas de organizacion en las cuales la reforma institucional es disputada

Close Reading In Elementary Schools

AbstractClose reading is a recommended instructional approach to meet the challenges of teaching complex texts. But close readings are more common in high school and college than in elementary schools. In this article, we identify the components of close reading that were developed after a group of elementary school teachers observed their colleges in high school. In addition, we focus on the modifications necessary to implement close reading in elementary schools.

Formación Continua del Profesorado de Matemáticas: Promoviendo la Constitución de una Red de Aprendizaje

Este estudio cualitativo analiza registros en un log de un grupo de maestros de primaria con el objetivo de entender cómo se forma una red de aprendizaje colaborativo durante las acciones de desarrollo continuo. El análisis interpretativo revela las siguientes categorías: reflexión compartida, aprendizaje, confianza, reflexión sobre la práctica, intercambio de experiencia, objetivos compartidos y compromiso con el otro, que muestran los rasgos del trabajo colaborativo. Las categorías se analizaron usando el CHIC software, que permite realizar análisis relacional mostrando dicho desarrollo bajo cuyo punto de vista se puede favorecer el desarrollo profesional de los participantes ofreciéndoles oportunidades para experimentar su papel como aprendices y maestros simultáneamente.Palabras clave: desarrollo profesional, trabajo colaborativo, redes de aprendizaje.

어린이의 치아 외상에 대한 전라북도 초등학교 교사들의 인식도 조사

본 연구는 전라북도 지역 초등학교 교사에게 적합한 치아외상 교육내용 및 효과적인 전달 방법이 마련될 수 있도록 치아외상에 대한 지식수준을 파악하고 기존 연구에서 자세히 다루지 않았던 교육현황을 조사하는 데 그 목적이 있다. 전북지역 초등학교 교사 231명에게서 설문지를 통하여 자료를 수집하였으며 설문 문항은 응답자의 일반 사항, 치아외상 교육현황 및 태도, 사례를 통한 지식수준, 치아 보관 매체에 대한 질문으로 구성하였다. 조사 결과 치아외상 대처방법에 교육을 받은 교사는 15.2%에 불과하였고, 교사들을 대상으로 치아외상 대처방법에 대한 교육이 필요한지에 대한 질문에서는 97%가 필요하다고 대답하여 교사 스스로도 치아외상 교육의 필요성에 대해 공감하고 있었으며 교육 방식으로는 전문가에 의한 직접 교육을 선호하였다. 사례를 통한 평가에서는 문항 간에 다소 차이는 있었으나 응급상황시 적절히 대처하기에는 지식수준이 대체로 불충분한 것으로 나타났다. 따라서 향후 전라북도 초등교사들에게 적합한 교육방식과 교육내용을 객관적으로 분석하는 연구 및 교사들에게 알맞은 교육 프로그램의 개발 등이 필요하리라 사료된다. The purpose of this study was to evaluate the attitude and knowledge level of a group of elementary school teachers in management of traumatic dental injury. The sample consisted of 231 elementary school teachers in Jeon-Buk province, and data was collected by means of a self-administered questionnaire. The questionnaire surveyed the teachers'general information, attitude on the dental trauma education, knowledge of management of tooth fracture, luxation, avulsion and tooth storage media. Only 15.2% of the teachers had received dental first aid treatment education, but 97% were favorable to receiving education. Although there were differences among the questions, insufficient knowledge and awareness of the management of traumatic dental injury were shown in the majority of teachers. It is recommended that education strategies and programs for improving the awareness of immediate management of traumatic dental injuries are necessary for elementary school teachers in Jeon-Buk province.