Opinions Of Primary School Teachers Research Articles

Opinions of Primary School Teachers and Students Regarding the Use of Educational Digital Games in Educational Activities

This study aims to determine the opinions of elementary school teachers and 3rd and 4th-grade students regarding the use of educational digital games in educational activities in the classroom. In today’s world, where technology is constantly evolving and renewing, and digital media and materials take a larger share in our lives, instructional activities are also influenced by these advancements. The case study design, which is one of the qualitative research designs, was preferred in this study and semi-structured interview forms were used for the data collection process. Interviews were conducted with 30 elementary school teachers (18 female and 12 male) working in state schools in the Kavak district of Samsun province during the 2021-2022 academic year and 30 students in the 3rd and 4th grades (15 female and 15 male) studying in those state schools. The criterion sampling method, one of the purposeful sampling methods, was used in selecting the study group. In this context, attention was paid to select teachers, who use educational digital games in their classrooms and are willing to participate in the research. The data obtained in the research were analyzed using the content analysis method. The results achieved in this study indicate that educational digital games used in the classroom facilitate students’ learning, increase their attention spans, and contribute to quick thinking and decision-making. Recommendations include the necessity for teachers to receive training on digital content and the importance of identifying games, which are suitable for learning objectives, before implementing in-class games.

Outdoor Education: Perspectives of Teachers and Students in the Context of School in Nature as an Innovative Approach in Education

This research analyzed the opinions of primary school teachers and students regarding the benefits of outdoor education, using the example of School in Nature, for the organization of educational activities within the instruction process. It explored educational, social, recreational, and ecological aspects, as well as the existing differences in their opinions. The research was conducted on a sample of elementary school teachers and fourth-grade students in the Bor District in the Republic of Serbia. The research involved 223 participants (elementary school teachers N=73, and fourth-grade students N=150). A questionnaire was designed for the purposes of this research to assess the opinions of teachers and students towards the learning environment and the effectiveness of implementing outdoor education in the context of School in Nature. The research results indicate a compliance between teachers’ opinions about the significance of outdoor education, especially through School in Nature, and its benefits to the educational aspect of the teaching process. Students displayed positive attitudes related to social interaction in learning, emphasizing the development of positive social relationships and skills. Differences in opinions between teachers and students regarding the learning environment and the effectiveness of outdoor education in meeting learning objectives represent a significant starting point for better understanding the quality of the teaching process.

The Opinions of Primary School Teachers on Teaching Physical Education and Sports According to Their Qualifications

The Opinions of Primary School Teachers on Teaching Physical Education and Sports According to Their Qualifications

Examination of Primary School Teachers' Opinions on Cultural Heritage Education in Life Science Lesson

The case study was used in this study, which was conducted to examine the opinions of primary school teachers on cultural heritage education in the Life Science lesson. The participants the study consisted of 15 primary school teachers working primary schools in Yozgat. Convenience sampling method was used while determining the participants. A semi-structured interview form improved by the researcher and expert opinions were used to collect the data of the study. Descriptive analysis technique was used analysis of the obtained data. At the end of the data, it was concluded that teachers' opinions on cultural heritage are mostly in the form of cultural heritage elements. The majority of the teachers stated that they did not receive any education on cultural heritage or did not participate in the activity. In addition, a significant part of the teachers expressed that they found the cultural heritage education the Life Science curriculum insufficient.

Opinions of Primary School Teachers Working in Inclusion Education Settings on the Behaviors of Students with and Without Disabilities

Primary school teachers are important mediators in terms of creating a positive climate and displaying appropriate behaviors in inclusion classes. The fact that primary school teachers are good observers of the behavior of students in their classrooms is a very important factor in eliminating or preventing problem behaviors. For this reason, it is important to examine the views of teachers working in inclusion education settings on the behavior of students in their classrooms. The purpose of this research is to reveal the opinions of primary school teachers working in inclusion education settings about the behaviors of students with and without disabilities in their classrooms. The study was conducted using phenomenology design, one of the qualitative research methods. Data were collected through semi-structured individual interviews with primary school teachers working in inclusion settings. The data was analyzed with content analysis, and six themes and 17 sub-themes were found. It was seen that the problem behaviors seen in the inclusion classes were similar to the behaviors seen in the general education classes. According to the findings, most of the teachers did not receive training in problem behaviors. So, courses related to behavior management can be taught in undergraduate programs.

Primary School Teachers’ Opinions on the Expert Teacher Training Program Seminar

The process of becoming an expert teacher, which is one of the career steps of teachers, and the evaluation of this process are important and necessary in terms of education. The general purpose of this study is to obtain the opinions of primary school teachers about the Expert Teacher Training Program Seminar (ETTPS). In the study, a qualitative research approach was adopted, and a case study design was preferred. The data were collected from the primary school teachers who received the aforementioned seminar at the beginning of the fall semester of the 2022–2023 academic year. The research group consisted of 24 primary school teachers who were identified by the maximum diversity sampling method among the primary school teachers working in public primary schools in a province of Turkey. The research data were analyzed using content analysis. Primary school teachers listed the concepts related to expert teaching as experience, seniority, educational status, professional development, presentation skills, and competence. While the primary school teachers stated that the training was both necessary and not necessary, they also stated that the training they received did not contribute to their professional development. Most of the primary school teachers stated that the training they received did not meet their expectations. In addition, it was revealed that the online delivery of the ETTPS caused some problems in terms of time, internet, and devices in terms of follow-up. Primary school teachers offered some suggestions for changing the prerequisites for the current career ladder. In particular, they suggested that the trainings should be long-term, interactive, and face-to-face, and that examples with active participation should be provided for the implementation of different education systems. It is thought that this research will benefit all stakeholders, especially program developers, in terms of the career ladder of the teaching profession.

Opinion of primary school teachers about the Culturally responsive education practices used in the life Studies Lessons: Implementation of the practices used in the US to Turkey

Culturally Responsive Education (CRE) has been found to be an effective method of teaching because it focuses on academic success for all students, cultural competencies, and sociopolitical aspects and has been proven effective among school cultures that are diverse in demographics. The aim of this research is to reveal opinion of primary school teachers about the Culturally responsive education practices used in the life studies courses. Within the scope of this aim, culturally responsive practices used in the USA were implemented in classrooms in Turkey, and at the end of these practices, teachers' opinions on these applications were examined. In this study, phenomenology, one of the qualitative research methods, was used. This qualitative research design tries to explain what exactly the experiences of many people about a certain concept or event mean. The working group of this research consists of 14 primary school teachers. In order to collect the main data of the research, interviews were conducted with the teachers using a semi-structured interview form. These collected data were transferred to the computer and analyzed with the help of the MAXQDA 2020 software. In addition to the main data of the research, sociometry and sociogram techniques were used to collect additional data. According to the data obtained, it was determined that these practices had two main effects. One of these main effects is the effect on students and the other is the effect on teachers.

The motivation of Adolescents to Choose a Secondary Vocational School

The authors reflect on the motivation of adolescents to attend secondary vocational schools. For adolescents, this step represents one of the fundamental career decisions. The intrinsic motivation of applicants to study is often interest in the field, employment, or financial reward. Other motivating factors for studying are the transport accessibility of the school and the difficulty of the admission procedure. Aspiring secondary school students are also motivated by the prestige of the school that offers them an educational programme. In addition to the well-known promotions, adolescents can also attend extracurricular activities (hobbies) organised in secondary vocational schools. The authors make their statements based on the opinions of primary school teachers and secondary school students who evaluate their motivation for education in their field of study. At the end of the paper, the authors evaluate and discuss the originality of the possible promotion of secondary vocational education.

Bullying from the Perspective of Multigrade Classroom Teachers

Multigrade classrooms are classrooms where multiple grades are combined into a single class due to factors such as small numbers of students, teachers, or classrooms, and they are usually taught by one teacher. This study examined the opinions of primary school teachers with experience in multigrade classrooms regarding bullying. The teachers’ opinions were examined within the categories of definitions of bullying behaviors, types and causes, coping strategies, effects, and preventive measures. The qualitative research method of multiple case studies was applied. The teacher group was selected from among a readily accessible sample and semi-structured interview forms were administered. MAXQDA 2020 software was used to analyze the data and organize the findings. These findings showed that bullying behavior is generally exhibited by older and stronger students, and that the presence of different age groups together also contributes to bullying behavior. It was concluded that age differences stood out in the definitions of bullying offered by teachers in multigrade classrooms, and verbal, physical, and social types of bullying were observed. It is recommended that courses on multigrade classrooms and bullying be added to primary teacher education programs, “Teaching in Multigrade Classrooms” be made a mandatory course, and issues related to bullying be included in the contents of that course to ensure the development of teachers in these areas.

Formation of Literary Competence of Junior Schoolchildren by ICT Tools

The purpose of the academic paper lies in studying and providing an analysis of scientists’ viewpoints, as well as opinions of primary school teachers and parents of education seekers regarding the features of developing literary competence of junior schoolchildren with the help of information and communication technologies. In the course of the research, an analytical method was used to study and process scientific literature on the development of students’ literary competence and the use of ICT in primary classes of general educational establishments, as well as a remote survey in order to fulfil the practical clarification of the features of developing literary competence of junior schoolchildren through the use of certain information and communication technologies. Based on the results of the research conducted, the features of the process of formation and the effectiveness of using various types of ICTs for the development of individual components of the literary competence of education seekers in primary school were determined.

Investigation of Primary School Teachers' Opinions on Physical Activity Cards Used in Physical Education and Play Lessons

Physical Education and Play lesson covers all education and training processes that can contribute to students in grades 1-4 of primary school to participate in physical activities, play games and develop their mental, physical, social, emotional and personal skills while doing so. The lesson is planned in such a way that students play games and participate in activities in accordance with their physical characteristics and age. In primary and secondary school, cards with different descriptions that aim to develop children's sports-related and specialized skills are called Physical Activity Cards. These cards consist of a yellow and a purple group. These cards, which are sent to teachers by the Ministry of National Education, include various games and activities that can be used in Physical Education and Play lessons. The aim of this study is to examine the opinions of Primary school teachers about the Physical Activity Cards used in Physical Education and Play lessons. While examining the opinions of the teachers, case study approach, one of the qualitative research methods, was used. The research was carried out by interviewing thirteen primary school teachers working in a public school in the province of Elazığ. Data were collected from the Primary school teachers using a semi-structured interview form. As a result of the research, it was stated that Primary school teachers benefit from Physical Activity Cards in Physical Education and Play lessons, but these cards have some deficiencies. In addition, the teachers who participated in the interview in the study made suggestions such as the need to increase the quality of games that will improve children's skills, traditional games can be updated in Physical Activity Cards, and a ground should be created for Physical Activity Cards in schools.

Innovative technologies of teaching ancient literary heritage

The purpose of this research is to take the opinions of primary school teachers on the teaching of an ancient literary heritage with the digital story method, in order to benefit from innovative technologies in the teaching of old literary works. The research was created with the qualitative research method. In the research, 51 primary school teachers who were teaching in primary schools in Kazakhstan in the 2022–2023 academic year were studied. Research data were collected by in-depth interview technique. As a result of the research; the vast majority of teachers stated that they found themselves inadequate in using the digital story method in the teaching of old literary works. Teachers stated that they never benefited from the digital story method in the teaching of ancient literary heritage. On the other hand, teachers stated that they are very willing to benefit from the digital story method in the teaching of old literary works. The teachers benefited from the advantages of using the story method in the teaching of ancient literary works; they are listed as facilitating the interpretation of the content, conveying real-life situations, providing an interactive learning environment, being interesting, making the explanation of certain topics more attractive, offering more diversity than traditional practices, and providing individualization of education. Teachers, the disadvantages of using the story method in the teaching of old literary works; they listed teachers' lack of education, lack of methods and materials, taking a lot of time, insufficient technological equipment in the teaching environment, individual differences of students, and the transformation of technology use into a habit.
 Keywords: Ancient literary heritage, innovative technologies, digital story, primary school teachers

Aggressive Behaviors among Primary School Teachers and Their Impact on Their Teaching, Well-Being, and Relationships

Aggressive behaviors among colleagues in school units is a current, yet less studied phenomenon in educational research. The present study aims to fill the gap that exists in literature as in Greece, there is no research that examines the impact of colleagues’ aggression on educational work. More specifically, the research examines the opinion of primary school teachers regarding the relationship between aggression displayed in the school environment by colleagues and educational work. For the collection and analysis of the research data, an explanatory correlational design was used. According to the findings of the research, in the primary schools of Attica aggression is observed in the behavior of all members of a teachers’ association and has a negative impact on educational work. Aggression displayed by the members of a teachers’ association determines the quality of the relationships that are developed between teachers, affects their emotional state, and negatively affects their teaching.

Effective ways of teaching in distance education

The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
 Keywords: Distance education, teacher opinions, primary school teachers;

SINIF ÖĞRETMENLERİNİN SESLİ OKUMAYA YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ

Developing reading skill that is one of the basic language skills in primary school years is important for a student to become a good reader in the following years. When the literature is examined, it can be seen that there are many methods to improve reading skills such as reading comprehension, reading fluency, and reading motivation. Reading aloud is one of these methods. Primary school teachers can read aloud to their students, and students can read aloud in class so that their friends and teachers can hear them. While reading aloud, teachers become a model for their students, stop reading at the appropriate points during reading by making explanations, ask questions, talk about the answers given by their students, and this interactive process can improve students' reading skills. This research aims to reveal the opinions of primary school teachers about reading aloud in the context of both reading aloud to their students and students’ reading aloud, and the types of activities they have done about reading aloud. The study group of the research consists of 452 primary school teachers, 316 of whom are female and 136 of whom are male, working in Ankara and are in different grade levels. Research data were collected through a questionnaire prepared by the researcher. As a result of the analysis of the answers given by the teachers to the questions, it was revealed that the teachers found reading aloud activities essential, and even if they did reading aloud with different methods, they did not performed these activities in a way to contribute to the development of students' reading skills. Keywords: Reading, reading aloud, reading aloud in primary school

Determining the Effect of Continuous and Regular Classroom Teacher Change on Inclusion Students According to Teachers' Views

Bu çalışmada, Kuzey Kıbrıs Türk Cumhuriyeti’nde kaynaştırma eğitimi yapılan okullarda, sürekli ve düzenli sınıf öğretmenliği değişikliğinin kaynaştırma öğrencisi üzerindeki etkisinin sınıf öğretmenlerinin görüşlerine göre belirlenmesi amaçlanmıştır. Nitel araştırma yöntemlerinden fenomonolojik modelin kullanıldığı çalışmada, yarı yapılandırılmış görüşmeler yapılarak katılımcıların görüşleri betimsel analiz yöntemiyle analiz edilmiştir. KKTC’de görev yapan 28 sınıf öğretmeninin katılımıyla COVID-19 önlemleri alınarak ev, kafe ve okul ortamlarında görüşmeler yüzyüze gerçekleştirilmiştir. Araştırmada elde edilen bulgularda, sınıf öğretmenleri sürekli ve düzenli sınıf öğretmeni değişikliğinin kaynaştırma öğrencisi üzerinde olumsuz etki yarattığı sonucuna ulaşılmıştır. Sınıf öğretmenlerinin öğretmeni ile öğrenci arasında yakalanan uyum ve yapılan eğitsel düzenlemelerin devam edebilmesi için bir yıldan daha fazla süreye ihtiyaç duydukları ve yapılan değişiklikten sonra özel gereksinimli öğrencilerinin akademik gelişimleri için kaygı duydukları ortaya çıkmıştır. Sınıf öğretmenleri kaynaştırma eğitiminin mutlaka yapılması görüşünde olduğu ancak kaynaştırma eğitimi alan öğrencilerinin sınıf tekrarının gerekliliği konusunda kararsız oldukları belirlenmiştir. Öğretmenler öğretim uyarlamaları yaparken ders saatlerinin özel gereksinimli öğrenci için yeterli olmadığını ortaya koymuştur. Ayrıca öğretmenler öğrenciye uygulanacak yöntem ve öğrencinin gereksinimleri hakkında daha fazla bilgiye ihtiyaç duymaktadırlar.

Research of pedagogical conditions for the development of students’ educational independence

The purpose of this research is to seek the opinions of primary school teachers in order to investigate the pedagogical conditions for the development of educational independence of primary school students. The research was prepared in accordance with the qualitative research method. Research data were collected with a semi-structured interview form developed by the researchers. The participant group of the research consists of 80 primary school teachers working in various primary schools in Kazakhstan in the 2021–2022 academic year. As a result of the research, it was revealed that the majority of primary school teachers found students’ independent learning skills partially sufficient. Primary school teachers determined the role of families in the development of students’ independent learning skills as encouraging role, directing role, participation role and modelling role. Primary school teachers determined the role of teachers in the development of students’ independent learning skills as the role of providing independent learning skills, the role of developing independent learning skills, the role of approaching the right method, the role of supporting independent learning with in-class activities and the role of implementing technology-supported activities. Primary school teachers’ suggestions for the development of pedagogical conditions for students to gain independent learning skills are divided into five categories, i.e., creating a suitable school environment, creating a suitable classroom environment, teacher–parent cooperation, organising in-service trainings for teachers and organising seminars for families. Keywords: Independent learning, pedagogical conditions, primary school students, teacher opinions;

CULTIVATING IMAGINATION IN EDUCATION PROCESS: CONTEXT OF PRIMARY TEACHERS’ OPINIONS

The importance of imagination in the process of education is unquestionable - by developing the ability to create and retain images, sounds, feelings as a reflection of one’s thoughts, the basis of thinking is constructed. All this helps students to discover and create something completely new, solve problems, move to other spaces, understand others.The article theoretically substantiates the importance of developing children’s imagination and empirically reveals the opinion of primary school teachers about the aspects of developing imagination and visualization skills in the educational process.The written questionnaire study was carried out in January – July of 2020. The study involved 390 primary school teachers which shows the validity of the data and reflects the opinion of the majority of Lithuanian primary school teachers in the context of the analysed object. The data were processed using descriptive statistics (frequency) and analytical statistics (Mann Whitney U Test).The results of the research reveal that the imagination of primary school students is usually developed through fairy tales, character role plays, and in language teaching subjects, images are usually conveyed through verbal codes. In Maths, language teaching and Science lessons, students usually depict fantastic objects, diagrams, tables and charts, draw folk symbols, and produce visual instruments.

Children's Rights in The Perspective of Primary School Teachers in The Period COVID-19 Epidemic

With the announcement of an epidemic by the World Health Organization in 2020, countries have been restricted in many areas such as economy, health, education, and social life. With this restriction process, it is possible to say that children experience difficulties accessing many salient services, especially education, health, and care services. Therefore, during the COVID-19 epidemic, children can be told that they are deprived of rights based on their protection and development. In this process, the research aims to examine the opinions of primary school teachers, individuals with whom students spend the most time through distance education after their families, on children's rights. Participants of this research, adopting one of the qualitative research methods i.e., phenomenology, consist of 19 primary school teachers working in Yozgat, Turkey, determined by purposeful sampling methods. In the research, data were collected through a semi-structured interview form. The data obtained were analyzed using the descriptive analysis technique. As a result of the research, teachers expressed the most opinions about children's right to life, nutrition, and a quality life standard as well as development right to access information. In addition, the most views were on the right of children to participate, on the right to express their opinions freely and on the right to protection from all kinds of maltreatment, neglect, abuse and exploitation. Therefore, teachers' views on children's rights to life, development, participation, and protection were evaluated as negative.

An Examination of Primary School Teachers' Opinions on Environmental Education and the Activities They Use to Teach Related Issues

This research aims to examine the activities used by primary school teachers to create environmental awareness in students based on awareness, knowledge, attitude, skill, and participation, which are the aims of environmental education, according to teachers' opinions. In the research, an instrumental case study, one of the qualitative research models, was conducted to determine the opinions of primary school teachers on environmental education. The convenience sampling method was preferred in determining the study group. The study group of the research consists of 24 different primary school teachers working in primary education institutions affiliated with the Ministry of National Education. What activities and opinions of primary school teachers were used in the formation of environmental awareness in children and their opinions were taken using the semi-structured interview form developed by the researchers. The responses given to the interview form were analyzed using content analysis. The findings obtained from the opinions of primary school teachers about the activities they use in environmental education are classified based on the aims of environmental education and presented under categories. The prominent results of the research regarding the activities applied in environmental education, it is seen that the classroom teachers mostly implement in-class activities. According to the results of the research, it is recommended to give environmental education as a separate course to provide more effective environmental education.