Primary Education Program Research Articles

Didaktiska perspektiv på flerspråkighet i grundlärarutbildningen

This study examines how didactic perspectives on multilingualism and related concepts emerge in primary teacher education at three universities in Sweden. A content analysis of the syllabi for the mandatory courses in Swedish, English, and mathematics in the primary teacher education program focusing on grades 4–6 shows that didactic perspectives on multilingualism were most prominent in the Swedish courses. The extent to which these perspectives are present and made explicit also varies between the three universities, with one adopting a significantly stronger positioning. These differences in how didactic perspectives on multilingualism appear in the syllabi highlight a lack of a common policy regarding the role multilingualism should play in Swedish teacher education.

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Identifying physicians' needs in community-based palliative care consultation for cancer patients in palliative care specialist-deficient settings: a qualitative study.

Consultation with palliative care specialists can be beneficial in addressing the numerous demands of patients with cancers and their families within communities. In settings lacking palliative care specialists, establishing a new community-based palliative care consultation system necessitates gathering evidence to support its development. This study aimed to identify the specific palliative care consultation needs and the consultation methods requested by Japanese physicians in settings without palliative care specialists. A qualitative descriptive study utilizing semi-structured virtual interviews. From August 2023 to October 2023, we conducted interviews with 11 physicians providing cancer treatment in hospitals or clinics in a prefecture within the Kanto region of Japan without palliative care specialists. Participants were asked about the specific palliative care consultation needs they have and the need for consultation methods. Of the 11 physicians, nine had completed the nationwide basic primary palliative care education program. The survey revealed three themes regarding their consultation needs: 'receiving specialized insight', 'inspiring confidence', and 'improving care capacity', Two themes emerged regarding the need for consultation methods: 'enhancing care collaboration' and 'improving accessibility'. Physicians require consultation systems to empower them and enhance the community care capacity, in addition to providing specialized knowledge. These systems would include collaboration with specialists through outreach consultations, utilization of information and communications technology, and the establishment of nurse-led consultation teams to improve access to palliative care teams.

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Wors: Educational Management, Analytical Thinking, Teaching Strategies

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Words: Educational Management, Analytical Thinking, Teaching Strategies

Alternative education in Russian megacities: a chance for a different school

Introduction. The relevance of the study is determined by the search for innovative ways to develop school education. The study of the history and current state of alternative education in the largest Russian cities plays a significant role in this search. Systematisation of private educational projects will help families to better orientate themselves in alternative education and avoid its destructive models. Materials and Methods. An analysis of scientific literature was conducted, and information from the websites of 665 private educational projects was collected and analyzed, including 322 from Moscow, 183 from Saint Petersburg, 57 from Yekaterinburg, and 51 each from Novosibirsk and Kazan. In-depth interviews with their leaders were conducted, focus groups with experts were held, and an analysis of federal state statistics was made. Research Results. The coverage of children by humanistic alternative education practices in Russia is less than 1%. However, over 10 years, there has been a noticeable growth in the number of educational projects outside the system. An analysis of Project websites showed that only 8% of them consider themselves to be alternative education. 43% of Projects have a license for primary educational activities. Most often, projects implement primary general education programs. 23% of projects claim to implement proprietary programs. A small number of projects are based on specific didactic systems, approaches and practices. The typology of Alternative Education Projects is made taking into account the role of the child in the formation and implementation of educational requests. The study identified three spaces of alternative education: projects supporting family education, projects with established didactic systems (program schools), and A-schools. There are destructive practices in alternative education. Conclusion. Alternative education in the large cities of Russia is diverse and includes both humanistic and other pedagogical practices, as well as a degree of uncertainty. The pedagogical practices of alternative education are difficult to typologize. This living organism continuously transforms, sensitively responding to the external environment.

Подготовка дошкольников к изучению математики

Teaching mathematics to primary schoolchildren in the Russian Federation is based on the principles of continuity of educational stages. The article demonstrates the importance of preparing preschoolers to study mathematics, taking into account the current Federal State Educational Standard of Preschool Education, as well as the Federal State Educational Standard of Primary General Education and the Federal Working Program of Primary Education in this subject. Preschool education is focused on mastering elementary mathematical concepts and forming prerequisites for educational activities. Creating an educational environment in a preschool institution that stimulates play and cognitive activity will help children successfully master mathematical skills. The examples considered in the article show how teaching mathematics at preschool age affects the development of universal educational activities in elementary school.

Evaluation of the McGill-Tongji Blended Education Program for Teacher Leaders in General Practice: The importance of partnership and contextualization in International Primary Care Training Initiatives.

Strong primary health care (PHC) systems require well-established PHC education systems to enhance the skills of general practitioners (GPs). However, the literature on the experiences of international collaboration in primary care education in low- and middle-income countries remains limited. The purpose of this study was to evaluate the implementation and perceived impact of the McGill-Tongji Blended Education Program for Teacher Leaders in General Practice (referred to as the "Tongji Program"). In 2020-2021, the McGill Department of Family Medicine (Montreal, Canada) and Tongji University School of Medicine (TUSM,Shanghai, China) jointly implemented the Tongji Program in Shanghai, China to improve the teaching capacity of PHC teachers. We conducted an exploratory longitudinal case study with a mixed methods design for the evaluation. Quantitative (QUAN) data was collected through questionnaire surveys and qualitative (QUAL) data was collected through focus group discussions. The evaluation showed that learners in Tongji Program were primarily female GPs (21/22，95%) with less than 4 years of experience in teaching (16/22，73%). This program was considered a successful learning experience by most participants (19/22, 86%) with higher order learning tasks such as critical thinking and problem-solving. They also agreed that this program helped them feel more prepared to teach (21/22，95%), and developed a positive attitude toward primary care (21/22，95%). The QUAL interview revealed that both the Tongji and McGill organizers noted that TUSM showed strong leadership in organization, education, and coordination. Both students and teachers agreed that by adapting training content into contextualized delivery formats and settings, the Tongji Program successfully overcame language and technology barriers. Committed partnerships and contextualization were key to the success of the Tongji Program. Future research should focus on how international primary care education programs affect learners' behavior in their practice settings, and explore barriers and facilitators to change.

The Functionality of Financial Control Activities in a Decentralised Basic Education Program in Uganda

Financial control activities are critical in enhancing financial accountability. This article aimed at determining the functionality of financial control activities in decentralised basic education programmes. It sought to investigate how control activities in the Universal Primary Education programme (UPE) affect the internal controls and subsequently financial accountability of the grant. The researchers conducted an exploratory review of the literature and used semi-structured interviews to collect primary data. The findings focused on physical controls in the UPE capitation grant. Under physical controls, emphasis was placed on mechanisms for securing cash and inventory. The findings revealed that physical control of the custody of cash in UPE schools is weak. This puts other school assets at risk of burglary by individuals who may get to know that there is cash in the office. The weak physical controls create an urge for the head teachers to divert resources. A scrutiny of the inventory management process exposed some gaps affecting the entire physical control system. The inventory management system is heavily compromised. Given the foregoing findings, we can argue that the financial control activities in this UPE programme are dysfunctional. The functionality of financial control activities will be enhanced if the physical control activities are strengthened and all the receipts and inventories are properly recorded. Keywords: Functionality, Financial Control, Decentralised Basic Education System and Financial Accountability

Student-Centred Approaches in Higher Education from the Student Perspective

Teaching approaches in higher education have been the subject of considerable research, which has resulted in a paradigm shift from teacher-centred to student-centred approaches. The present study investigates this shift, focusing on student eagerness to participate in various aspects of education and their expectations of teachers’ roles. It includes 218 students enrolled in the Primary Education programme at the Faculty of Education, University of Maribor, in the 2023‒2024 academic year. Through a questionnaire, diverse student attitudes towards student-centred approaches were revealed. Students expressed a desire to participate in decision-making about their education, particularly in choosing types of assessment and, to a lesser extent, in designing the curriculum. They also expect teachers to transcend traditional roles, emphasising the need for sound pedagogical skills and a supportive learning environment. Based on their attitudes towards student-centred approaches, two distinct groups of students were identified. These groups exhibited statistically significant differences in their academic behaviour. The study underscores the need for ongoing professional development for teachers in order to meet students’ preferences.

Contextual Factors Influencing the Implementation of Primary Special Education Program for Deaf Students: A Qualitative Study

Contextual Factors Influencing the Implementation of Primary Special Education Program for Deaf Students: A Qualitative Study

Writing as a method of inquiry about students’ experiences in a New Zealand primary school outdoor education programme

ABSTRACT In Health and Physical Education (HPE) of the New Zealand Curriculum, Outdoor Education (OE) is one of the seven key areas of learning. It has been taught in various forms because it includes a whole range of outdoor adventure activities and leisure pursuits. To better understand/interpret its nature and value in a New Zealand semi-rural primary school, we worked with eight students’ essays on their outdoor experiences to co-construct this paper. Students’ essays and school documents served as our data. Our inquiry linked students’ experiences to the underpinning philosophy of the school and created composite stories of their OE experiences. Students’ writing revealed their emotions, feelings, and the impact of their outdoor experiences during a three-day residential camp. Although this is a small, circumscribed study, the findings illustrate some primary school students’ OE experience and offer pedagogical insight to support the educative purpose of OE. The tangible OE experiences can provide an entry point into students’ affective learning and literacy with learning in other subjects.

Preferences of Pre-service Teachers in the STEM (Science, Technology, Engineering, Mathematics) Education

<p style="text-align:justify">The aim of this study is to find out the preferences of students (150) in the first year of the study of the Preschool and Primary Education programme. The data was collected using a questionnaire in the first seminar focusing on science content (a course called Science Propaedeutics) to determine the preferences of pre-service teachers. The aim was to find out the (un)popularity of STEM (Science, Technology, Engineering, Mathematics) education covering the subjects of Biology, Physics, Mathematics, Technology and Chemistry in Slovakia. The results showed that students are interested in science education. The findings also showed that students prefer more biological topics (humans and plants) and less physics, chemistry, and mathematics. They also preferred topics that they knew from everyday life. The results revealed a negative correlation between students' concerns about teaching science in their future practice and their interest in science education. We found it necessary to connect the topics to everyday life and avoid mathematical calculations. So we can increase their interest in these areas/issues in the Science Propaedeutics course.</p>

Infant Feeding Outcomes From a Culturally-Adapted Early Obesity Prevention Program for Immigrant Chinese American Parents

ObjectiveTo examine whether a cultural adaptation of an early childhood obesity prevention program promotes healthy infant feeding practices. MethodsProspective quasi-experimental study of a community-engaged multiphasic cultural adaptation of an obesity prevention program set at a federally qualified health center serving immigrant Chinese American parent-child dyads (N = 298). In a group of historical controls, we assessed early infant feeding practices (breastfeeding, sugar-sweetened beverage intake) in 6-month-olds and then the same practices alongside early solid food feeding practices (bottle weaning, fruit, vegetable, sugary or salty snack consumption) in 12-month-olds. After implementation, we assessed these practices in an intervention cohort group at 6 and 12 months. We used cross-sectional groupwise comparisons and adjusted regression analyses to evaluate group differences. ResultsAt 6 months, the intervention group had increased odds of no sugar-sweetened beverage intake (aOR: 5.69 [95% confidence interval (CI): 1.65, 19.63], P = .006). At 12 months, the intervention group also had increased odds of no sugar-sweetened beverage intake (aOR: 15.22 [95% CI: 6.33, 36.62], P < .001), increased odds of bottle weaning (aOR: 2.34 [95% CI: 1.05, 5.23], P = .03), and decreased odds of sugary snack consumption (aOR: 0.36 [0.18, 0.70], P = .003). We did not detect improvements in breastfeeding, fruit, vegetable, or salty snack consumption. ConclusionsA cultural adaptation of a primary care-based educational obesity prevention program for immigrant Chinese American families with low income is associated with certain healthy infant feeding practices. Future studies should evaluate cultural adaptations of more intensive interventions that better address complex feeding practices, such as breastfeeding, and evaluate long-term weight outcomes.

Perception of Spanish teachers on their initial training in the educational treatment of diversity

PurposeThe purpose of this study is to determine the perception of graduates from teaching degree programs in Early Childhood and Primary Education carried out in Spain in accordance with the European Higher Education Area, who are currently working in classrooms, on their initial training in the educational treatment of diversity (ETD). In addition, potential differences were examined based on the teaching degree that was studied (Early Childhood or Primary).Design/methodology/approachThis study used a mixed methodology including an ad hoc questionnaire and a semi-structured interview. Participants were 140 working teachers who had previously earned their degree in Early Childhood or Primary Education programs. Data analysis was carried out from an integrative perspective, using a basic descriptive focus and content analysis.FindingsThe results reveal that the new teachers considered that their initial training in the area of ETD was not as extensive as it should have been and as required by their daily teaching needs. They felt that they had acquired better education in the theoretical content as compared to the practical component. They mentioned a lack of training to attend to students entering the system at a later stage as well as for those with high intellectual abilities, noting that the initial training in ETD focused excessively on deficits and not enough on potentialities and other student diversities.Originality/valueThis study may be useful as it offers an improved adaptation to the reality of early education in ETD classrooms of future teachers, both for the competent education administrations and universities. It may also serve as a starting point to adjust the permanent training offer for teachers to their specific needs, making up for the deficiencies of their initial training.

Predictors of Growth Mindset among Ghanaian Classroom College of Education Teacher Trainees

The study aimed to examine the important predictors of Ghanaian classroom Diploma in Basic Education teacher trainees' growth mindset toward student learning. Participants included a purposive sample of 328 (177 male and 151 female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana

Early Childhood Care and Education: A Systematic Literature Review in Indian Context

Early Childhood Care and Education (ECCE) is often regarded as A key element of universal education. This study delves into the landscape of Early Childhood Care and Education (ECCE) in India through a systematic review of literature. After extensive attempts, several nations throughout the world are making strides toward securing ECCE. Despite this, the majority of them were unable to reach or compromise on this aim owing to insufficient resources, bad planning, and weak strategies for implementation, particularly in a large and populated nation such as India. The development of quality standards and curriculum frameworks, plans, acts, constitutional amendments, schemes, and flagship programmes like, District Primary Education Programme (DPEP), Integrated Child Development Services (ICDS) and Sarva Shiksha Abhiyan are just a few of the initiatives the Indian government has launched to improve quality. It has resulted in both anticipated and unexpected concerns and obstacles due to India's compromise on the non- negotiable ECCE quality requirements. Consequently, the government's objective of guaranteeing quality in ECCE was not fully achieved. However, recent research indicates significant advancements in quality improvements. Of course, there are unsatisfactory results in certain areas and components, but there has also been progress in other areas, suggesting that maintaining quality is a realistic objective. This research aims to present an overview of the Government of India's operations, assess the situation on the ground, pinpoint the primary hurdles to ECCE quality development and offer workable solutions to overcome those hurdles.

Формирование метапредметных образовательных результатов обучающихся – магистральная линия программ начального образования

The requirements of the federal state educational standard for meta-subject results of mastering primary education programs are discussed. The genesis of the content of the concept of universal educational actions of schoolchildren is investigated. It is proved that the formation of universal educational activities is a priority direction (main line) and specificity of the initial level of general education as a prerequisite for the success of all subsequent education. The results of monitoring the work of teachers on the formation of meta-subject educational results of junior schoolchildren are discussed. A new discipline of pedagogical education “Methodology for the formation of meta-subject educational results of students in primary school” is presented.

Изучение математических представлений у младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями

The aim of the study is to summarize the results of an experimental research aimed at exploring cognitive development and mathematical concepts among pupils in grades 1-4 with autism spectrum disorders (ASD) and intellectual impairments for further exploration of effective methods and approaches to forming mathematical concepts. The experiment was conducted at the State Public Educational Institution of Moscow “School No. 2124 'Center for Development and Correction'”. It involved 72 pupils in grades 1-4, ranging in age from 7 to 12 years old. Using the psychological and pedagogical diagnostics of cognitive development of children aged 3-4 and 4-5 (E. A. Strebeleva), the CARS scale for determining the degree of autism (E. Schopler, R. J. Reichler, R. F. DeVellis, K. Daly), testing and assessment materials developed and practically evaluated by the pedagogical team of School No. 2124, data were obtained on the low level of cognitive development among first-grade pupils starting school under the adapted basic education program of primary general education for students with ASD (variant 8.4), as well as the insufficient level of cognitive development among pupils in grades 2-4 relative to the mathematics program offered to them. Scientific novelty lies in the following: a correlation was identified between pronounced autism spectrum disorders and the low level of formation of mathematical concepts among younger school children with ASD and intellectual impairments. During the study, it was found that children with severe autism exhibit a low level of elementary mathematical concepts. As a result of the research, different levels of mastery of mathematical concepts among pupils in grades 1-4 with ASD and intellectual impairments were determined, their typical errors and the need for various types of assistance in task completion, as well as different dynamics in the assimilation of mathematical concepts among pupils in grades 1-2 and 3-4 were identified.