Primary Teacher Education Research Articles

Determinants of self esteem and resultant job satisfaction of self-initiated expatriate primary and secondary teachers of Indian origin: An empirical study from the gulf region

The main purpose of this study is to identify those factors that could potentially enhance the self-esteem of Self-Initiated Expatriate (SIE) educators in Primary and Secondary education in the Sultanate of Oman and the influence of self-esteem on their job satisfaction. In a culturally different environment where people migrate generally to improve their financial conditions, this study also aims at identifying the influence of rewards, and recognition on the impact of self-esteem on job satisfaction. Data about the perceptions of Organizational Support, Support to Students, Teaching Philosophy, Self-esteem, Rewards and recognition, and Job Satisfaction of 535 self-initiated expatriate teachers of Primary and Secondary education in the Sultanate of Oman has been analysed by correlation and regression analyses. The results showed that variables like Organizational Support, Support to Students, and Teaching Philosophy were highly significant in predicting the Self-Esteem of teachers. It was also found that the relationship between self-esteem and Job Satisfaction was not moderated by Rewards and recognition. The implications of this study are of greater relevance to the School Management Committees and the School Administrations on the need to adopt appropriate strategies to enhance the self-esteem of educators.

Teachers’ Perspectives on Supportive and Inclusive Practices: A Study of Four Schools With Diverse Literacy Practices

Previous research states that accessibility and participation are prerequisites for students, regardless of ability, to be able to develop in school. The point of accessibility and participation is that everyone should be able to feel included and have access to learning. From an inclusive education perspective, the interest of this study is how teachers work in diverse literacy practices to address a variety of student conditions and needs. By studying how some primary education teachers describe how they design and stage learning environments, we want to contribute new knowledge about inclusive literacy practices. The data collection was carried out through focus group discussions. We analysed the data with Critical Literacy (CL) as a theoretical framework, and the related concepts of domination, access, diversity, and design were used. The general impression that emerges from our study is that teachers design literacy activities based on both supportive and inclusive aspects and with a focus on variation and diversity. In the study, more similarities than differences emerged, for instance a focus on multimodal methods and the importance of didactic flexibility. The teachers also highlighted the importance of producing text, not just consuming and processing existing texts. Sometimes the analysis reveals differences. Even so, the teachers’ intentions to include all students in the classroom education remain significant.

Transformasi Pendidikan Guru SD: Analisis Program TEMA PGSD dalam Meningkatkan Kualitas Pengajaran dan Prestasi Siswa

In response to the imperative need for enhancing primary school education, this study delves into the transformative impact of the TEMA PGSD program on the professional development of elementary school teachers. The article's objective is to analyze how the program contributes to elevating teaching quality and student achievement. Through a mixed-methods approach, combining participant surveys and in-depth classroom observations, this research investigates the practical implications of TEMA PGSD. The findings underscore a notable positive shift in pedagogical practices among participating teachers, leading to observable improvements in student performance across various subjects. With a concise yet comprehensive overview of the program's methodology, which prioritizes interactive learning and practical application, this study provides valuable insights for educators, policymakers, and researchers. The background highlights the pressing need for effective teacher training, setting the stage for the relevance of the TEMA PGSD initiative. The article concludes by emphasizing the program's potential as a transformative model for primary school teacher education. This research not only addresses a critical gap in current educational strategies but also offers practical solutions to enhance the overall quality of primary education, laying the groundwork for future advancements in teacher professional development.

Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden

Learning in diverse settings during pre-service teacher training equips future primary teachers with the knowledge and skills to teach in authentic learning environments later in their work lives. This experience helps to meet the varying needs of their future students who have increasingly diverse cultural and socio-economic backgrounds with varying levels of access to learning and knowledge. During their university studies, pre-service teachers need to recognise the value of outof-school environments, reinforce awareness in practice, and reflect on experiences to deepen pedagogical thinking about learning environments. This multiple case study describes the common practices in the pre-service training of primary teachers at Tallinn University, University of Helsinki and Uppsala University concerning teaching in out-of-classroom learning environments. Our aim was to explore the ways that the three universities support pre-service primary teachers in using out-ofschool learning environments in their future practice. We intended to identify practices regarding our respective national curricula and university courses for pre-service primary teachers. We have three main suggestions for teacher educators regarding learning to teach in diverseenvironments: enable meaningful and reflective practical tasks in out of university learning environments for pre-service teachers; ensure the sustainability of external partnerships by stating collaborative practices in course programmes while leaving flexibility in the details; and reflect on professional networking across the boundaries of institutions.

The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students’ digital skills

Although information and communication technology (ICT) has impacted many areas of society, its use in school contexts is still limited. In this study, we focused on teachers' attitudes towards ICT and the school facilitating conditions and examined their relationships to the teachers' emphasis on developing students' digital information and communication skills (TEDDICS) and ICT use. Furthermore, we tested whether school facilitating conditions moderated the relationships of attitudes and ICT use with TEDDICS. Overall, 552 teachers in primary and secondary education participated in our survey, and we analysed the resultant data via structural equation modelling. The results showed that positive attitudes towards ICT and ICT use were positively related. In addition, school facilitating conditions had a significant effect on both ICT use and TEDDICS. Notably, an interaction effect between school facilitating conditions and attitudes towards ICT existed—that is, better school facilitating conditions increased the effects of attitudes on ICT use and TEDDICS. These results show the importance of school facilitating conditions in teachers’ practices. A lack of school facilitating conditions may result in less ICT use in teaching, even for teachers who have positive attitudes towards ICT. Hence, promoting facilitating conditions along with positive attitudes in ICT use can be a viable strategy for implementing digitalisation in schools.

The Effectiveness of The Independent Teaching Platform (PMM) in Increasing The Competency of Primary and Secondary Education Teachers

The Ministry of Education and Culture's intervention in supporting the implementation of the independent curriculum, from policy to technical matters, is carried out because the experience of implementing a top-down curriculum experienced many obstacles. Among the five forms of technical intervention carried out by the Ministry of Education and Culture which are in direct contact with teachers, both teachers at driving schools and non-moving schools, are the independent teaching platform or “Platform Merdeka Mengajar” (PMM). The extent to which the effectiveness of the independent teaching platform (PMM) can increase teacher competence in achieving learning in the classroom is the aim of this research. The methods used are the critical method, dialectical method, and scholastic method. This research is included in library research. The author tries to find data, and theories related to the issues raised in various literature or references that the author finds and then compares them using the method mentioned above. The research results show that the content of the independent teaching platform meets the dimensions and indicators that can increase teacher competence. After learning by utilizing PMM, teacher competence increases according to the indicators that have been determined, so PMM has very high effectiveness in increasing teacher competence in their learning performance.

Experimental Work on the Formation of Professionally Significant Values and Incentives of Primary General Education Teachers

Professional and pedagogical preparedness of a teacher of primary general education is theoretical, practical and individual-personal preparedness to solve problems related to the implementation of the State educational standard of school general education of the Kyrgyz Republic of the new generation, covering relevant professional and pedagogical activities (individual and personal qualities, properties, abilities, psycho-emotional stability, goal orientation, etc.). The article is devoted to the problem of the formation of professionally necessary values and motivations of teachers of primary general education in professional and pedagogical activities. The conscious and meaningful attitude of teachers to the needs of transforming their professional and pedagogical activities, their assimilation of the necessary knowledge, abilities, skills and experience in the use of innovative pedagogical and information and digitalization technologies, reflection of their pedagogical activities, individual-personal orientation and motivations are formed through special an organized course-seminar to improve the professional and pedagogical preparedness of teachers. The experimental work carried out within the framework of the personality-oriented component was assessed according to professionally significant values and motivation; the formation in the experimental group has a positive change in this component, which was assessed according to the incentive-value criterion.

HOW DOES THE TENDENCY TO GUILT AND SHAME IMPACT ACADEMIC FRAUD? A PROSPECTIVE STUDY FOR FUTURE EDUCATORS

Academic cheating is an action individuals take to achieve success in ways that are not right. Academic cheating is often done, ranging from basic educational institutions to universities or students. Educators must have morals to reduce the actions of Academic Cheating that often occurs at the education level. Guilt and Shame Proneness determines unethical behavior, such as whether academic cheating will occur. This study aims to determine the effect of Guilt and Shame Proneness on Academic Cheating in students of primary school teacher education study programs. The current study assessed academic dishonesty among college students in primary school teacher education programs. Two hundred and eight participants self-reported cheating behavior and completed the Guilt and Shame Proneness Scale. The regression test results for the influence of Guilt and Shame Proneness on Academic Cheating obtained a probability value of sig. (p) = 0.000 (p<0.05) so that the hypothesis is accepted: Guilt and Shame Proneness significantly influence Academic Cheating. R-square value = 0, 075 means that Academic Cheating effectively contributes 7.5% to guilt. The importance of moral inculcation in student-teacher candidates must be considered to prevent unethical behavior.

A comparison of the effects of different methodologies on the statistics learning profiles of prospective primary education teachers from a gender perspective

Over the last decades, it has been shown that teaching and learning statistics is complex, regardless of the teaching methodology. This research presents the different learning profiles identified in a group of future Primary Education (PE) teachers during the study of the Statistics block depending on the methodology used and gender, where the sample consists of 132 students in the third year of the PE undergraduate degree in the University of the Basque Country (Universidad del País Vasco/Euskal Herriko Unibertsitatea, UPV/EHU). To determine the profiles, a cluster analysis technique has been used, where the main variables to determine them are, on the one hand, their statistical competence development and, on the other hand, the evolution of their attitude towards statistics. In order to better understand the nature of the profiles obtained, the type of teaching methodology used to work on the Statistics block has been taken into account. This comparison is based on the fact that the sample is divided into two groups: one has worked with a Project Based Learning (PBL) methodology, while the other has worked with a methodology in which theoretical explanations and typically decontextualized exercises predominate. Among the results obtained, three differentiated profiles are observed, highlighting the proportion of students with an advantageous profile in the group where PBL is included. With regard to gender, the results show that women's attitudes toward statistics evolved more positively than men's after the sessions devoted to statistics in the PBL group.

The lived experience of a primary physical education teacher educator engaging in action research: cycling into change

ABSTRACT This paper presents the lived experience of a practitioner researcher working as a teacher educator engaging in action research with primary pre-service teachers (PSTs). Aligning with the work of Cook (2009) [‘The Purpose of Mess in Action Research: Building Rigour Though a Messy Turn.’ Educational Action Research 17 (2): 277–291] this paper aims to make visible the decisions and reflections that occurred during the multiple cycles of action research that were significant in the transformations that occurred throughout the study. We argue that embracing and acknowledging the chaos and messiness of the process is essential to initiating change. Therefore, in making visible the often invisible actions and discomfort experienced this paper hoped to contribute as a catalyst for greater articulation of mess across research. Employing a seven-phase longitudinal action research approach, this paper draws on data from the practitioner researcher’s reflective journal maintained throughout the research and field notes based on participant observation. The challenges, complexities, and benefits of action research are discussed including the impact on the research study and the practitioner researcher’s practice as a teacher educator in primary physical education. Making visible the challenges of being comfortable in the uncomfortable elements of data collection, in accessing the PSTs, and the multiple roles of the researcher throughout the research are discussed.

Investigation of Primary School Teachers' Student-Centered Teaching and Technology Integration Competencies

In recent years, the relationship between teachers' technology competencies and integration and student-centered learning has come to the forefront. It is a clear reality that teachers with a student-centered education paradigm tend to use technology to support student-centered curriculum and should have some competencies in this regard. In this study, it was aimed to determine the relationships between student-centered education and technology integration competencies of primary school teachers in terms of some variables. The sample of the survey model research consists of 290 teachers working in different primary schools in Kazakhstan. In the study, student-centered education and technology integration competencies of teachers were described and then these variables were compared according to gender and professional seniority variables. "Competency Scale for Student-Centered Education and Teacher Technology Integration Scale" were used to collect the data. Descriptive statistics, independent groups t-test, one-way ANOVA and Regression analysis techniques were used to analyze the data. According to the results obtained, primary school teachers' efficacy levels for student-centered education are at the middle level and their technology integration efficacy levels are below the middle level. Teachers' efficacy levels related to student-centered education showed significant differences according to gender and professional seniority variables. However, primary school teachers' technology integration competencies did not differ according to gender and professional seniority variables. There is a moderate positive relationship between student-centered education and technology integration competencies of primary school teachers. Teachers' student-centered education competencies significantly predict their technology integration competencies

An adapted cascade model to scale primary school digital education curricular reforms and teacher professional development programs

Many countries struggle to effectively introduce Digital Education (DE) to all K-12 students as they lack adequately trained teachers. While cascade models of in-service teacher-professional development (PD) can rapidly deploy PD-programs through multiple levels of trainers to reach all teachers, they suffer from many limitations and are often ineffective. We therefore propose an adapted cascade model to deploy a primary school DE teacher-PD program throughout an administrative region. The model relies on teacher-trainers who (i) are active teachers in the region, (ii) have a prolonged trainer-PD with experts who piloted the teacher-PD program to acquire adult-trainer and DE-related competences, and (iii) are supported by the experts throughout the deployment. To validate the deployment model we used data from 14 teacher-trainers, the 700 teachers they trained, and 350 teachers trained by experts. The teacher-trainer findings demonstrate that the adapted cascade model effectively addresses most cascade models’ limitations. The teacher-related findings further validate the adapted cascade model in terms of perception, motivation and adoption which are at least equivalent to those obtained with the experts. To conclude, the adapted cascade model is an effective means of spreading primary school DE PD-programs at a large scale and can be used in other DE reforms.

Using a Physical Computing Project to Prepare Preservice Primary Teachers for Teaching Programing

The cultivation of computational thinking and programing education have gained prominence in K-12 education worldwide. Primary school teachers should be proficient in visual programing and using microcontrollers to teach programing courses. To cope with these trends, a learning activity was developed and implemented in Taiwan’s primary teacher education curriculum. The activity aimed to help preservice primary teachers learn about Scratch visual programing and micro:bit microcontroller boards by engaging in a physical computing project involving the design of an educational motion sensor game about energy. The results of the preliminary study found that the preservice primary teachers who participated in the activity were able to collaborate and develop motion sensor games suitable for primary school students. They also demonstrated significant improvements in their computational thinking concepts ( t(10) = 3.13, p < .05) and energy knowledge test scores ( t(10) = 2.74, p < .05). Furthermore, most participants expressed satisfaction with the activity, implying the activity’s feasibility for teacher education.

A comparison of personality type congruence with learning achievement of students from the primary school teacher education program at Adzkia University

Personality type can be defined as an image of oneself manifested publicly. John Lewis Holland argues that personality type influences career choices and job satisfaction. Holland's Career Theory states that the most congruent personality types for a teacher's career are social, entrepreneurial, and artistic personality. The personality types that are less suited for a teaching role include the investigative, conventional, and realistic types. This research aimed to compare the congruence or incompatibility of personality types with the learning achievement of Primary School Teacher Education students at Adzkia University. This comparative quantitative study used the personality test arranged based on the concept of Hexagonal Theory by John Holland. The research sample comprised 161 selected using a simple random sampling technique. The research results show that 60% of the students' personality is congruent with their job as a teacher, whereas the remaining 40% shows the opposite. The average academic achievement of student’s personality congruent with their job as a teacher is 81.6, while student personality opposite is 78.9. There is only a 2.1 point difference between the two. Furthermore, there is no difference in the learning achievement of students with the congruent personality type and those without. The hypothesis test result shows that personality type has no impact on learning achievement.

Problems of Improving the Quality of Training of Future Primary Education Teachers

A key factor in the dynamic development of the economy is the improvement of the staffing process in domestic higher education. In accordance with this, Kazakhstan's higher education faces the task of ensuring the necessary quality and recognition of education at the world level. The article will be devoted to the problem of improving the quality of training of future primary education teachers. The article analyzes the current state of the quality of education in the higher education system based on the study of scientific literature, the experience of the accreditation system for quality assurance in the field of higher education is considered. The main pedagogical factors affecting the quality of students' education are determined. The analysis of the rating of educational programs at the NAAR (independent agency for accreditation and rating) of primary education programs Abai Kazakh National Pedagogical University for 2015–2020, 2022 years. The opinions of students of the primary education program related to factors directly affecting the quality of education are analyzed based on the results of the questionnaire. The results of the survey of 3rd-year students of the Abai Kazakh National Pedagogical University in the direction of “Primary education programs” clearly showed the attitude of students to the quality of education. It substantiates the need for adequate financial, social and academic support for the teacher and the student, support for students from small groups, provision of consulting services.

Perceptions of future teachers of Therapeutic Pedagogy on an intercultural music workshop

ABSTRACT Pupils who are late entrants to the Spanish education system may require a response from Therapeutic Pedagogy. They, as children of immigrants, may have educational needs such as socio-cultural adaptation and the need for respect and non-discrimination of their culture and religion. From an intercultural approach, the music classroom could provide a scenario of coexistence based on social inclusion and cultural exchange. Based on these assumptions, the ‘Caribbean Music Workshop’ was developed within the framework of the subject ‘Physical, plastic and music education and its didactics in special educational needs’. It is a subject of the Therapeutic Pedagogy Major of the Primary Education Teacher Training Degree at the University of Valencia. With the aim of assessing the perceptions of the future Therapeutic Pedagogy teachers about the workshop, at the end of the activity the students filled in a questionnaire with their considerations about the relevance of the intervention and other benefits it could bring to the pedagogical and therapeutic work. After a mixed analysis, the results revealed that the workshop represents a valid intercultural proposal to promote the social inclusion of students who are children of immigrants, as well as to address other educational needs.

APLINKOSAUGINĖS NUOSTATOS: BŪSIMŲJŲ ANKSTYVOJO UGDYMO MOKYTOJŲ POZICIJA

It is important to focus on the environmental awareness of pre-service teachers, as their decisions as future professionals can have an impact not only on the environment, but also on the education of the next generation. On the other hand, it is also useful for teachers to be aware of trends in students' environmental attitudes in order to be able to emphasise one or other of the sustainable development goals in the context of the curriculum. The main research question is what environmental attitudes have been developed by pre-service preschool, pre-primary and primary school teachers. The study is a mixed-method (qualitative and quantitative) pilot study. The study was carried out between January and March 2023. The participants were 136 university students, pre-service pre-school, pre-primary and primary education teachers (pre-service early childhood teachers). The survey instrument used a 22-item scale. The statements were scored using an interval 5-point Likert scale. The quantitative data obtained from the survey were analysed using descriptive statistics. The mean, standard deviation and significance index of the statements were calculated. Environmental attitudes, like any other attitudes, influence human behaviour. Students have learned these behaviours from their parents and teachers since they were children. What they have expressed in this study is the result of many years of education and experience. Students are very clear about the importance of recycling, they are in favour of preserving biodiversity, conserving heat, responsible consumption in general, etc. It is likely that pre-service teachers, having developed environmental attitudes and skills in practical environmental activities, will base their future professional life on these values and will transfer their experience to their learners in new contexts. Environmental attitudes are becoming increasingly important as the ideas of sustainable development and sustainable living are reflected in the curriculum guidelines for pre-school education (2023) and in the pre-primary and primary curricula (2022). Students' attitudes towards environmentalism reflect their relationship with the environment, and the high significance indexes (Sis) suggest that synergies are developing in the human-nature system. However, this calls for a new in-depth study of environmental attitudes. Keywords: environmental attitudes, early education, human behaviour, pre-service teachers, science education.

Emotional Competences of Primary Education Teachers: A Need in School Post COVID-19.

The COVID-19 pandemic has increased the number of students with mental health problems: depression, anxiety, stress. Faced with this reality, teachers and schools must be prepared to respond quickly and effectively. Therefore, the objective of this article is to analyze the emotional competences of primary school teachers in the city of Valencia based on the following sociodemographic variables: sex, age, professional experience, type of center and whether they have children. For this purpose, a quantitative methodological approach has been followed, through which the emotional competencies of primary education teachers are analyzed. These results allow us to establish teacher profiles according to sociodemographic variables and help to detect possible training deficiencies. A sample of 371 teachers of primary education in the city of Valencia has been analyzed. The Questionnaire on Teaching Competences of Primary Education Teachers, carried out under the Planned Action Model, has been used, and descriptive, univariate, bivariate and cluster analyses have been carried out. The mean, the standard deviation and the interquartile range (IQR) have been analyzed, as well as non-parametric tests such as the Wilcoxon, Kruskal-Wallis or Z test. The most significant results are that teachers have a greater ability to interpret emotions and to listen to students. On the contrary, it is teachers who most reject prejudice, discrimination and racism. Younger teachers are the ones who implement more inclusive learning environments. Finally, in general, all teachers are very respectful of students and claim to know how to manage classroom conflicts. The results obtained, in general terms, coincide with most of the research on teachers' emotional competencies. Some aspects simply do not coincide with the literature. The teachers who participated in our research perceive themselves as having a greater capacity to observe and interpret students' emotions, to generate learning situations that cater to diversity and to listen to their students. Other studies place these competencies at lower levels.

Finnish pre-service teachers’ identity development after a year of initial teacher education: Adding, transforming, and defending

Amidst the broad range of teacher competencies, professional beliefs and professional identity are two important domains of personal orientations that inform teacher quality. This study examines how pre-service teachers have negotiated their professional identity after their first year in initial primary teacher education. The study uses qualitative data from an online survey voluntarily answered by seventy-two Finnish pre-service teachers in Spring 2022. The data were thematically analyzed and further examined for additive, transformative, and defensive identity development using Ruohotie-Lyhty's (2018) framework of teachers' identity-agency. The study supports the notion of identity as social, multiple, and discontinuous.

Use Of the Quizizz Tool by Primary School Teachers: A Review of The Literature in Scopus from 2017-2023

The objective of this study was the analysis and quantification of the scientific literature by means of metrics in relation to the research consulted on the use of the Quizizz tool by primary education teachers during the period 2017-2023. Thus, the search was carried out through the combination of words "quizizz", "teachers". Likewise, the search filters were applied: Open access and the temporal criteria of 2017-2023, giving a total result of 45 studies that were exported in the Bibtex format for later reading with Cran-R. Among the results, it was identified that 2019 was the year with the highest scientific production with 10 studies. Regarding the productivity of authors, it was found that 2 authors have presented continuity with the topic studied. On the other hand, the relationship between the keywords of the author, the authors and the affiliations included was interpreted. The frequency of words showed that the keywords with the highest index are "motivation", "Online games", "quizizz", "Technology", "gamification", "assessment" and "online teaching - learning". The countries with the highest production are Indonesia and India. Word co-occurrence within the abstracts of all included studies was then analyzed with a sample of 100 words from all abstracts. The studies with the highest citation index present (n=130) and (n=90).