Elementary Teacher Training Research Articles

Piaget and the training of elementary science teachers: Theory into practice

Piaget and the training of elementary science teachers: Theory into practice

A Field Study Investigating a Strategy of Elementary Mathematics Teacher Education in Respect to the Cognitive Domain— Preliminary Report

Summary Research has recently been undertaken at Kent State University aimed at improving the training of elementary mathematics teachers. It was based on five fundamental behavioural objectives and each of these was interpreted in respect of each of six levels of the cognitive domain. Trials were made to provide the best programme for students on this basis and the progress of the research up to the present time is reported in this article.

Science and Methods for Teachers-to-Be

Previous articleNext article No AccessScience and Methods for Teachers-to-BeSidney Rosen, Charles M. Weller, and G. Edward GaidesSidney Rosen Search for more articles by this author , Charles M. Weller Search for more articles by this author , and G. Edward Gaides Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 69, Number 3Dec., 1968 Article DOIhttps://doi.org/10.1086/460491 Views: 1Total views on this site Citations: 3Citations are reported from Crossref Copyright 1968 The University of ChicagoPDF download Crossref reports the following articles citing this article:Rick Krustchinsky, Bobby D. Moore Early Field Experiences: A Vital Part in the Training of Elementary Teachers, Kappa Delta Pi Record 17, no.44 (Apr 1981): 119–120.https://doi.org/10.1080/00228958.1981.10518290Carl Stedman Considerations for a Program in Science Education Preservice Teachers, School Science and Mathematics 74, no.33 (Mar 1974): 236–242.https://doi.org/10.1111/j.1949-8594.1974.tb09236.xDavid J. Kuhn The Science Education of The Elementary Teacher, School Science and Mathematics 73, no.66 (Mar 2010): 463–470.https://doi.org/10.1111/j.1949-8594.1973.tb09081.x

Focal point: The training of elementary school mathematics teachers

Appropriate training for elementary school teachers who provide instruction in mathematics has been a concern of long standing. This concern has been in creased in recent years as various exploratory programs have begun to exert an influence on the content of the elementary school mathematics curriculum.

Mathematics Programs for the Training of Elementary Teachers

teachers were enrolled in the workshop; thirty-eight were enrolled in the 1962 workshop. Instruction was shared by a college instructor and a high school instructor experienced in teaching the advanced placement course. The material studied was that of the usual first year college course in analytic geometry and calculus. Responsibility for the development of concepts and theory was delegated to the college instructor while the high school instructor emphasized analytic geometry and the techniques and applications of calculus. In 1961 the material was organized into a single six credit course; it was found more satisfactory the following year, however, to present two separate (but coordinated) three credit courses: Concepts of Calculus and Methods and Applications of Calculus. Each summer the members of the workshop participated in seminar meetings under the direction of the high school instructor. Seminar discussions centered around topics such as the following: the nature, history and growth of the advanced placement program; problems in getting the program started; the preparation, scoring and evaluation of the examination; the college viewpoint on placement and credit; textbooks; methods of teaching; the question of rigor. In addition, during the 1962 session, an advanced program in mathematics was offered. Fourteen of the thirty-eight members of the workshop were enrolled in the advanced section; nine of these had participated in the 1961 workshop, while the remaining five were selected for advanced work because of their strong backgrounds. Instruction was given in two courses, one dealing primarily with vectors and the other with infinite series. It has been the opinion of the Colgate mathematics staff that the workshops were indeed successful, and the participants themselves have been very enthusiastic. We hope that other institutes along these lines will soon be developed, for we recognize the severe difficulties faced by so many high school teachers who are now teaching or planning to teach calculus.

Contemporary Finnish School Legislation

Although Finland was the first European country to grant women the right to vote (1906), in educational reform it has lagged behind other countries. The middle class, following their victory in the civil war in 1918, maintained the dual system-the elementary folk school for the masses, paralleled by preparatory and secondary schools for the middle and upper classes. No legal barriers prevented workers' children from attending secondary school, but economic factors and value preferences caused proportionately few lower-class children to attend. Until the end of the thirties about 10 per cent of each age group continued their studies in secondary school. But these social features of education have undergone a gradual transformation. Today all children are together in elementary school, and the proportion entering secondary school, usually from the fourth grade, is at least a third. Almost all working-class parents want their children to attain a higher economic and social position than their own, and the prevalent belief is that some secondary schooling is needed for this. Notwithstanding these developments the Finnish educational system has been resistant to the type of reorganization demanded by modern social and economic conditions. It is true that numerous educational committees have been at work and certain laws have been amended or even completely revised. But all too frequently amendment or revision has not been reform. This becomes clear as one examines contemporary legislation on elementary schools, secondary schools, vocational schools, and teacher training.

In-Service Art Training of Elementary Teachers through Group Activities

In-Service Art Training of Elementary Teachers through Group Activities

Art Education with or without Art?

The education of prospective elementary teachers is a growing, and sometimes aggravating problem that confronts almost every college art department. Obviously, the way in which this problem is met determines the caliber of art teaching in elementary classrooms. Far more important, the attitudes of prospective teachers toward art and the cumulative reflection of these attitudes in their pupils affect the aesthetic climate of our culture. Seen in this context, the training of prospective elementary teachers becomes part of the aesthetic responsibility of a college department of art.

Art Education with or without Art?

The education of prospective elementary teachers is a growing, and sometimes aggravating problem that confronts almost every college art department. Obviously, the way in which this problem is met determines the caliber of art teaching in elementary classrooms. Far more important, the attitudes of prospective teachers toward art and the cumulative reflection of these attitudes in their pupils affect the aesthetic climate of our culture. Seen in this context, the training of prospective elementary teachers becomes part of the aesthetic responsibility of a college department of art.

A SURVEY OF MATHEMATICAL EDUCATION

A SURVEY OF MATHEMATICAL EDUCATION

Music Training for Elementary Teachers

TODAY most people in education look hopefully into the future. Things for us are looking up. Conditions are changing rapidly-more rapidly than is usual in this profession. At last, the average parentthe general public-is aware of problems in education. Popular magazines have brought the problems out of the darkness of educational journals into the limelight of the average man's reading and thought. Experiences of recent years and world conditions of the present are bringing into sharp focus the importance of the kind of education we give our children. We are realizing that the hope for the future of the world lies in our planning wisely for education and putting our plans into action quickly. With this rise from apathy on the part of the people has come the beginning of a new status for teachers. Larger salaries are one indication of public interest and understanding. Higher professional and economic status must at once mean higher standards of entrance into the work of teaching and higher standards of training for it. With realization of the great role of education and with paying for its advancement and development, the community will demand more value for money spent. The quality of education depends upon the quality of teachers. Since forces outside the profession are now joining those within who have long known the vital need for higher teacher standards, there is great hope that soon only the most apt people with force of character and personality and the best possible training will be teaching children.

Control of rural schools

menting of book knowledge with firsthand experience and observation thus serves vitally in teacher preparation. In the sociology field, Appleblossom members have profited by visits to the TVA country and close observation of TVA methods and techniques. Also, they have examined at close range the slum sections of New York City. The rural department philosophy at Central State Teachers College is closely related to that of the elementary teacher training department. Here, also, does the old-style question-answer classroom technique give way to the newer notion of education-through-participation. In the training of elementary teachers, the principle of core education is followed; students learn not geography for geography's sake-but rather geography as it relates to sociology, to English, to history, to a dozen other things. The learning-by-doing technique is not new. But it has reached a stage of active fruition in Central State's rural department that marks the latter as unique among educational agencies. Most encouraging sign is the fact that, long after graduation, Central rural students still participate in many activities and functions of the Appleblossom club-and, as superintendents and principals, further the club's consolidation cause by promoting appearances for the dramatics and song groups. It is a and vital application of a principal which, while not new, still lacks the full-fledged educational support it seems to merit. If it is true, however, that popular conviction follows proved performance, the example of Dr. Smith's rural department and the departments of others of the same turn of mind must be doing much to bring the new day to a long-postponed dawn. In a word, the Appleblossom club is the rural department. Through it, Dr. Smith's education philosophy is given vital meaning. And the student-members respond with an attitude of intense cooperationparticipation.

The Training of Elementary and Secondary Teachers in Sweden

The Training of Elementary and Secondary Teachers in Sweden

History Instruction in the Elementary Schools and Teacher Training Institutes of Norway

History Instruction in the Elementary Schools and Teacher Training Institutes of Norway

The Training of Elementary Teachers in Germany. Thomas Alexander

<i>The Training of Elementary Teachers in Germany</i>. Thomas Alexander