Training Primary School Research Articles

Organización de la formación práctica de futuros docentes de educación primaria en Chile: estudio exploratorio desde las universidades

Practical professional experience is a central component of initial teacher training. However, there is a dearth of evidence regarding the quantity, intensity, and quality of this practical component, in Chile. Using a mixed methods approach, this paper quantifies and analyses how this practical component is organized in 70% of the higher education institutions that train primary school teachers in Chile. The results show, first and foremost, that all universities include a practical component in their curriculum, but there are significant differences among universities in terms of the number of courses, hours, and organization of these experiences, and secondly, these differences are associated with institutional characteristics such as accreditation. This study's instruments and results will contribute to this field, through guiding improvement processes as well as the development of indicators that could be used to evaluate the intensity and quality of the practical component in teacher training programs, ultimately increasing the demands of accreditation processes.

A debreceni Kossuth Lajos Tudományegyetem archontológiája 1950–1990 XII. rész

The Archontology of Lajos Kossuth University of Arts and Sciences (1950–1990), Part XII : Teacher Training Gramm ar School and Teacher Training Primary School. The Archontology of Kossuth University for the School of Arts, the School of Sciences, and for the so-called „Central Units” between January 1, 1950, and December 31, 1990, was compiled on the basis of the personal cards and personal files of the Personnel Department of the Rector’s Office, and the scantily documented section for the 1950s was supplemented from the annually arranged documentary material of the Personnel Office. Even so, however, the existing material fails to be complete. It is impossible to compile the archontology with perfect accuracy. Part XII presents the complete list pertaining to the teacher training grammar school and teacher training elementary school.

FUNÇÕES ATENCIONAIS DE CRIANÇAS COM ANOMALIAS CRANIOFACIAIS: UM ESTUDO SOBRE A CONCEPÇÃO DE PROFESSORES

Understanding the theoretical assumptions of craniofacial anomalies and the cognitive implications of the attentional function is essential for the teacher, as mediator of the educational process, to understand his inattentive student with cleft lip and palate, syndromic or not, and develop management strategies in the classroom. This study characterized the conception of teachers about the attentional function, atypical craniofacial conditions and the use of related educational strategies. A total of 129 primary school teachers participated in a research protocol with questions about intervention concepts, characteristics and strategies. The data indicated that 54% did not know the basics about the subjects, showing limited repertoires in the treatment of the student with craniofacial anomalies and in the use of effective strategies of attention management in the classroom. The results pointed to the need to adopt competency training programs and the dissemination of knowledge, as well as the importance of reviewing existing public policies in the process of training primary school teachers, essential in the training of excellence, professionals. Keywords: Neuropsychology. Attention. Teacher. Cleft palate. Syndrome.

Training primary school teachers for literature teaching: A view from Botswana

Primary school level is where the love for reading and understanding of literature starts, and for teachers to succeed in the teaching of reading and literature, they need to display certain habits and practices in their English as a second language (ESL) classrooms. One of the habits is reading extensively and developing a passion for reading. In this study, the impact of the in-service training of a specific group of primary school teachers in Botswana was explored by means of questionnaires and interviews. This was done to investigate the strategies employed by these teachers in terms of their content knowledge and pedagogical content knowledge (PCK) as they teach literature to Standards 1 to 7 ESL pupils. The results from the questionnaires and the interviews allowed us to determine the start of problems with literature teaching. The questionnaire data gave an overview of the reading culture that prevailed in this case, and the interviews made it possible to enhance the picture provided in the questionnaires. This study revealed that the in-service teacher trainees lacked the requisite habits and practices required of a teacher of literature. We therefore argue that these teachers would fail to translate literary concepts into PCK because they had not gained any experience in analysing and evaluating full literary texts during their own schooling or teacher training.

CONNECTION BOOK AND WORKSHEET BASED 2013 CURRICULUM FOR SD TEACHERS IN SURAKARTA

<em>The purpose of this service is to train primary school teachers in Surakarta city to have the ability to optimize the role of a teacher to involve parents and the community in the implementation of learning so that specifically this activity aims to train teachers to have the ability to compile contact books and worksheets. The method used in this service begins the Workshop, Practices, and Implementation. In conducting this training, subjects were asked to work on tests related to the preparation of connection books and worksheets for elementary school teachers. Analysis of the data used is pre-test and post-test. The results of this activity were an increase in teacher's knowledge and understanding of the preparation of connection books and worksheets</em>

Перспективы повышения качества образовательной деятельности начальной школы Крайнего Севера

The research discusses the insufficient level of compulsory education in the Far North regions due to the shortage of educational institutions in these territories. The poor education system, including primary one, can have a negative impact on future personnel that should focus on preserving and developing the northern theories. The study describes the main points and specific nature of the education system of the Republic of Sakha (Yakutia) in general and the primary school activities in particular. The research notes that nomadic tribal communities are the distinctive feature of primary schools in the Far North. There are certain problems in defining the evaluation criteria for educational activities at the Far North schools. It is pivotal to devise and implement the ethnic and educational concept while training primary school students. The author proves that the education enhancement will be possible if all actors in education strive to be involved in this process. As a result, the sustainable relationships should be developed between these actors.

Training Needs for Head-Teachers in Management of Ecde Curriculum Implementation in Primary Schools in Marakwet District, Kenya

The purpose of this study was to investigate the training needs of primary school head-teachers in the management of early childhood development education curriculum implementation in Marakwet district of Rift Valley province. The study was guided by the needs assessment process as defined by English and Kaufman. Descriptive survey research design was used in conducting the study since the design enables gathering of data at a particular point in time with the intention of describing the nature of the existing conditions, identifying the standards against which existing conditions can be compared and determining the relationship that exists between specific events (Orodho, 2005). The respondents were the quality assurance and standards officers (QASOs), Primary school head-teachers, deputy head-teachers and teachers of ECDE. The selection of the study sample was done using simple random sampling, stratified random sampling and purposive sampling. Schools were stratified into educational divisions from which 38 schools out of the total of 97 were proportionately sampled from the district. To obtain the specific schools to participate in the study, simple random sampling was used. All head-teachers and deputy head-teachers from the selected schools were purposively sampled for inclusion in the study. Seventy six out of the total 198 ECDE teachers were selected through simple random sampling while all the 10 QASOs in the district were purposively sampled. The questionnaire, document analysis and an interview schedule were used to collect data for this study. The collected data was analyzed using descriptive statistics such as frequencies, means, standard deviations and percentages. Presentation was done using tables, graphs and charts. The findings of this study revealed that there were various factors that influence the implementation of the ECDE curriculum such as supervision of teachers and teaching/learning resources. It was also observed that the head-teachers utilized various competencies while managing the ECDE curriculum implementation process. There also existed a gap between what should be, and what was in all the macro-competencies studied regarding the training needs of primary school head-teachers in their capacities as managers of the ECDE curriculum implementation process. The study recommended that the government through the Ministry of Education should train primary school teachers in management of the ECDE curriculum and the colleges preparing teachers in ECDE should introduce courses specifically addressing ECDE curriculum management.

Model of Professional and Pedagogical Training of Primary School Teachers to Teach Choreography

The priority issue of higher education teaching focus during the integration of Ukraine into the European educational space is training a new generation of teachers. Modern schools need teachers who represent a great creative personality, able to maximize the realization of the creative potential of the student, and it is typical for teachers of artistic disciplines, including dance teachers. The article is figuring out ways to improve the training of future elementary school teachers to teach choreography. Solving this problem is possible by the creation of author's model of the educational process. Scientific methods of analysis, synthesis, synthesis and comparison were used for the study of scientific literature on the research topic, analysis of categorical basic concepts and development models author vocational teacher training primary school teachers to teach choreography. The paper presents a model building vocational and educational training of primary school teachers to teach dance, scientifically grounded concept of "individual choreographic writing" as a result of the highest (creative) of the relevant type of alert, determined its criteria and indicators. The directions for further work: the author developed a model for professional and pedagogical training of future elementary school teachers to teach dance in the number of higher educational institutions of Ukraine.

MODERNIZATION OF PRIMARY SCHOOL TEACHERS’ TRAINING: FROM KNOWLEDGE TO COMPETENCE APPROACH

The article discusses the problem of training primary school teachers regarding reforming primary education in Ukraine on the basis of competency-based approach. The principles of organization of education process consist in forming interdisciplinary (multicultural) knowledge and skills as well as the ability to function effectively in the conditions of global changes. The major issues of primary education to be taken into account in teacher preparation are: teaching children to use the acquired knowledge in life and correspondence of education content and methods to students’ age peculiarities. The competences to be formed in children fall into two categories: key competences (communicative, math, technology, information, interpersonal, intercultural, social, etc.) which provide the ability to use the obtained knowledge in problem-solving; subject competences being reflected in education curricula. The article presents the basic principles of developing motivation and self-motivation which are the basis of competence approach: subject competences (what we teach) should be formed on the basis of key competences (why we teach). The ideas of educational freedom and responsibility of teachers are discussed in the article.

Towards a professionalization of pedagogical improvisation in teacher education

AbstractThe aim of this study is to provide theoretical and practical knowledge about strategies and techniques for training primary school education pre-service teachers (PSTs) for Pedagogical Improvisation (PI). Data was collected during two iterations of cross-disciplinary art\science school interventions in Norwegian 3rd-grade classes, which provided a framework for a process based on Educational Design Research theory. Data included interviews with PSTs (n = 11), and their reflection notes, following their participation as practicum educators in the interventions as well as in separate PI rehearsal sessions in a controlled classroom environment. PSTs’ experiences and perceptions were coded and analysed, leading to the development of a theoretical model on which future trainings for classroom improvisation may be based. Implications for improvisation as an integral part of teacher education, its professionalization, and areas for further research are described as conclusions.

EUROPEAN DIMENSION OF PROFFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS IN HUNGARY: EXPERIENCE FOR UKRAINE

The article analyzes the features of the organizational structure and content of vocational teacher training in Hungary at present time. It also reveals the positive factors that contribute to the improvement of Hungarian higher education system under the Bologna agreement. It has been found that according to the type of qualification, the Hungarian teacher education system prepares preschool teachers (övodapedagögus), primary school teachers (tanitö), junior middle school teachers (tanarand), senior middle school teachers (közepiskolai tanar), special teacher-trainers (gyögypedagögm). The curricula of teacher training in “Primary education” have been studied. The comparative analysis of training primary school teachers in Hungary and Ukraine was performed and possibilities of implementing progressive ideas of Hungarian experience in reforming teacher education in Ukraine have been considered. According to the Hungarian model of teacher education, revised in light of the Bologna process, the practical primary school teacher training takes place during the 2nd cycle of studies. That means that the Hungarian model, unlike the Ukrainian one, presupposes the teaching practice only for those students who choose pedagogical area at admission to a Master's programme. A positive feature of content formation of Hungarian teacher training is the priority of practical training, which implies acquisition of practical-oriented knowledge, providing professional and personal development of future teachers. Specific ways to further improvement of the national system of teachers training based on creative use of progressive ideas of Hungarian experience are outlined.

Statements from teacher training-starts of one’s career: A teaching orbit

The pensioned-off teachers of primary school made up their mind in the period of one and a half decades after the world war to go on for higher education at a training college of primary school teachers. Interviewing a diminishing number of eye-witnesses about the process of their becoming a primary school teacher is a pressing task of our current research into educational history which is not to be delayed. From among the basic kinds of interview we applied a structural interview in order to explore the motives of the choice of profession, the attitude towards the training institute of primary school teachers, the opinions about the training. On the grounds of the interviews we present the attitudes and experiences of those graduating at an institute training primary school teachers in a rather qualitative approach. During the analysis of the interviews the hypothesis was confirmed that one-time students already chose a profession with sense of vocation at the time of their choosing a career. They told about their teachers that they had taught and educated with committed professional expertise. The professional work of the institutes training primary school teachers was considered to be successful by every interviewed person without exception. The strengh of the one-time school type was thought to be the unity of theory and practice, the successfulness of practical training and the stressed methodical training. In the rememberance of all those interviewed there was a positive picture about the institutes training primary school teachers.

MODEL PELATIHAN GURU IPS, IPA TEMATIK TERPADU KURIKULUM 2013 DI SEKOLAH DASAR MUHAMMADIYAH KARTASURA

The Aim of community service are; 1)Training of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, 2) To improve the professional skills of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, 3) To produce the guidance system of the teachers of Social Sciences, Natural Sciences based integrated thematic curriculum, 2013 in Muhammadiyah schools Kartasura. This is the approach of community service workshops, training and mentoring learning of Social Sciences, Natural Sciences based integrated thematic curriculum, 2013. The participants of Master of Social Sciences, Natural Sciences in SD Muhammadiyah Kartasura, His place in the School of Muhammadiyah Kartasura. The result of this devotion implementation; 1) Training of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, using techniques to observe, to question, to reason, to try and form a network, and implemented with the collaboration system, using the three steps of the learning; introductory, core and cover. 2) To improve the professional skills of primary school teachers of Social Sciences, Natural Sciences based integrated thematic curriculum in 2013 with a scientific approach, using cooperative learning model learning with instructionalstrategies PBL (Problem Based Learning), DCL (descovery Learning), Jigsaw. Third this learning strategy, capable of creating a class to become a haven for students, namely; happy atmosphere for learners in the following study. This learning strategies,can improve learning achievement, namely; No increase in the value pretest to posttestvalues, namely: pretest values> 60 = 50%: postes values> 69 = 100%. 3) The resultingmodel of training primary school teachers of Social Sciences, Natural Sciences basedintegrated thematic curriculum in 2013 is a model mentoring based learning lesson study, with three stages (plan-do-see).

Teaching and Learning in Higher Education

<p>The aim of the article is development of structure of experience for the improvement of students’ learning experience. The research provides an explanation of models used in the process of language acquisition, it reflects the historical development of methodology, and it explores the student as a special subject of study work – an active person, performer of an activity. The process of foreign language acquisition is based on the attitude to the student as an active subject of this process. The process of language acquisition stimulates the students’ ability to use the foreign language in various situations of life. Research Methods Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, analysis. The research is based at the Riga Teacher Training and Educational Management Academy RTTEMA Pre-School and Primary School Teacher programmes.</p>

Developing Communicative Competence of Future Teachers on the Basis of Ethnic and Cultural Values Intrinsic to Highlanders of the Ukrainian Carpathians

The article presents challenges and methods of teacher training activities aimed todevelop communicative competence and prepare teachers for work in mountain area schools in theUkrainian Carpathians. Research shows that specifics of social and cultural environment should betaken into account in the process of teaching native language and developing communicativecompetence of future teachers. Sociocultural approach defines language teaching strategies in thelight of national culture, traditions of ethnic regions and the Ukrainian Carpathians in particular.Teacher training programs should include studies on material, cultural and spiritual values ofhighlanders. Such topics can be incorporated in the main native language course. Study andanalysis of fiction pieces, especially those that reflect the socio-cultural peculiarities of linguisticcommunity of the Ukrainian Carpathians can be of great value in achieving the goal. Small classesin mountain schools also place a demand upon educators to constantly upgrade approaches, formsand methods of teaching.The article offers an integral teacher training system aimed at developing communicativecompetence and preparing teachers to work in the mountain areas schools. A special place in thissystem is given to folk pedagogy, which accumulates the national and regional spiritual values.The author presents the components of communicative and socio-cultural competence of futureteachers. The suggested algorithm for training primary school teachers insures reaching anappropriate level of socio-cultural, historical, linguistic and communicative competenciesnecessary for language teaching at primary schools in mountain regions of the UkrainianCarpathians.

Training Primary School Teachers – Issues and Trends Republic

Training teachers of all school levels has been a long-term fundamental issue in the Czech Republic. Significant attention is paid to training primary school teachers as primary school has undergone a vast transformation recently. As a part of this transformation, training primary school teachers is being innovated in terms of current trends emerging in other European countries. Along with these innovative steps, a number of issues have come up, such as which form of teacher training for this level of the school system is the most appropriate. Among the most frequent issues belong the following: to what extent the training should be academic, what should be the ratio of practical training to theoretical training, whether this training should be provided by universities or individual institutes, what should be the length of the study and final graduation. Broad discussion is held on the content of the study programmes as such, on the extent of their variability leading to prospective teacher's personal development and a high level of competence. The paper will present the basic design of teacher training in the Czech Republic including the issues connected thereto. It will also show current trends in the European context. Central to this will be a presentation of the research carried out with graduates in primary school education and practising primary school teachers. The findings will be assessed and used for drawing conclusions and making recommendations for the innovation of teacher training of the target school level.

Maestros para el sistema de educación pública. La fundación de escuelas normales en Argentina (1890-1930)

En este artí­culo se estudia el proceso de creación de las escuelas normales en Argentina, en un periodo de expansión del sistema de educación pública, luego de la sanción de la ley 1420 que estipuló la educación como laica, obligatoria y gratuita en 1884. Las normales tení­an como objetivo formar docentes para las escuelas primarias. En el trabajo se discuten los rasgos contradictorios que signaron el proyecto del normalismo. Éste fue enérgico y de gran alcance, pero al mismo tiempo habitado por numerosas limitaciones materiales y simbólicas; democrático e inclusivo en la letra, pero también intolerante y selectivo en sus prácticas. A partir de esta discusión, el artí­culo intenta matizar los rasgos que, según la bibliografí­a, caracterizaron a este proceso, en particular busca distanciarse de las lecturas que han enfatizado los aspectos centralizadores y homogeneizadores de las escuelas como factores que contribuyeron a los objetivos del Estado central. Para esto se recurre a documentos oficiales, como a los testimonios y crónicas de los primeros directores de escuelas normales.

Trondenes Seminarium: Et lærdomsmiljø grunnlegges

Trondenes Teacher Training Institute: The Creation of an Educational EnvironmentThe present article investigates the foundation of the very first government-financed teacher training institute in Norway, Trondenes Seminarium. Esta-blished in 1826 in northern Norway, its aim was to train primary school teachers and catechists for the northernmost areas of the country, in response to the growing demand for qualified elementary school teachers. Discussing central factors related to the decision to locate this institution in the north, the article highlights the debate in the National Assembly and the interaction between central and regional levels within the national educational system. In addition, its first years of operation are examined, indicating the challenges met by the fledgling institute. As a micro-study, the article sheds light on some connections between regional and central factors, emphasizing the interplay between the state and the church during the early development of the Norwegian primary school system.

Dinamización de las relaciones familia-centro escolar a través de la formación del profesorado en este campo de actuación

RESUMENEn este artículo se describen algunas acciones llevadas a cabo para dinamizar las relaciones entre las familias y los centros escolares a través de la formación del profesorado en esta temática. Para ello se ha constituido un Seminario de Formación-Acción integrado por profesionales de la Educación que desarrollan su actividad en distintos niveles académicos (Directores/as y Profesores/as de centros escolares públicos y privados concertados de E.Infantil, Primaria, y Secundaria, una Inspectora de Educación, profesoras Universitarias y Licenciadas en Ciencias de la Educación). A través de la metodología de la Investigación-Acción Colaborativa se han configurado grupos de trabajo en los centros escolares, formados por padres/madres y profesores/as, que están permitiendo evaluar las necesidades que tienen los centros en materia de cooperación con las familias, y organizar actuaciones que den respuesta a dichas necesidades.ABSTRACTIn this article the authors describe some actions carried out to develop family-school partnership through in-service training for teachers in this field. An Action-Training Seminar consisting of Professionals involved in different levels of education (Inspection, Teachers from Infant to Secondary Education, University Teachers and Post-graduate students in Education) has been set up to train primary and secondary school teachers and to help them build action-research teams with parents in schools. The aims of these teams based at the schools have been to analyze partnership needs and to organize some activities to meet them.

Communication and Discursive Strategies. Theory and Practice in Training Pre-School and Primary School Teachers

The problem statement of this study is: what is the role of communication, in general, and of discursive strategies, in particular, in the theoretical and practical training of pre-school and primary school teachers? I sought the answer to this question in a particular context, i.e. the education system of Romania: on the one hand, in the current curricula and syllabi pertaining to courses in Pedagogy of Pre-School and Primary School Education (as taught in Romanian universities) and on the other in the opinions of students and mentors involved in this initial training process.