which is based on a case study from qualitative research designs, consists of teachers working in primary schools in the 1st term of the 2020-2021 academic year in Diyarbakir. The teachers in the ...study group were selected by criterion sampling, one of the purposive sampling methods. The semi-structured interview technique was used in the data collection process of the research. In addition, the qualitative data obtained were analyzed with descriptive analysis methods. As a result of the analysis, it was revealed that the primary teachers did not directly access the curriculum designed by the MoNE but indirectly followed the curriculum by downloading the annual plans from the web pages on the internet. In addition, interviews with teachers revealed that they could barely demonstrate the philosophy, values, and competencies in the curriculum and were not aware of these parts. On the other hand, primary teachers stated that they focused on basic skills (reading, writing, and arithmetic), life skills (self-confidence, entrepreneurship, self-regulation, problem-solving), and values education (love, respect, honesty, sharing, and responsibility) in success. It is seen that while teachers mostly talk about the acquisitions related to basic skills, life skills, and values education in the curriculum, they refer less to the acquisitions of related mathematics and engineering skills, which are widely used and vital in today's world. This result showed that they care about the inclusion of skills, life skills, and values education in the curriculum, and they try to achieve the goals for these skills by the students.
The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of ...higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.
Since honors programs are a novelty in the Danish educational system, knowledge is needed on what makes the honors attractive to the students. The aim of this study was to provide insight into the ...motivation of second year students applying for nursing and teaching honors programs. The approach draws upon the work of Vincent Tinto and Albert Bandura. A content analysis based of student applications to the programs showed that both groups find the content of the programs attractive. In their applications teaching students stressed having extraordinary skills within the cognitive domain, while nursing students emphasised having skills within the affective domain. Both groups had the expectation that an honors program would facilitate their pursuit of personal and professional goals. Becoming a part of a community of likeminded peers was an attraction. Joining honors program represents a strategy to persist and complete one’s degree, which means the programs may help to retain the group of extraordinary, ambitious students.
Based on the results of interviews conducted with teachers at SD Muhammadiyah Moyudan, it is known that there are obstacles in the implementation of online learning, including difficulties in ...providing learning so that two-way interaction does not occur, developing IT-based teaching materials, developing online learning evaluations, and teacher limitations. in using online applications and platforms. Therefore, there is a need for self-development for elementary school teachers in improving the ability of Technological Pedagogical Content Knowledge (TPACK). The purpose of this service is so that teachers can create and develop teaching materials with Kinemaster and evaluate learning using Google Form and Kahoot. This activity is carried out with a limited number of direct mentoring methods and integrated practice while still complying with the health protocol. The training implementation technique is carried out by demonstration, practice, discussion, mentoring. At the initial stage, it was done by demonstrating the introduction of various applications that can be used in online learning. Furthermore, the direct practice of making teaching materials and evaluation of online learning is carried out. The results of this activity are being able to develop TPACK-based learning tools, including the preparation of teaching materials using Kinemaster, Google forms, and Kahoot. The achievement of the results of this activity is 87.5% based on the results of the evaluation of the achievement of activities.
Extensive evidence highlights the significant influence of dyadic, emotional teacher-student relationship (TSR) on students’ cognitive functioning, socio-emotional development, and overall ...well-being. However, it remains unclear whether the TSR construct and its manifestations can be generalized across cultures. This qualitative study investigated TSR among 60 primary school teachers in Belgium, China, and Italy (i.e., countries with varying positions on the collectivistic-individualistic continuum of culture). Through semi-structured interviews and metatheme analysis, the study examined the similarities and differences in TSR across these countries, revealing a nuanced and diverse picture in various cultural contexts. The findings align with the existing TSR model by including dimensions of closeness, conflict, and dependency, while also extending the model to identify additional dimensions such as authority, balance, distance, fairness, increasing student motivation, patience, and strictness. Regarding cultural perspective, teachers from these three countries exhibited similar conceptualizations of closeness, conflict, fairness, increasing student motivation, patience, and strictness, whereas the conceptualization of dependency, authority, balance, and distance may be influenced by (collectivistic versus individualistic) culture. Moreover, the manifestations of TSR varied across countries, highlighting the influence of cultural factors such as cultural norms, collectivistic versus individualistic values, and the perceived legitimacy of teacher authority. These findings shed light on the complexities of TSR across countries and emphasize the significance of culturally sensitive approaches in fostering positive TSR in education.
Although the investigation of mental health and wellbeing in education has shown an exponential increase on an international scale, attention has primarily been paid to students, leaving the concept ...of teacher wellbeing comparatively overlooked. Extant literature offers numerous divergent descriptions, with some academics even avoiding an explicit definition of the term. Thus, there are limitations and inconsistencies in understanding teacher wellbeing as a unique construct. The aim of the current study was three-fold; (1) to assess the extent to which existing research reflects the multidimensional nature of the term teacher wellbeing, (2) to determine whether a holistic construct of teacher wellbeing could be justified, and (3) to evaluate the methodological quality of studies identified. A systematic review following the PRISMA statement was applied to peer-reviewed papers published between 2016 and 2021. Following the screening of 1,676 studies, this paper reports on findings drawn from a final sample of 61 articles conceptualizing teacher wellbeing. Studies were organized by their dominant discourses, namely negativity/ deficiency, positivity/ flourishing, and/or professionalism. Findings illustrate that teacher wellbeing was primarily conceptualized with a professionalism approach (with 18 of the identified studies taking solely this perspective). This is not completely consistent with the prior work that focused on stress and burnout (negativity/ deficiency approach) while exploring teachers’ mental health and wellbeing. More importantly, there were only 6 studies that considered all three discourses together. This paper argues that important information is lost through neglecting alternative lenses, requiring further attention in order to address teacher wellbeing comprehensively. Such an endeavor is essential for shaping interventions and strategies aimed not only at enhancing teacher wellbeing but also at improving student outcomes and, ultimately, the overall quality of education. Systematic review registration: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021278549PROSPERO , CRD42021278549.
Based on the broaden-and-build theory of positive emotions, this study explored the mediating effect of spiritual intelligence between awe and life satisfaction among Chinese primary school teachers ...and whether this effect was moderated by ethnicity. Participants comprised 569 teachers from 24 primary schools in southwestern China, where many of the ethnic minority groups of China reside. Awe and spiritual intelligence were found to positively predict life satisfaction among primary school teachers, while awe also indirectly influenced life satisfaction through the partial mediation of spiritual intelligence. Ethnicity was also found to moderate the relation between awe and life satisfaction, i.e., when compared with the Han teachers, there is a more significant and positive relation between awe and life satisfaction in ethnic minority teachers. These findings not only indicate the critical role of awe in promoting life satisfaction of primary school teachers but also especially show that awe embodied in the traditional cultural activities makes it easier to breed life satisfaction in ethnic minority teachers.
The need to develop higher order thinking skills (HOTS) for prospective primary school teachers in facing society 5.0 has been motivating this research. This development process requires valid data ...regarding the HOTS description of prospective primary school teachers. The research is aimed to determine the HOTS ability of prospective primary school teachers in facing society 5.0. This is a qualitative descriptive study involving 125 senior students in the department of primary school teacher education. The data collection instrument utilized the validated mathematical HOTS test questions. The resulting score is then converted to an ideal score and mapped. The average score attained by prospective primary school teacher students was 57.01, according to the findings. This score indicates that prospective teachers' HOTS ability is in the fairly good category. The findings of this study can be used to improve HOTS for future teachers.
Science, Technology, Engineering, and Mathematics (STEM) education has been piloted by the Vietnamese Ministry of Education and Training for primary school teachers since 2022. This research aims to ...evaluate awareness, confidence and the correlation between those variables with the demographic factors of Vietnamese elementary school teachers after nearly a year of implementing integrated STEM teaching. This study used a questionnaire survey method consisting of 30 items on a 5-point Likert scale for 148 elementary school teachers in the Central and Central Highlands of Vietnam. Data was analysed using SPSS software. Descriptive statistics results showed that Vietnamese elementary school teachers have good awareness but lack confidence in STEM-integrated teaching. Correlation analysis showed a positive correlation between teachers’ awareness, confidence, and some demographic factors (educational level, work area). The outcomes of the one-way ANOVA analysis revealed a positive correlation: increased levels of teachers’ education corresponded to heightened awareness and confidence in STEM-integrated teaching. Additionally, teachers located in urban areas demonstrated greater awareness and confidence compared to their counterparts in rural countryside and highland areas.. Some recommendations to increase awareness and improve confidence in teaching STEM integration for Vietnamese elementary school teachers are presented at discuss session.
The purpose of this research is to produce a learning trajectory and analyze the angle measurement material using the context of gymnastic movements. The method used in this study is a design ...research method with the type of validation studies with the PMRI approach. The subjects in this study were pre-service elementary school teacher, totaling 6 people in the pilot experiment and 24 people in the teaching experiment. Data collection techniques using tests, observation and documentation. Data were analyzed descriptively on test results, observations and documentation obtained. The results of this study are in the form of material design and the results of an analysis of angle measurements using the context of gymnastics in the angle measurement material about angle sizes, angle shapes and types of angles form of a learning trajectory. Gymnastic movements are viewed from the movements of the hands, feet, limbs that form an angle.
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