Although the number of women teachers is increasing in primary schools, the profession is often devalued considering social prestige and remuneration. This review article thus aims to explore the ...ways in which existing structures of the state, markets, and families in Bangladesh are leading to feminize primary school teaching. By adopting a gender lens, this study is mainly supported by kinds of literature, policy documents, and guidelines were ‘teaching as a feminized profession’ has been conceptualized in a global-local context. The study argues that states’ existing policies regarding primary school teaching is politicized in a way that it encourages women and devalues the profession at the same time. This critical descriptive review reveals how income status within the home can shape masculine and feminine work experiences and how the whole process of teaching gets cheaper with the presupposed gender-roles. The household ideology within patriarchal structures encourages women to pursue this profession which provides them enough time to take care of the family. Finally, the societal fabrics of the market and heteronormative ideas of family are found as intertwined with the state’s intervention to feminize primary school teaching. This study would therefore hopefully lead to change gendered mindsets of not only the policymakers but also of both the men and women themselves who should pursue primary teaching as a profession where they genuinely can contribute regardless of their gender-roles.
This paper focused on qualitative research on children’s rights in primary schools. This study aimed to reconceptualize and interpret research findings to develop new insights rather than simply ...summarizing articles. The study adopted meta-synthesis, which is a qualitative research design. The sample consisted of 21 qualitative studies: 14 scientific articles from the International Scientific Indexing (n = 9) or the Social Sciences Citation Index (n = 5), and seven national theses (one Ph.D. thesis and six master’s theses). Data were analyzed using inductive content analysis. The results show that most research on students’ rights in primary schools addresses the right to participation but that some studies focus also on raising students’ awareness of the right to education and children’s rights. However, there is no research on other rights. Studies also make three recommendations: School staff should have a certain degree of literacy concerning children’s rights; schools should adopt approaches based on children’s rights; all segments of society should participate in training on children’s rights. We also made some suggestions based on our results.
This study presents a novel standardized rating instrument for observing and measuring effective classroom management (ECM) as part of the teaching and learning environments in primary school. The ...instrument comprises eight high-inferent items on organizational aspects (lack of disruptions/discipline problems, withitness, effective time use, clear rules, clear routines, appreciation) and instructional aspects (structuring, goal clarity). It was applied in second grade classrooms of German primary school teachers (
n
= 35) providing early reading and writing instruction. Pairs of trained raters (student teachers) observed one to three lessons in each classroom over 3–4 months, reaching acceptable interrater agreement. The instrument showed acceptable internal consistency. Factor analyses revealed structures with good to acceptable fit indices, with confirming the differentiation into organizational and instructional ECM aspects. Correlations between observed ECM and facets of teacher knowledge (that were directly assessed by using paper–pencil tests) provide divergent and convergent validity evidence: Whereas no significant correlations could be found between pedagogical content knowledge for early reading and writing instruction and ECM, findings show significant correlations between general pedagogical knowledge and the ECM. The added value of the study is therefore to provide a novel instrument that can be applied in future empirical research on primary school classroom management.
Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the ...views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians' views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.
The proposed work aims to offer an educational proposal with which to approach the Physical Education class with hearing impaired students through the use of different tools, with special attention ...to technological ones. These in turn are structured into objectives, materials, organisation, graphic description and a QR code for each game. These codes are linked to different videos hosted on the YouTube platform, in which the explanation of the games, mentioned above, can be visualised graphically using sign language. The whole creative process is described in the article, as well as possible pedagogical applications of the use of the tools created for this purpose in other educational contexts.
To help Indigenous Australian students engage with academic work, educators and teachers alike need to understand what teaching strategies are beneficial for Indigenous students’ learning. This study ...examines the predictions of the three types of Indigenous teaching strategies, namely, integrative teaching (integrating Indigenous perspectives in teaching), community linking (utilising Indigenous community input), and culture sharing (encouraging Indigenous students to share cultural values), to Indigenous students’ engaged learning and teachers’ self-concept in teaching. With 208 teachers surveyed from 52 Australian urban and rural primary schools, we found that culture sharing had positive contributions to Indigenous students’ engaged learning, whereas integrative teaching and community linking positively predicted teachers’ self-concept in Indigenous teaching. These differential patterns suggest useful strategies for enhancing student- or teacher-focused outcomes, respectively. How to successfully integrate these Indigenous teaching strategies is a key to successful teaching practice, as these strategies cannot only improve Indigenous students’ engaged learning but, at the same time, may foster teachers’ confidence in teaching Indigenous students.
The implementation of relationships and sexuality education as part of Health and Physical Education in
The New Zealand Curriculum
(Ministry of Education, Ministry of Education. (2007). The New ...Zealand Curriculum. Learning Media Limited.) involves a range of people sharing their perspectives in order to shape the subject on paper and in practice. This paper presents the findings of a qualitative collective case study in three primary schools in Aotearoa. Experimenting with Appreciative Inquiry, we found that connections and conversations between a wide variety of people and organisations have a critical role to play in relation to planning and teaching relationships and sexuality education in schools: (i) Schools and teachers working in partnership with colleagues within and across schools, (ii) connections with whānau and relationships with learners, and (iii) access to wider supports and services. Our findings suggest that having conversations and establishing and maintaining productive partnerships between a variety of people are critical if relationships and sexuality education is to live up to its potential and meet learners’ needs.
The literature on play and learning attests many developmental benefits for children. The Australian curriculum endorses play-based learning (PBL) as an age-appropriate teaching pedagogy. However, ...what enables or prevents PBL in the classroom is not well documented. The present study examined the responses of 334 teachers currently employed in Queensland Primary schools (Prep-6) in order to investigate knowledge, practices, beliefs, confidence and perspectives on matters pertaining to PBL. Findings highlighted organisational issues (space, time, resources), lack of support from leadership and curriculum issues such as assessment and reporting as barriers to PBL. Qualifications and/or experience in Early Childhood Education (ECE) resulted in greater confidence in PBL and therefore enabled PBL. Overall teachers recognised the importance of PBL, that it benefited children right across the primary school grades (Prep-6) and that there should be more PBL than what there is currently. Recommendations based on these findings have been suggested.
Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the ...views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians' views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.
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