Differential student achievement has particular significance in New Zealand as it has one of the largest gaps between high and low achievers among all OECD countries. Students from low socio-economic ...status (SES) communities, who are often Māori and Pasifika, are heavily over-represented in the low achieving group, while students from wealthier communities, mainly European and Asian, are over-represented in the high achieving group. This article reports a predominately qualitative study, which investigated student teacher perceptions of how their programme, specifically designed to put equity front and centre, prepared them for teaching in low SES communities. Overall, the findings indicated that the student teachers perceived their programme did prepare them to work in such contexts. However, the study also highlighted ways in which the programme could be strengthened, including the need for a more direct focus on the effects of poverty on children's learning, and the implications of this for teaching.
This study examines practicing primary school teacher’s perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but ...until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved surveys of 487 teachers and in-depth individual interviews with 33 teachers located across six major regions of Aotearoa/New Zealand. The findings are presented in four themes: what does physical education look like; who teaches physical education; planning, assessment and reflection; and influences on the teaching of physical education. The study identified that what occurs in the physical education space in primary schools is often inconsistent and variable. The findings are discussed in relation to the requirements of the New Zealand Curriculum, the 2014 National Monitoring Study of Student Achievement report and previous research on primary school physical education. The article concludes by discussing future directions for the teaching physical education in light of these findings.
As part of the Music Culture course, teacher education students at the Faculty of Teacher Education of the University of Zagreb are obliged to attend classical and jazz music concerts organized by ...the faculty as a part of the Music Scene of the Faculty of Teacher Education.The paper aims to examine the attitudes and opinions of teacher education students about the importance and necessity of attending cultural events, especially concerts, in order to conduct music culture classes in primary education successfully and effectively.The results show that students who, to a greater extent, believe that it is necessary for teachers to actively attend classical music concerts in order to conduct music culture lessons successfully are the ones who listen to classical music more often themselves. There were positive correlations found between the attitude that, for the successful teaching of music culture, teachers must actively attend all kinds of musical events and the frequency of listening to classical music. There is also a statistically significant difference in the agreement with the statement that, in order to teach music culture classes successfully, it is necessary for teachers to actively attend all kinds of musical events, depending on whether students attend only classical music concerts or not.It is crucial to make students of teacher education studies culturally aware during their studies so that the significance of the perception and reception of culture, especially the musical one, is developed and encouraged in their future students.
This book offers a unique and critical explication of teachers' understanding and experience of care during a period of regulatory scrutiny and 'notice to improve'. Written following research in a ...primary school in the north of England, it draws on the findings of an institutional ethnography to reveal the mediation of the teachers' everyday work.
Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude draws on the experiences of teachers at a range of career ...phases to show how primary classroom teachers need a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores the way in which a deep understanding of how young children learn is needed, and an ability to create an inclusive environment, caring relationships and teachers attuned to children are essential. He shows that many of these elements are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. Eaude argues that the constraints on manifesting expertise, many of which are emotional, must be overcome to develop qualities such as confidence and resilience, encourage informed intuition and create a secure professional identity. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. He emphasises the need for supportive professional learning communities and for policy to enable rather than constrain primary classroom teachers’ enthusiasm, creativity and willingness to innovate, and an enriched apprenticeship model – using a mixture of processes, including observation of other teachers, practice, mentoring, case studies and discussion in professional communities.
Explores Guided Inquiry Design, a simple, practical model that addresses all areas of inquiry-based learning and sets the foundation for elementary-age students to learn more deeply.
A key text for all teacher educators in schools and universities focusing on how universities and primary schools can work together to lead, manage and sustain a culture of teacher inquiry.
Ülkemizde hâlihazırda ilköğretim müfredatında Din Kültürü ve Ahlâk Bilgisi dersi 4. sınıftan itibaren yer almaya başlamaktadır. Söz konusu dersi İlahiyat Fakültesi bünyesindeki eğitim formasyonu alan ...İlahiyat Lisans ve İlköğretim Din Kültürü ve Ahlâk Bilgisi Eğitimi Bölümü programından mezun olanlar vermektedir. Alanla ilgili öğretmen bulunmadığı durumlarda ise dersi sınıf öğretmenleri okutmaktadır. Çalışmanın amacı, eğitim fakülteleri sınıf öğretmenliği bölümünün müfredatında yer alan Din Kültürü ve Ahlâk Bilgisi Öğretimi dersi ile ilgili Kırıkkale Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Bölümü'nün son sınıf öğrencilerinin görüşlerini tespit etmektir. Fenomonolojik desenin kullanıldığı bu çalışmada yarı yapılandırılmış görüşme formu kullanılmıştır. Katılımcıların din hakkındaki bilgilerinin kaynağını genel itibariyle aile, yaz kuran kursları, sosyal medya ve kitaplar oluşturmaktadır. Katılımcılar, Din Kültürü ve Ahlâk Bilgisi Öğretimi dersinin meslek hayatlarına katkı sağladığını, ders saatinin artırılması gerektiğini ifade etmektedirler.
Mentoring Physical Education Teachers in the Secondary School helps mentors of trainee and newly qualified physical education teachers in both developing their own mentoring skills and providing the ...essential guidance their beginning teachers need as they navigate the roller-coaster of the first years of teaching. Offering tried and tested strategies based on the best research and evidence, it covers the knowledge, skills and understanding every mentor needs and offers practical tools such as lesson plans and feedback guides, observation sheets, and examples of dialogue with beginning physical education teachers.
Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for mentors involved in developing the next generation of outstanding physical education teachers. Key topics explained include:
Roles and responsibilities of mentors
Developing a mentor–mentee relationship
Guiding beginning physical education teachers through the lesson planning process
Observations and pre- and post-lesson discussions
Filled with the key tools needed for the mentor’s individual development, Mentoring Physical Education Teachers in the Secondary School offers an accessible guide to mentoring physical education teachers with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
This paper seeks to highlight Excel spreadsheet as a mathematical tool in the creative teaching and learning of traditional counting systems in Papua New Guinea (PNG). PNG is known for its diversity ...in culture and tradition and so this paper wants to take advantage of the available technology such as spreadsheet to articulate the sort of diversity that exists in our traditional counting systems. In this paper 3 different types of traditional counting systems in certain parts of PNG are being discussed. The first traditional counting system from Mikarew village in the Madang Province, uses a base 2 counting system and is taught in the native language call 'Aruamu' or 'Big Man'. The second one uses a base 5 counting system and comes from Manam in the Madang Province. And finally from East New Britain Province, the traditional counting system is taught in the native language call 'Kuanua' and uses a base 10 approach. Each of this traditional counting system has been taught in the past and at present but without the use of computer-based learning technologies. It is our intention however, that with the current expansion of the One Laptop Per Child project (OLPC) in Primary schools around the country, spreadsheet can be better utilized as a dynamic tool for mathematics education especially in this area of traditional counting. The paper concludes that the way forward for mathematics education in Papua New Guinea, is to embrace technological tools like spreadsheet and use it creatively.
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