According to a UN study (United Nations, 2009), the world population is estimated to exceed nine billion by 2050. People are undoubtedly living closer together and travelling between countries with ...relative ease. It is claimed that as early as this year it may be possible to fly Melbourne to London in about 19 hours (Dorman, 2013). Surely this in itself is a good reason to insist that children start to learn about other nations and cultures at primary school. Actually, the push for multicultural studies in Australia is not new, but there are now more multifaceted reasons for suggesting that primary school-aged children need to learn about the world in which they live.
According to a UN study (United Nations, 2009), the world population is estimated to exceed nine billion by 2050. People are undoubtedly living closer together and travelling between countries with ...relative ease. It is claimed that as early as this year it may be possible to fly Melbourne to London in about 19 hours (Dorman, 2013). Surely this in itself is a good reason to insist that children start to learn about other nations and cultures at primary school. Actually, the push for multicultural studies in Australia is not new, but there are now more multifaceted reasons for suggesting that primary school-aged children need to learn about the world in which they live.
Diversity Awareness for K-6 Teachers - An Approach to Learning and Understanding Our World is a guide for elementary teachers and university level preservice teachers to learn interesting and new ...ways to engage students in the classroom.
Anlamlı ve kalıcı öğrenmenin sağlanmasında dersler arasındaki ilişkilendirmeler ve dersin günlük yaşamla bağlantısının kurulması önemlidir. Grafikler bir bireyin hem okulda hem de okul dışında ...(örneğin bir gazetenin ekonomi sayfasında, nüfus verilerinde vb.) karşılaştığı temel konulardan biridir. Grafikler matematik dersinin bir alt öğrenme alanı olmakla birlikte ilkokulda sosyal bilgiler, fen bilgisi, hayat bilgisi ve Türkçe dersleriyle de ilişkilendirilen bir konudur. Bu nedenle özellikle bu konunun öğretimini yapacak olan öğretmenlerin grafikler konusundaki görüşlerinin konunun öğretimine katkı sağlayacağı düşünülmektedir. Bu çalışmada öğretmen adaylarının grafiklere ilişkin görüşlerinin belirlenmesi amacıyla bir devlet üniversitesinin eğitim fakültesinin sınıf öğretmenliği ana bilim dalında 2012-2013 öğretim yılında öğrenim gören 160 öğrenci ile çalışılmıştır. Tarama modelindeki bu araştırmada öğretmen adaylarının grafiklere ilişkin düşüncelerini belirlemek için araştırmacılar tarafından geliştirilen dört adet açık uçlu soru sorulmuştur. Elde edilen ham verilerin analizinde betimsel analiz kullanılmıştır. Sonuç olarak öğretmen adaylarının bazı kavram yanılgıları olmakla birlikte grafikleri genel özellikleriyle tanımlayabildikleri görülmüştür. Öğrenmeyi kolaylaştırdığı ve kalıcılığı sağladığı, somutlaştırmaya yardımcı olması nedeniyle grafik öğretiminin faydalı olduğu düşünülmektedir. Grafiklerin diğer derslerle bağlantılı olduğunu ifade etmelerine rağmen bu durumu grafik öğretiminin sağladığı yarar olarak düşünenlerin sayısı oldukça azdır. Ayrıca öğretmen adaylarının ilköğretim programındaki grafik türlerini bildikleri ancak genel grafik türleri ile ilgili bilgi eksiklikleri olduğu söylenebilir.
Graphic is one of the basic subjects that individual face with them at school and at the out of school (e.g. on the economy page of the newspaper, for the demographic data etc.). It is a sub-learning domain of mathematics and a subject that related with social studies, life studies, science and Turkish course. Therefore, determining the views of Pre-service class teachers on Graphics will make a significant contribution to the teaching of them so they will play important role in the learning mathematics. In this study, data were collected from 160 pre-service teachers, who attend Class teacher education department at Faculty of Education in a state university in Turkey, in 2012-2013 academic year. Descriptive survey model and descriptive analysis were used. The instrument, including four open ended questions, developed by researchers was used to determine the preservice teacher’s views. According to the results, pre-service teachers have some misconceptions but generally can define graphics with general features. They thought that teaching graphics is useful to provide permanent learning, to make easy learning and concrete. Although preservice teachers indicated that graphics are related with other courses, very few considered this fact as an advantage of teaching graphics. Additionally, it may be concluded that although preservice teacher know the graphics in primary school curriculum, they may have some problems with general type of graphics.
This review evaluates issues of teacher linguistic knowledge relating to their work with children with speech, language and communication difficulties (SLCD). Information is from Ellis and McCartney ...(2011a). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press, a state-of-the-art text deriving from a British Association of Applied Linguistics Cambridge University Press expert seminar series that details: linguistic research underpinning primary school curricula and pedagogy; the form of linguistic knowledge useful for teachers supporting children with SLCD in partnership with speech and language therapists; and how and when teachers acquire and learn to apply such knowledge. Critical analysis of the options presented for teacher learning indicate that policy enjoinders now include linguistic application as an expected part of teachers' professional knowledge, for all children including those with SLCD, but there is a large unmet learning need. It is concluded that there is a role for clinical linguists to disseminate useable knowledge to teachers in an accessible format. Ways of achieving this are considered.
All good teachers and headteachers are concerned with improving pupil attainment. In high attainment schools, they must recognize how to sustain success. In schools with low attainment levels, they ...must come to understand the challenges they face and find ways of overcoming the difficulties. This practical, research-based book describes the key approaches used by very effective schools. The authors explain how success can be achieved and maintained and describe ways of working that bring about high levels of pupil attainment. They also explain why these ways of working are successful.
This sociological qualitative study identifies reasons why female pre-service teachers believe males are underrepresented in primary education courses at Australian universities. The findings of the ...study suggest that the nineteenth century naturalistic discourse of nurturance continues to sustain the notion that primary school teaching is a female profession. The study argues that this socially-conservative gender discourse remains essentially unchallenged and maintains a significant negative influence on males’ willingness to take up a career in primary teaching.
This book presents a practical framework for the teaching of thinking skills and problem-solving with children across Key Stages 2 and 3. Using examples of topics from the National Curriculum, ...teachers are presented with classroom techniques and activities, which systematically develop these skills. While accommodating the needs of all learners, the book caters for the need to differentiate learning activities to extend the more able learners. Included are suggested activities for developing thinking and problem-solving skills relating to the National Numeracy Curriculum, the National Literacy Strategy and the National Science Curriculum. The book also includes activities to support the development of thinking and problem-solving skills in information communication technology (ICT), models of successful practice, and photocopiable activities. The skills and strategies suggested all derive from real classrooms and teachers and as such are practical and useful. There is clear guidance on adopting certain teaching techniques, lesson planning and organization. This book will be useful for teachers and headteachers working at Key Stages 2 and 3, all SENCOs and Advisory Teachers.
The original edition of this book made accessible to primary school teachers and student teachers the means of putting many of the Elton Report's findings into practice. The author's philosophy on ...behavior management still stands, but the ideas have been revised and updated to take account of more recent thought about good practice in primary education and the management of schools today.
The book suggests tried and tested strategies for forestalling behavior problems through thoughtful class management and lesson planning; responding positively to behavior incidents; communicating positive expectations; and enhancing pupil motivation.
There are useful checklists throughout and material for experienced staff as well as for students and newly qualified teachers.
A learner in the teacher training has a vision, which can often be in conflict with ambivalent expectations of the society. The renewing role of the teacher has also to correspond to the new ...perspectives of the society. The education and professional development of every teacher is regarded as a lifelong task, which starts with being formed as a teacher in teacher training. The forming process is long and many-sided in the course of which the person changes, develops, learns from their experience, i.e. their practical experience is turned into knowledge and the knowledge is applied and turned into professional skills during the studies of didactics already – this is the start of the teacher's sustainable career.
The objective of the study is to explain what factors influence the preparation of primary school teaching students for the teaching practice during their didactics studies in the school environment and how these factors influence the preparation process. The main problem of the study is how the didactics studies in the school environment influence the preparation of students for their teaching practice.
The combined research strategy has been used in the study in which questionnaires, students’ blogs and lecturers’ class diaries were used as research methods. This is a case study. The study was carried out in the autumn term in years 2010 and 2011. The purposeful sample consisted of 56 students and four lecturers of didactics. In the questionnaires, the learners were asked to provide their assessments on the entirety of the teaching process, preparation for the job as teachers, meeting their personal challenges in the teaching practice. In their blogs the students wrote about changes in the teaching process during their learning in a free form as their weekly self-reflections; there were assessments on their motivation, learning experience, knowledge of the job as teachers, and on the cooperation in learning and teaching practice. The lecturers kept weekly class diaries making entries about carrying out the teaching process presenting their assessments on the learners’ motivation and learning writing self-reflections as didactics specialists and supervisors. The basis for the analysis of the database under study is the theory of the principles of a successful teaching practice by I. F. Goodson (2003).
The main study results were as follows: Didactics studies carried out in the school environment confirm the students’ successful managing with their teaching practices, because the students, teachers and lecturers have emphasised the following essential aspects: matters learned- experienced in the school environment help to keep students interested in the matters they are learning, to see concrete examples of the studying process in real situations; based on matters seen at school students acquire the skill to reflect, which in turn offers them a possibility to construct their knowledge. Some bottlenecks were pointed out: During the didactics studies – being at school – lessons supervised by the didactic specialist could be given already. The volume of the work of primary school teaching students during their teaching practice should also be considered. The lecturers stated that the things they saw at school offered enough material for discussions on the agreement of theory and practice.
Primary school teaching students stated that the didactics studies in the school environment had given them better image of everyday routines of the teacher's job, self-confidence and courage to pass the teaching practice, and preparedness to reflect their job every day, which is the basis for the success of the teacher's job. It was stressed that such learning arrangement trains very good cooperation skills.
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