This powerful text encourages both pre-service and established teachers, as well as teacher educators, to engage with contemporary debates in primary education. Promoting a critical approach, the ...chapters explore a wide range of key themes including the importance of values in primary education and the imperative for a curriculum which embraces the whole range of available subjects. At the same time, the chapters are underpinned by a belief that children should be at the heart of all the decisions we make and that primary education should inspire a love of learning, for life.
The book aims to support practitioners to make informed judgements and feel confident to argue their point of view with deeper theoretical knowledge and understanding, thus increasing teacher agency and confidence in responding to complex educational and social dilemmas such as literacy levels and rising mental health concerns. Chapters encompass both the macro aspects of primary education and more specialised debates on key topics such as reading, mathematics, languages, early years education and the use of technology.
With annotated further reading and reflective questions, this key text is essential reading for all those wanting to develop a better understanding of the issues that shape their practice, including student teachers at both undergraduate and postgraduate level, practising teachers engaged in continuing professional development and teacher educators.
Purpose: The aim of the study is to evaluate the level of job satisfaction among government primary school teacher in district Dadu. The quantitative method was Applied to carry out this study. Data ...was gathered via Survey questionnaire based on five-point Likert scale. The population of the study Comprised of government primary school teachers, the 58 schools were chosen for this study from taluka Johi and Dadu of District Dadu. 343 PSTs were selected. Design/Methodology/Approach: Data collection instruments included ‘Teachers’ job satisfaction related questions. Data was analyzed in SPSS software version 25, and the descriptive test and independent T-test were conducted. Findings:, according to the first objective, PSTs are not satisfied with PROMOTIONAL OPPORTUNITIES and SALARY, while to achieve the second objective the independent variables were examined through independent sample T-test with gender group and According to the Significant value of 0.006 (<0.05) the job satisfaction varies from Male to Female in terms of Promotional Opportunities and working environment with significant value of 0.013. Implications/Originality/Value: so it was concluded that the primary school teachers are not satisfied with Salary and Promotional Opportunities and satisfied with Fringe Benefits while neutral in terms of Recognition and Administration Support.
Out-of-field teaching (OOFT) and its effects on teacher identity has been the focus of some research, but how teaching a language out-of-field impacts teacher identities has received less attention. ...This case study contributes to this research gap and reports on two Aotearoa New Zealand primary school teachers’ experience of out-of-field Mandarin teaching across a school year. Portfolio and interview data suggest that communities of practice support teachers’ OOFT and that OOFT can become part of teacher identity depending on how teachers perceive themselves, but more research is needed to investigate the influence of OOFT on teacher self-perception and teacher identity.
To determine the efficacy of a hybrid group telepractice program in voice therapy for primary school teachers.
The participants, consisting of 12 teachers with voice disorders (three males and nine ...females), participated in 11 sessions of the telepractice program, divided into one training session on vocal hygiene, five practice sessions by themselves, and five group practice sessions in 5weeks. Data on the vocal handicap index (VHI) measure was obtained pre- and post-intervention. The voice analysis included fundamental frequency (local), jitter (local), shimmer (local), harmonic-to-noise ratio (local), and maximum phonation time assessed by Praat software.
The VHI assessment revealed a statistically significant difference (P < 0.05) in the emotional domain. There was no statistically significant difference (P > 0.05) in physical, functional, and total scores. Both males and females had no statistically significant difference (P > 0.05) in mean fundamental frequency. However, there was a statistically significant difference (P < 0.05) in jitter (local), shimmer (local), harmonics-to-noise ratio (local), and the maximum phonation time.
The group telepractice program in voice therapy for primary school teachers was effective. It could be utilized for voice therapy to prevent voice disorder problems in teachers.
At the end of the sixties of last century, the development of Realistic Mathematics Education (RME) started in the Netherlands. At the beginning of this century, the Indonesian adaptation of RME, ...Pendidikan Matematika Realistik Indonesia (PMRI), started. The implementation of RME / PMRI has proven to be challenging. In this research, a qualitative case study was used to investigate teachers’ perceptions and experiences in implementing RME/PMRI in their classes. Semi-structured interviews were conducted with several Dutch and Indonesian teachers who have joined the RME/PMRI training. We found similarities and differences between the two groups of teachers. Both groups of teachers understand the use of context as a starting point for students to construct mathematical understanding. The Dutch teachers considered the construction of interesting mathematical problems and the use of the guided-reinvention principle as the difficulties but motivated them to do more practice. Indonesian teachers mentioned that for them, the integration of mathematics with other subject areas for integrated thematic learning in the 2013 curriculum was their constraint but it was also a challenge for them to be more creative. These perspectives can become a reference for the development of a localized implementation of learning trajectory in classroom practices.
According to the Theory of Planned Behavior (TPB; Ajzen, 1991), each behavior results from a behavioral intention, which in turn depends on attitudes, subjective norms and perceived behavioral ...control. In this study, the TPB was investigated with respect to individualized student support and teachers' intrinsic and extrinsic support intentions involving 488 primary school teachers. Employing individualized support interventions was predicted directly by self-efficacy beliefs and the intrinsic support intention as well as indirectly by teachers’ attitudes. More practically experienced teachers implement support measures more often, while multi-groupcomparisons regarding advanced training showed no differences in the tested model for the TPB.
•The TPB was reviewed with respect to individualized student support in primary school teaching.•Experienced teachers are more likely to implement individualized measures of support.•Control of self-efficacy and intrinsic intentions to implement support interventions are of particular importance.•Teachers' attitudes towards individualized student support exert an indirect influence on its implementation.•Teachers with as well as without advanced training are equally likely to provide individualized support.
Based on the pursuit of research-oriented teachers, this study temped to understand whether school teachers have the time, willingness, and demands to conduct research while teaching. A qualitative ...survey was conducted among primary school mathematics teachers in southern Fujian province, the Southeast of China, through Questionnaires Star, and 102 texts were obtained. The survey found that primary school mathematics teachers' average daily work time in the sample was about 10 hours. The work contents were cumbersome and diverse, including rigid and semi-rigid tasks, and a social control mode of short-term responsibility with limited personal autonomy was found. The lesson preparation adopted the modification and imitation mode, and the classroom teaching conducted preset adjustment orientation. The research awareness and innovation ability of lesson preparation and teaching were insufficient, but the overall willingness to do research was very high. Teaching-based empirical research was their favorite, aiming at improving personal, professional rank, and student achievement. The reasons for not wanting to do research were mainly busy work, lack of theoretical literacy, and expecting mentors to lead or team up with famous teachers. As such, some recommendations were put forward.
The purpose of this study was to examine the nexus between personal factors and the practice of self-medication among primary school teachers in Oyo State. Five hundred participants constituted the ...study’s sample out of which only 476 were used after data administration. Both the independent and dependent variables were measured with validated instruments with 0.85 reliability co-efficient and the data obtained was analyzed using the Pearson Product Moment Correlation (PPMC) Statistical method. Two research hypotheses were formulated and tested at a 0.05 level of significance. The result showed that there was a significant relationship between poverty and the practice of self-medication among primary school teachers (r= .823; p<0.05) as well as between illiteracy and the practice of self-medication among primary school teachers (r= .643; p<0.05). The implication of this showed that poverty and illiteracy level had significant impacts on the practice of self-medication among primary school teachers. In view of these findings, it was recommended that educational stakeholders should frequently organize seminars and workshops for primary school teachers, especially in rural areas on the dangers of self-medication.
A tanulmány a személyes tényezők és az öngyógyítás gyakorlata közötti kapcsolatot vizsgálja a nigériai Oyo államban élő általános iskolai tanárok körében. Módszer: a mintát ötszáz résztvevő alkotta, amelyből az adatfelvétel után csak 476-ot használtak fel. Mind a független, mind a függő változókat validált eszközökkel mérték 0,85 megbízhatósági együtthatóval, és a kapott adatokat a Pearson Product Moment Correlation (PPMC) statisztikai módszerrel elemezték. Két kutatási hipotézist fogalmaztak meg és tesz-teltek 0,05-ös szignifikanciaszinten. Eredmények: szignifikáns kapcsolat van a szegénység és az öngyógyítás gyakorlata (r= .823; p<0,05), valamint az analfabetizmus és az öngyógyítás gyakorlata (r= .643; p<0,05) között az általános iskolai tanárok körében. Konklúziók: a szegénység és az írástudatlanság jelentős hatással van az öngyógyítás gyakorlatára az általános iskolai tanárok körében. Ajánlásként meg-fogalmazták, hogy az oktatásban érdekelt felek rendszeresen szervezzenek szemináriumokat és workshopokat az öngyógyítás veszélyeiről, különösen a vidéki területeken élő általános iskolai tanárok számára.
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