Beyond the polarization of pedagogy: models of classroom practice in Tanzanian primary schools

2007 ◽  
Vol 43 (2) ◽  
pp. 273-294 ◽  
Author(s):  
Angeline M. Barrett
Keyword(s):  
Classroom Practice ◽  
Primary Schools

Classroom Practice and the National Curriculum in Small Rural Primary Schools

1998 ◽  
Vol 24 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Maurice Galton ◽  
Linda Hargreaves ◽  
Chris Comber
Keyword(s):  
Classroom Practice ◽  
Primary Schools ◽  
National Curriculum

scholarly journals Teachers’ perceptions of reading instruction in selected primary schools in the Eastern Cape

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Classroom Practice ◽  
Primary Schools ◽  
Reading Ability ◽  
Teaching Reading ◽  
Initial Training ◽  
Teachers Perceptions

Background: There is a general outcry that too many South African Foundation Phase (Grades 1–3) teachers do not know how to teach reading and are currently teaching reading in an ad hoc, unsystematic way.Objectives: In response to this, this study explored the Foundation Phase teachers’ perceptions of their role in teaching reading. The focus was on the relevance of the initial training, awareness of reading strategies and how these strategies were reflected in their classroom practice.Method: The study was qualitative in nature and a case study design was followed. Semi-structured interviews were conducted with nine teachers who were purposively selected from three public schools. Content analysis was used to analyse the data.Results: Regarding the initial training programme, teachers received at tertiary institutions, the findings of the study showed that the majority of teachers were not adequately prepared to teach reading and to deal with learners who experience problems in reading. Some teachers indicated that they were not even trained to teach in the Foundation Phase. The findings also showed that the majority of respondents doubted if their classroom practice would yield positive results as far as reading instruction is concerned. The findings further indicated that the majority of respondents only paid attention to oral reading (observing punctuation marks and pronunciation), without attending to reading comprehension. There was a general consensus that the new ways of teaching reading were necessary in order to improve the reading ability of learners.Conclusion: Recommendations based on the findings are that institutions of higher learning that train Foundation Phase teachers should do so in ways that adequately equip them to produce student teachers who are knowledgeable about research and theory regarding how individuals learn to read. Workshops on appropriate instruction of reading strategies are recommended for in-service teachers.

scholarly journals TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Luh Putu Restu Adi Utami ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini ◽  
Ni Luh Putu Eka Sulistia Dewi
Keyword(s):  
21St Century ◽  
Mixed Method ◽  
21St Century Skills ◽  
Classroom Practice ◽  
Primary Schools ◽  
English Teachers ◽  
Depth Information ◽  
Teaching English ◽  
Positive Attitudes ◽  
The Subject

21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.

The Design and Development of Educational Immersive Environments

2011 ◽  
pp. 533-573
Author(s):  
Collin B. Price ◽  
Miss J.S. Moore
Keyword(s):  
Instructional Design ◽  
Computer Games ◽  
Classroom Practice ◽  
Primary Schools ◽  
Computer Game ◽  
Digital Technologies ◽  
Theoretical Development ◽  
Immersive Environments ◽  
Learning Contexts ◽  
Instructional Design Principles

Computer game technology is poised to make a significant impact on the way our youngsters will learn. Our youngsters are ‘Digital Natives’, immersed in digital technologies, especially computer games. They expect to utilize these technologies in learning contexts. This expectation, and our response as educators, may change classroom practice and inform curriculum developments. This chapter approaches these issues ‘head on’. Starting from a review of the current educational issues, an evaluation of educational theory and instructional design principles, a new theoretical approach to the construction of “Educational Immersive Environments” (EIEs) is proposed. Elements of this approach are applied to development of an EIE to support Literacy Education in UK Primary Schools. An evaluation of a trial within a UK Primary School is discussed. Conclusions from both the theoretical development and the evaluation suggest how future teacher-practitioners may embrace both the technology and our approach to develop their own learning resources.

scholarly journals An Investigation into How Grade 5 Teachers Teach Natural Science Concepts in Three Western Cape Primary Schools

2017 ◽  
Vol 7 (1) ◽  
pp. 33
Author(s):  
Beata Set ◽  
Joanne Hadman ◽  
Daniel Opotamutale Ashipala
Keyword(s):  
South African ◽  
Classroom Practice ◽  
Primary Schools ◽  
Pedagogical Practices ◽  
Western Cape ◽  
Scientific Concepts ◽  
Grade 5 ◽  
Effective Science ◽  
Science Concepts ◽  
Curriculum Specialists

Purpose: The rationale behind this study was to investigate how three Grade 5 Natural Sciences teachers in threeWestern Cape primary schools teach science concepts so as to enable the researcher to gain a deeper understanding andmore insightful perception of the ways in which the pedagogical practices of South African primary school teachersinfluence conceptual learning in the science classroom.Methodology: The sample comprised three teachers in a specific metropole district in the Western Cape. A qualitativeapproach was employed to ensure the collection of rich data.Results: The findings indicated that teachers tend to ignore learners’ misconceptions in class, that they rely heavily oneveryday empirical examples, that they fail to link these empirical examples to scientific concepts and that they devotelittle talk time to explaining scientific concepts.Recommendations: Based on its findings the study proposed a model of classroom practice that focuses onpromoting effective science learning with the aim of developing and transforming the everyday, familiar knowledgeof learners into new understandings of school-based scientific concepts and processes.Conclusion: The data from the study suggested that there may almost certainly be serious shortcomings in theinstructional practices of teachers and that such shortcomings are not confined to the three schools in the sample but areto be found in township primary schools in general. In addition, these shortcomings may require immediateintervention on the part of senior curriculum specialists as well as teacher training higher education institutions (HEIs).

The Design and Development of Educational Immersive Environments

2010 ◽  
pp. 24-43 ◽  
Author(s):  
Collin B. Price ◽  
Miss J.S. Moore
Keyword(s):  
Instructional Design ◽  
Computer Games ◽  
Classroom Practice ◽  
Primary Schools ◽  
Computer Game ◽  
Digital Technologies ◽  
Theoretical Development ◽  
Immersive Environments ◽  
Learning Contexts ◽  
Instructional Design Principles

Computer game technology is poised to make a significant impact on the way our youngsters will learn. Our youngsters are ‘Digital Natives’, immersed in digital technologies, especially computer games. They expect to utilize these technologies in learning contexts. This expectation, and our response as educators, may change classroom practice and inform curriculum developments. This chapter approaches these issues ‘head on’. Starting from a review of the current educational issues, an evaluation of educational theory and instructional design principles, a new theoretical approach to the construction of “Educational Immersive Environments” (EIEs) is proposed. Elements of this approach are applied to development of an EIE to support Literacy Education in UK Primary Schools. An evaluation of a trial within a UK Primary School is discussed. Conclusions from both the theoretical development and the evaluation suggest how future teacher-practitioners may embrace both the technology and our approach to develop their own learning resources.

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