The Experts below are selected from a list of 674139 Experts worldwide ranked by ideXlab platform
Hanna Palmér - One of the best experts on this subject based on the ideXlab platform.
-
professional primary school Teacher identity development a pursuit in line with an unexpressed image
Teacher Development, 2016Co-Authors: Hanna PalmérAbstract:The results presented in this article are taken from a case study of novice primary school mathematics Teachers’ professional identity development from the perspective of the Teachers themselves. T ...
-
Primary School Teachers’ Image of a Mathematics Teacher
Views and Beliefs in Mathematics Education, 2015Co-Authors: Hanna PalmérAbstract:The results presented in this paper derive from a longitudinal case study of seven novice primary school mathematics Teachers’ professional identity development. In the study it was found that this professional identity development did not include becoming a mathematics Teacher. A primary school Teacher in Sweden, like in many other countries, teaches many subjects but, at the same time they are the first Teachers to teach mathematics to the school children. In the paper it will be shown how the novice primary school Teachers’ image of a mathematics Teacher prevented them from developing a sense of themselves as mathematics Teachers.
Sandy Schuck - One of the best experts on this subject based on the ideXlab platform.
-
Teaching mathematics: A brightly wrapped but empty gift box
Mathematics Education Research Journal, 1999Co-Authors: Sandy SchuckAbstract:In a research study conducted with first year prospective primary school Teachers, beliefs about and attitudes towards mathematics were investigated. It was found that prospective Teachers generally perceived good mathematics teaching to include the provision of enjoyable experiences. However, most of the student Teachers did not perceive enjoyment as having an intellectual component. Further, they often expressed the belief that being knowledgeable about mathematics was a disadvantage for a primary school Teacher. It was as if student Teachers see mathematics teaching as brightly coloured wrapping around an empty box. Implications of these findings for mathematics teaching and Teacher education are discussed.
Ma Hongyu - One of the best experts on this subject based on the ideXlab platform.
-
Instrument of Primary School Teacher Competency
Journal of Social Sciences, 2011Co-Authors: Abdulghani Mutahar Alnoor, Ma HongyuAbstract:Problem statement: The study aimed to investigating the Primary School Teacher Competency (PSTC) and design an PSTC instrument to reflect state standard and use this instrument to compare and evaluate primary school Teacher competency. Approach: For this reason, the researcher formulated the following question. What are the necessary teaching competencies of Primary School Teachers (PSTC)? To find answer to the above mentioned questions. Results: The study used the descriptive research approach. To de termine the PSTC, the data was collected from specialist's Educators, Teacher's Experience and pr evious studies which related to the study subject. Conclusion: The study created a list of PSTC consisted of four categories which were category of Knowledge competency, Teaching skills competency, Assessment and Evaluation competency and category of Professional value and Behavior competency.
H. Ozdemir - One of the best experts on this subject based on the ideXlab platform.
-
Comparison of the Chemistry Learning Motivations of the Science and Primary School Teacher Candidates
The Anthropologist, 2013Co-Authors: A. Surucu, H. OzdemirAbstract:The aim of this study is to compare the chemistry learning motivations of the science and primary school Teacher candidates. Participants of the study are composed of 98 science Teacher candidates (71 female and 27 male) and 62 primary school Teacher candidates (44 female and 18 male) studying at the departments of Science and Elementary teaching of the Education Faculty at Pamukkale University in the Spring Semester of the academic year 2012/2013. Totally, 160 Science and primary school Teacher candidates studying at the first grade participated in the study. Chemistry Motivation Questionnaire (CMQ) composed of 22 five-point likert type scale questions were applied to the participants. Cronbach's alpha internal consistency coefficiency of the Chemistry Motivation Questionnaire was found to be 0.86. Gathered data was analyzed by using SPSS-15 software program. The results of the study showed meaningful differences between intrinsic motivation levels, personal appropriateness, self- determination and self-ability, extrinsic motivation and sub-dimension motivation levels of science and primary school Teacher candidates. Motivations of Science Teacher candidates were found to be higher than primary school Teacher candidates in terms of these three sub-dimensions of motivation. However, anxiety level of being evaluated wasn't found to be significant. While the results of CMQ based on the item of gender variety did not show significant differences in terms of participants' intrinsic motivation, personal appropriateness, self determination and extrinsic motivation levels, the anxiety level of being evaluated was found to be significant and this difference was in favour of male candidates. (Anxiety level of males was found to be lower than female candidates). According to the gender difference variety, there wasn't found to be significant difference among primary school Teacher candidates.
Hatice Vatansever Bayraktar - One of the best experts on this subject based on the ideXlab platform.
-
Examination of the Self-Efficacy of Primary School Teacher Candidates towards First Reading-Writing Education.
Higher Education Studies, 2016Co-Authors: Hatice Vatansever BayraktarAbstract:The aim of this study is to examine the levels of the self-efficacy of primary school Teacher candidates towards first reading-writing education and whether they differentiate by various variables. The study is prepared in accordance with the screening model. The universe of this study consists of the primary school Teacher candidates who receive education at an Education Faculty of a public university in Istanbul province. As for the sample, it consists of 124 primary school Teacher candidates who receive education at the Education Faculty of two public universities in Istanbul province. As for the data collection tool, the “Self-efficacy towards First Reading-Writing Education Scale” developed by Delican (2016) was employed in this study. As a result of the study, there is not a significant difference between the self-efficacies of the primary school Teacher candidates towards first reading-writing education depending on their age. The self-efficacy of the primary school Teacher candidates towards first reading-writing education creates a significant difference depending on the gender variable. In the preparation, practice and assessment sub-dimensions and on the scale overall, the self-efficacy of females towards first reading-writing education is higher when compared to males. There is a significant difference depending on the variable of the grade in which the primary school Teacher candidates receive an education. The self-efficacy of the primary school Teacher candidates who study in the 3 rd grade towards first reading-writing education is higher when compared to the primary school Teacher candidates in the 4 th grade. There is not a significant difference between the self-efficacy of the primary school Teacher candidates towards first reading-writing education depending on the variable of thinking that teaching first reading-writing to primary school first grades is a hard work. The self-efficacy of the primary school Teacher candidates who have previously helped their siblings or nephews during the process of learning first reading and writing towards first reading-writing education is higher in regard to the practice and assessment sub-dimensions and the scale overall. It was observed that the self-efficacy of the primary school Teacher candidates towards first reading-writing education in regard to the preparation and practice sub-dimensions and the scale overall was high; the self-efficacy of the primary school Teacher candidates towards first reading-writing education according to the assessment sub-dimension was at a quite high level.