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ПІДГОТОВКА ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НІМЕЧЧИНІ

100%

Гаврило Л. , Гаврило О.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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nr 9(43)

133-140

EN

German experts believe that primary school plays great role in further progress of a person, his career and fate. Teacher training in Germany is in a state of transformation. German and Ukrainian systems of training of primary school teachers have many aspects, but also a lot of differences. In both countries teachers are not only interested in professional training in specific subjects, but also should know how to communicate with people who clearly and convincingly express opinions. The purpose of the article is to analyze the professional training of teachers of primary schools in Germany in order Ukrainian education could take the best in the industry, to ensure optimal conditions for primary school teachers. A prerequisite to enter university in Germany is graduation of a host institution with a certain number of points in core subjects. The criteria to select students are exceptional professional and personal qualities. Most programmes of teacher training are divided into two phases: the first – theoretical study at university, and the second, practical – at school. A complex of disciplines includes teaching, methods of teaching in primary schools, and professional training. Future teachers attend parallel seminars that accompany the practice phase. Number of subjects, their combination, curriculum and training program depend on the type of school where a young specialist wants to work in future, and in what federal land he studies. Training is modular system that clearly structures the course of educational process, facilitates the formation of individual student curriculum and allows him to control his personal results. The modules consist of lectures, seminars, workshops, consultations and projects. Afterpassingthefirststateexam, thestudenthas no righttoworkinschoolanddoesnotreceive a diploma, and should find a placefor a referendariat – a two-yearinternshipbefore his secondstateexam. ThisisthemaindifferenceinthepreparationofteachersatanylevelofteachertraininginUkraine – receive a diplomaonlyafterpracticalworkinschool. The authors conclude that Ukraine and Germany have common goals for solving the problem of teacher training in German and European levels.

2

Decorating a Christmas tree in primary school

100%

SIMBARTL P. , TANKOVÁ H.

Edukacja-Technika-Informatyka

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2017

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tom 8

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nr 4

147-151

EN

This contribution is dealing with usage options of various material types for a creation of Christmas decorations at the first level of primary school. It summarizes creation from natural materials, paper, a combination of different materials as well as modelling materials. All these types of materials were tested at primary school with children. We also show here results of chil-dren's work, that they can create themselves. It comes to combining several parts during the classes, namely the promotion of the tradition of Christmas tree decorations, Christmas traditions linked to this and intersubject relations (elementary science and social studies). By creating products, we improve children´s fine motoring and with some products we support creativity.

3

In-Person vs Distance - Perceptions of Foreign Language Teaching in Slovenian Primary Schools

80%

Brumen M. , Kovač Sanda Š. , Bratina T.

The New Educational Review

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2022

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tom 67

132-143

EN

Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.

4

Correlation of Teachers and Pupils in the Context of Singing in Primary School

80%

Lešnik I.

The New Educational Review

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2020

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tom 62

93-102

EN

Singing activity is the basis of music education and its essential implementation form at all stages of general education. Voice is a primary musical instrument and an elementary means for performing that enables pupils to approach musical art in an appropriate way so that they can successfully receive, experience and evaluate it. With the research we discover and prove the importance of mastering the vocal technique of teachers, which is a prerequisite for quality singing activity in primary school. From the stated it follows that the application of a quality method of vocal technique, which teachers use both in speech and singing undoubtedly means improving the quality of singing activity in the educational process. The results also highlight important correlations between teachers and pupils in music education, and especially in singing activities, where we determine the strong influence of teachers on pupils.

5

The Development of Art Appreciation Abilities of Pupils in Primary School

80%

Duh M. , Korošec Bowen A.

The New Educational Review

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2014

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tom 36

42-54

EN

In Slovenian schools pupils have few opportunities to observe, understand and enjoy works of art. Contemporary art education in Slovenia should aim to combine the development of productive and receptive artistic abilities. This would make more comprehensive artistic development of pupils possible. In this study we monitored the development of the art-appreciation abilities of 10–11-year old pupils in primary schools in northeastern Slovenia. Th e results show that the level of art-appreciation abilities is somewhat average, however, girls showed higher developed art-appreciation abilities than boys. Based on the results we can conclude that the development of art appreciation abilities in our art-education program is given too little attention.

6

Intellectual activity of primary school pupils during non-formal education classes – research report

80%

Warchoł T.

Studia z Teorii Wychowania

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2022

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tom XIII(4 (41))

323-348

EN

The article presents the results of research on intellectual activity of primary school pupils participating in extracurricular activities, which were carried out under the program of the Ministry of Science and Higher Education entitled "Young Explorer's University". The research was carried out on specially organised classes in the form of non-formal education with a developed curriculum. The main research method was the diagnostic survey method, in which the technique was a questionnaire and the tool was a knowledge test. It was carried out using the Computer Assisted Personal Interview (CAPI) technique. In the article, most attention is paid to the change of intellectual activity in the context of pupils' cognitive processes in the adopted categories of tasks, i.e. memory, comprehension and use of information in typical and problematic situations, the concept of which was adopted on the basis of B. Niemierka's taxonomy.

7

Socio-therapeutic methods used in school’s common-room

80%

Szolc K.

Problemy Opiekuńczo-Wychowawcze

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2018

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tom 571(6)

28-34

EN

The function of school’s common rooms (“Świetlica” – an after-school care facility in Polish schools) is no longer limited to the caring and educational functions. School common rooms undertake preventive and therapeutic programs more often than before. The following article presents socio-therapeutic methods used by the author in the professional practice of a common room teacher in order to correct and eliminate unwanted behaviour in students, to create a friendly atmosphere in the students’ group, and to help them alleviate emotional tension. The article is based on author’s knowledge and experience acquired in a role of a common room pedagogue. The aim of the article is to indicate the possibility of using socio-therapeutic methods in the school common room to improve the educational effort of the school.

8

Wychowanie dla zrównoważonego rozwoju w nauczaniu zintegrowanym szkoły podstawowej

80%

Mielczarek A. W.

Studia Ecologiae et Bioethicae

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2008

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tom 6

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nr 1

405-419

EN

The importance of education for balanced development in integrated primary school is really vital. School is one of the institutions which must supply its students with certain knowledge about the natural environment, teach them responsibility towards the natural environment and themeselves, make them aware of the dangers created by modern civilization and teach, how to use the natural resources in proper way. In the year 2004 was carried out research checking the efficiency of natural science in grade I-III of primary school teaching, the material presented below shows achieved results and the influence of natural science on young students.

9

Correlation between Emotional Intelligence and Creative Behaviour of Primary School Teachers

80%

Szorc K.

Kultura i Edukacja

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2020

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nr 4(130)

176-191

EN

There is a certain amount of research that proves that positive emotions and mood play an important role in creative human activity (Abele-Brehm, 1992; Tokarz, 2011; Kunat, 2015). Particularly valuable is ability to recognise emotions and communicate them. It is also important to accept experienced emotions, gain a skill to react accordingly as well as ability to evoke and regulate emotions. According to Salovey and Mayer’s model, the aforementioned dispositions are elements of emotional intelligence. It turns out that emotional intelligence can stimulate creative activity since it enables management of emotional expenditure (Nęcka, 2001). The paper presents results of research conducted among teachers of primary schools. It was assumed that there is a correlation between emotional intelligence and creative activity of teachers. The research can contribute to development of emotional skills of teachers and to intensify their creative activity. That, in turn, can translate into shaping of innovative school environment that fits the needs of contemporary young person - a student.

10

Digitally-supported language exchanges in primary school: The AlpConnectar project

80%

Botturi L. , Kapler D. , Negrini L.

Studies in Second Language Learning and Teaching

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2018

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tom 8

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nr 4

795-843

EN

This article presents the design, implementation and outcomes of AlpConnectar, a Swiss project that exploits technologies for digitally-supported language exchange (LE) in primary schools. Launched in 2013, the project involves three Swiss cantons where different languages are spoken (namely German, French and Italian) and respectively taught as foreign languages since the third grade of primary school. In the first section of the paper the linguistic composition of Switzerland is briefly presented and the current methodologies and approaches in foreign language teaching in the country are introduced. After a literature review of online LE practices, the AlpConnectar project is presented, along with a LE example to illustrate how it works. The final sections present the results of the project, based on data collected from both pupils and teachers. The results seem to suggest that while digital technologies offer significant benefits for LEs, they are no silver bullet, and their impact depends on a number of contextual variables.

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Fenomén času v učení se cizím jazykům

80%

Najvar P. , Hanušová S.

Studia paedagogica

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2010

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nr 1

65-83

EN

Time is often seen as an important factor in teaching English as a foreign language. In lay discussions (including those in the policy-making circles) the starting age is too often pinpointed as the decisive factor. Some classic experiments show that there might be a certain “time window” after the closure of which it is well-nigh impossible to acquire a language. Some other arguments include the fact that adults cannot dedicate much time to learning a language and therefore the free time that some children have too much of might be used. These arguments implicitly build on an assumption that the more time (years) one spends learning a language, the better user of the language one becomes; in other words, the sooner one starts learning a language in life, the more successful one will be at a given point in life (say at the school-leaving examination). However, empirical research shows that the issues behind language learning are far more complex than that and that it is essential to take into account many other factors like the nature of the processes of learning and acquisition, the environment in which learning takes place, and the learners’ motivation. The authors of the paper summarize recent developments in the discussion about the age as the factor in second language learning and discuss some of the decisions formulated on the policy-making level. It would seem that empirical research very often fails to be reflected in political documents

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Výběr základní školy v ČR a faktory, které jej ovlivňují

80%

Straková J. , Simonová J.

Sociologický časopis. Czech Sociological Review

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2015

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tom 51

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nr 4

587-606

EN

The influence of family background on educational attainment in the Czech Republic is strong compared to other countries internationally and there is great variation in the composition and academic performance of students between schools. Research to date has focused primarily on this issue in reference to multi-year gymnasia. This article concentrates on variation at the primary-school level, on which there are only limited empirical data available on the distribution of students. It looks at how important the choice of primary school by parents of preschool-age children is, how that choice is realized over time, and what parental characteristics influence their choice of school. The answers to these questions are obtained from an analysis of data from a questionnaire survey conducted in 2014 amongst a representative sample of 2008 parents of preschool-age children. The authors employ a logistic regression analysis and compare data for 2014 with data obtained in 2009 in a survey of parents with children who were of compulsory school age. These analyses reveal that there is currently universal support amongst parents for the right to choose between schools. The possibility to choose puts at an advantage those children whose parents have at least upper secondary education and live in large towns, who are able to effectively obtain information on the quality of schools, the potential effect of which is to reinforce existing educational inequalities.

13

Pupils' Decisions to Pursue Technical Education

80%

Pavelka J.

Journal of Education, Technology and Computer Science

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2021

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tom 12

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nr 2(32)

66-77

EN

The study presents selected results of empirical research conducted in 2019 in primary schools in Slovakia and the Czech Republic. The main goal of the research was to investigate the causes of interest/lack of interest of pupils in science, technology and studying technical subjects at secondary vocational schools. Pupils’ decisions about future studies and the influences acting on pupils in this regard are important factors that are closely related to pupils’ interest/lack of interest in science, technology and the study of technology.

14

CURRENT STATUS OF THE PRIMARY SCHOOL PUPILS’ PREPARATION FOR SAFE WORK AND HEALTHY LIFE IN THE SLOVAK REPUBLIC

80%

Kozík T. , Lukáčová D. , Škodová M.

Problemy Profesjologii

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2013

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nr 1

159-165

SK

Otázky bezpečnosti žiakov počas ich prítomnosti na výchovno-vzdelávacom procese na školách a v školských zariadeniach nadobúdajú významnú spoločenskú aktuálnosť. Napriek neustále rastúcej závažnosti uvedenej problematiky nie je týmto otázkam zo strany spoločnosti venovaná primeraná a ich významu zodpovedajúca pozornosť. Chýba ucelený systém výchovy žiakov v oblasti BOZP (Bezpečnosť a ochrana zdravia pri práci ) a celoživotného vzdelávania pedagógov a výchovných pracovníkov základných škôl s aktívnym pôsobením na rodičov žiakov.

EN

Safety issues of pupils during their presence in the educational process at schools and school facilities acquire important social topicality. Despite the ever-increasing seriousness of the problem, society does not give appropriate and adequate attention to the importance of these safety issues. There is an absence of comprehensive system of education and training of pupils in area of OSH (Occupational Safety and Health at Work) and lifelong education of teachers and educators of elementary schools with an active impact on the pupils' parents.

15

Attitudes of Parents Toward Learning Foreign Languages – a Slovene Case Study

80%

Lešnik S. , Brumen M. , Grmek M. I.

The New Educational Review

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2013

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tom 34

52-62

EN

The article deals with different attitudes parents have toward learning foreign languages in primary school. The main goal of the research was to determine the attitudes of parents towards learning foreign languages and whether there is a difference in their opinions depending on their level of education. The research was conducted on a group of parents of ninth-grade pupils attending Slovene primary schools (N = 200). Based on the results of our study, we found that the attitudes of parents towards learning foreign languages are fairly positive. A detailed analysis of the results, however, shows that there are differences in the attitudes of parents depending on the level of their education. Higher educated parents are more inclined to support learning foreign languages than parents with a lower level of education.

16

The Educational Significance of Art – a Report from Experimental Research

80%

Krasoń K.

The New Educational Review

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2017

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tom 50

159-168

EN

The aim of the article is to present a strategy of the educational use of art in primary school grades 1–3. The strategy is being implemented in the form of a pedagogical innovation in a school in the Silesian province. It is based on joint perception of a work of visual art and musical material as well as artistic and kinaesthetic creative activity evoked by this perception. The text includes a presentation of individualising pilot experimental studies of a selected case.

17

HIERARCHIA WARTOŚCI WEDŁUG DZIECI W MŁODSZYM WIEKU SZKOLNYM

80%

Łukawska M. , Prażmowska-Bartoszek K.

Eunomia – Rozwój Zrównoważony – Sustainable Development

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2019

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nr 2(97)

113-124

EN

In the given study authors attempt to present the hierarchy of values according to children younger school age developed on the basis of the results of research carried out among pupils from 1st to 3rd classes. Citing the literature quoted examples of definitions of values and their classifications developed by researchers in various fields. In the main part of the article we present the results of research showing the hierarchy of values proposed by students. The authors also made a comparison of the results obtained by gender and taking into account environmental differences (students from the countryside and from the city). A summary of the conclusions of the study are important for the practice of teaching and educational process.

18

UNIVERSAL EDUCATIONAL DESIGN IN AN INCLUSIVE EDUCATIONAL SCHOOL

80%

ANNA H.

Scientific Bulletin of Chełm - Section of Pedagogy

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2019

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nr 1

55-59

EN

The urgency of the problem of creating a universal educational design of education in the context of integration of countries into the European educational space is described in the article. The author substantiates the main aspects of the implementation of inclusive education in school practice, in particular the peculiarities of working with children with special needs and their parents. Some pedagogical conditions, on which the effectiveness of creating an inclusive educational environment in primary school are outlined.

19

Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education

80%

Wilden E. , Porsch R.

Studies in Second Language Learning and Teaching

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2020

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tom 10

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nr 3

631-655

EN

This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.

20

Wykorzystanie egzaminów o niskiejdoniosłości do oceny efektywności nauczania – możliwości i ograniczenia

80%

Jasińska-Maciążek A. , Humenny G.

Kwartalnik Pedagogiczny

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2015

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nr 4(238)

95-115

EN

The article discusses the possibility of using low-stakes tests to assess teaching effectiveness measures (educational value-added, EVA) for primary schools in Poland. It was shown that EVA, calculated using the results of the OBUT test for diagnosis of skills of third grade pupils, which is voluntary for schools, and the Sprawdzian – external examination conducted in the sixth grade, can be a valuable tool for evaluation, provided that the third-grade test is conducted and assessed in accordance with the procedures. The authors identified problems in this field. Disturbing characteristics of the OBUT test may suggest that these procedures have not been complied with in every school. For this reason, the authors recommend changes in the implementation of such diagnoses of school achievements.