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Purpose: This study evaluated the feasibility of the "Start to Move" (S2M) digital assessment of children's fundamental movement skills being implemented by primary school teachers within PE lessons. Methods: Nine primary school teachers in the United Kingdom trialed S2M weekly over a 6-week period. Posttrial surveys and interviews were used to ascertain responses. Results: Feasibility was measured using seven dimensions of Bowen et al. framework; acceptability, demand, implementation, practicality, adaptation, integration, and expansion. Acceptance and demand of S2M was high with participants feeling that its contents aligned to the PE curriculum. Participants were able to implement S2M with PE lessons without assistance and stated that they would continue to use it within their teaching. They felt S2M would enhance their teaching and would recommend it to other teachers. Discussion/Conclusion: S2M is feasible for primary teachers to implement within PE lessons and has the potential to heighten the use of assessment for learning within PE in primary schools. [ABSTRACT FROM AUTHOR]

Identifying protective factors against increased work pressure is crucial to prevent teachers from experiencing burnout complaints. Two studies with 363 primary (Study 1; 95.0% female) and 419 secondary school teachers (Study 2; 80.4% female) tested whether dyad-level principal–teacher relationships (closeness, conflict) moderated or mediated the associations between work pressure and burnout symptoms. In both studies, closeness and conflict partially mediated the association of work pressure with emotional exhaustion and depersonalization. Closeness fully (Study 1) or partially (Study 2) mediated the association with personal accomplishment. However, no evidence for a moderating role was found. To conclude, principal–teacher relationships seem to be a potential mechanism underlying the association between work pressure and burnout. [ABSTRACT FROM AUTHOR]

The study aimed to develop and validate a tool that assessed students’ foundational movement skills, for primary school teachers. The playground circuit, including 14 movement skills (e.g. functional, locomotor and object control), was developed through insights and recommendations from teachers (n = 36) and academic experts (n = 25). To validate the Best Start Foundational Movement Skill Assessment Tool (BS-FMAT), a sample of children (n = 340; 159 boys and 181 girls; mean age = 6.1 ± 0.9 years) completed the circuit. Then, n = 120 randomly selected children completed the Test of Gross Motor Development (TGMD-3) and BS-FMSAT to determine concurrent validity. Multiple linear results showed significant and positive association between TGMD-3 and BS-FMSAT for overall skill (β = 0.043, p < .001), locomotor (β = 0.457, p < .001) and object control skills (β = 0.334, p < .001). Findings provide preliminary evidence that BS-FMSAT is an alternative assessment tool for children in a New South Wales, Australia (NSW) primary school. [ABSTRACT FROM AUTHOR]

According to researchers, the pandemic-induced school closures and disruption of services resulted in a massive regression of academic learning and socio-behavioral development, especially among children in developing economies. Countries have been making efforts to recover the learning and developmental losses incurred by children during the pandemic. A review of the literature shows that there are only a handful of studies that examine learning loss as well as post-pandemic efforts at the school level in India. According to a UNESCO report, India also experienced the second-longest COVID-19-induced school closure in the world. This qualitative study was conducted with primary-grade teachers after in-person instruction commenced in a county in eastern India with a large indigenous population. The purpose of the study was to gather teachers' challenges in implementing in-person instruction during the 2022–2023 school year and the efforts they made to recover the learning loss. The findings showed that children started the school year with limited or no knowledge of foundational math and language arts, displayed a lack of interest in learning, and engaged in disruptive classroom behaviors. However, teachers noticed slow but steady progress over time. The findings urge policymakers to support timely learning interventions and provide material and human resources to schools to recover the learning loss. [ABSTRACT FROM AUTHOR]

This paper argues for an integrated model of effective teaching which refers to teaching factors that emerge from two theoretical frameworks: the Dynamic Model of Educational Effectiveness and the Educational Dialogue Framework. Twenty-nine primary school teachers and their 489 students (aged 9–12) participated in the study. Student achievement using written tests in mathematics and the Greek language were collected both at the beginning and at the end of the school year. Classroom observation data on teaching behaviour were also collected. Multilevel regression analyses revealed that factors associated with both frameworks explain variation in student achievement in each subject. A model that considers factors from both frameworks explains more variance in student achievement in each subject than any other model. Implications for research, policy and practice are drawn. [ABSTRACT FROM AUTHOR]

This cross-sectional survey of 1498 married female primary school teachers in Enugu state, Nigeria was used to investigate the association between work-family conflict and shifted gender roles. Gender role shift was measured as female breadwinning and shared house chores roles with husband/partner. Pre-validated work and family conflict scale, and a structured questionnaire were used for data collection. Cronbach's alpha reliability coefficients of the instruments were 0.913 and 0.871 respectively. Data were analysed using IBM-SPSS version 23, using percentage and listwise binary logistic regression. The results showed that 37.2% of the women were family breadwinners and 18.2% reported that they shared house chores with their husbands/partners. Work-family conflict was found to be 21.6% prevalent. Being a breadwinner increased the odds (OR > 1.00) of work-family conflict, while shared responsibility for household chores decreased the odds (OR < 1.00) of work-family conflict. Breadwinners had higher odds (OR = 4.77; CI = 2.61 - 8.73) of work-family conflict than non-breadwinners. Women whose partners shared in-house chores were less likely (OR = 0.31; CI = 0.20- 0.51) to experience conflict. Gender role shift, therefore, has implications for work-family imbalances among women in the primary school teaching profession in Nigeria. [ABSTRACT FROM AUTHOR]

Grounded in the belief that children educated together learn to live together, inclusive education is a major aspiration, with teachers' attitudes serving as a pivotal indicator of its successful implementation. Based on their importance, this study aimed to investigate for the first time, factors that shape these attitudes of primary school teachers in Kosovo. The examined factors examined included gender, age, prior experience with students with special needs, and training in inclusion. A total of 204 respondents (49 males and 155 females) completed the 'TAIS' questionnaire by Salovitta (2015). Hypotheses were tested using t-test analysis. The results revealed significant differences, albeit small, between teachers who had received training in inclusiveness and those without such training, with the former displaying more favourable attitudes. These findings reaffirm the critical role of teacher training in the successful integration of children with special needs into regular classes. In contrast, the results indicated no significant differences in attitudes based on age, gender, or prior experience with students with special needs. This, essentially, is a positive sign, as it suggests that teachers, regardless of their age, gender, and previous experiences, have a solid foundation on which to build positive attitudes towards inclusion through training. [ABSTRACT FROM AUTHOR]

Educational robotics activities have proven instrumental in creating a dynamic learning environment that provides students with hands-on experiences, aligning with the interdisciplinary principles advocated by STEM education. The integration of educational robotics into the educational process significantly impacts students of various age groups, fostering the acquisition and enhancement of diverse skills. However, the effective implementation of robotics hinges on teachers. This research aims to design a valid instrument (AKAER) to quantitatively capture teachers' attitudes, knowledge, and application of educational robotics. The six-phase development process, encompassing design, construction, quantitative evaluation, and validation, ensures the precision of the instrument. Exploratory Factor Analysis (EFA) on data from 307 preschool and primary school teachers extracts a 49-item, five-factor model. Confirmatory Factor Analysis (CFA) cross-validates the model, yielding satisfactory fits (CMIN/DF = 2.145, RMR =.60, PNFI =.683, PCFI =.784, CFI =.827, RMSEA =.061, SRMR =.0852). AKAER's reliability, assessed by Cronbach's Alpha coefficient (α =.929), indicates high internal consistency. Overall, these results affirm the reliability and validity of the constructed instrument, confirming its suitability for data collection. This validation positions the instrument as a potential catalyst for advancing research understanding and stimulating educational innovations in the teaching and utilization of educational robotics. [ABSTRACT FROM AUTHOR]

The recent emergence of primary school generalist teachers with physical education (PE) expertise has addressed calls for some form of specialisation in primary PE provision in Ireland (Marron et al., 2018). It was hoped that these teachers could advance the quality of PE taught within schools, through their own teaching and by supporting colleagues (Ní Chróinín, 2018). Despite PE specialism graduates (PESGs) developing teaching orientations and high self-efficacy to teach PE during their professional socialisation, it is unclear how their skills are applied within schools. This study examined the organisational socialisation of PESGs through a micropolitical lens, drawing on the research of Kelchtermans and Ballet (2002a , 2002b). Adopting a critical realist approach enabled us to explore teachers' complex teaching realities. Semi-structured interviews were conducted with 11 graduates of the four-year Bachelor of Education with a major specialism in PE. Reflexive thematic analysis of interview data identified that PESGs had limited opportunities to apply their PE skills due to the conflicting custodial orientations of their schools. Due to PESGs' professional interests, they were more likely to assimilate with the existing school culture as early career teachers, even if it overlooked their PE expertise. The outsourcing of PE provision to external coaches, and PESGs' identity as novice teachers, also undermined their potential contribution as PE experts. Although some PESGs have positively used their knowledge to direct whole-school PE provision, more structured opportunities may be necessary to support the continued development of PESGs as teachers and leaders of PE. [ABSTRACT FROM AUTHOR]

Despite the opportunity to integrate ocean literacy in schools, there is limited global evidence that learning about the ocean has been prioritised in formal educational systems. An overloaded curriculum, teacher's lack of ocean knowledge and the limited availability of educational resources are the main barriers for the inclusion of ocean topics in schools. To tackle these challenges, we developed an ocean education training program for primary school teachers and provided them with teaching resources to deliver ocean concepts and increase awareness of a local marine environment. Our results showed a positive response from teachers regarding the program, their experience, and the incorporation of ocean literacy in their lessons across different learning areas. This study emphasises the importance of training teachers in ocean literacy and can be used as a model to design marine education programs that consider the local, cultural, and environmental context of individual schools. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the effect of using the wrongly read and written words in sentences on correcting the reading and writing errors of students with learning disabilities. The study group of this research, which was designed according to the qualitative action research, consisted of 13 second grade students and 7 primary school teachers in Uşak province in 2022–2023 academic year. In the determination of the students, the criteria of having a learning disability diagnosis, having reading, and writing difficulties and volunteering to participate in the study were sought. The data collection tools of the research consisted of 5 reading texts chosen by taking expert opinions. Obtained data were analyzed by content analysis method. Since the students understood the meaning of the word by using the word in the sentence, they did not repeat the spelling and writing mistakes of the words. Teachers' opinions about the effectiveness of using the word in sentences were analyzed with content analysis and the findings were discussed on the basis of the literature. [ABSTRACT FROM AUTHOR]

Introduction: Individuals with ADHD continue to face stigma, which can negatively impact their access to, adherence to, and quality of mental health services, as well as their overall wellbeing. Perspectives of various stakeholders regarding priorities for stigma reduction remain underexplored. This study explores young adult, parent, teacher, and mental health care professional perspectives on unmet needs of children and young adults with ADHD in the Netherlands, in the context of stigma reduction. Method: A total of 24 respondents participated in seven small focus group discussions (FGDs). The FGDs facilitated in-depth discussions exploring stakeholder group perspectives on unmet needs of children and young adults with ADHD in educational, professional, and social settings. Data was analyzed using thematic content analysis. Results: Three thematic categories of unmet needs were identified: (1) a lack of awareness, knowledge, and understanding of ADHD; (2) insufficient personalized approaches in education and health care; and (3) limited accessibility of information and support services. Within theme 1, respondents primarily highlighted the importance of improving education for primary school teachers and mental health care professionals. Theme 2 underscored the need for increased capacity for personalization and attention to the sociopsychological factors of ADHD, alongside recognizing strengths. Theme 3 emphasized the need for easy access to reliable information and mental health care, including peer networks, as well as proper follow-up and continuity of care. Discussion and Conclusion: Findings highlight the need for improving our understanding of ADHD as a complex biopsychosocial condition, which requires specific adjustments in education and mental health care. Interventions to improve support and disrupt stigmatization should meet diverse needs, incorporate multi-level strategies, and involve key stakeholders. [ABSTRACT FROM AUTHOR]

Scientific reasoning competencies (SRC) are an area of competence emphasized in science education and are considered essential in the world of 21st Century skills. Developing these competencies is important for all levels of education, from primary school to university. However, to accurately measure them, measurement tools with validity and reliable evidence are needed. The current study was conducted with two different sample groups. In Study-1 (n = 155), the SRC test consisting of 21 items was adapted into Turkish, and evidence of its validity and reliability was presented. To this end, the Turkish adaptation of the SRC test, which was previously developed and tested for validity in different languages, was conducted in a sample of primary school teacher candidates. In Study-2 (n = 483), the relationship between SRC and epistemological beliefs and analytic thinking skills was examined. Regression analysis showed that epistemological beliefs and analytic thinking were significant predictors of SRC. The study and discussion offer implications for future research on the relationship between SRC and other thinking skills not examined in this research. [ABSTRACT FROM AUTHOR]

This article reports a praxeological study exploring educational practices and cooperation among teachers intended to create continuity between one preschool and one primary school in Reykjavík. The main participants were two preschool and two primary school teachers, with additional data obtained through interviews with the principals of the two participating schools. Utilising the framework of praxeology, the aim of the study was to promote educational transition and continuity benefitting children with culturally and linguistically diverse backgrounds. The participating teachers worked with the researcher to develop a joint project intended to support the children's linguistic repertoire, facilitate communication, and create a platform for collaboration between the teachers. While the preschool teachers felt supported by the project and the research collaboration, the primary school teachers reported fewer professional benefits. Overall, the project encouraged some professional exchanges, but opportunities for ideological and pedagogical exchange between teachers in different settings were either limited or not explored. [ABSTRACT FROM AUTHOR]

The transition to retirement represents a pivotal stage in the aging process as it is widely regarded as the point at which the onset of old age is signaled. This paper presents the findings of a study that sought to identify the factors contributing to successful adjustment to retirement and the subsequent well-being of teachers in Tanzania. The study used a multiple case study design under a qualitative research approach, utilizing data obtained through semi-structured interviews with retired primary school teachers aged 61–69, drawn from both Tanzanian rural and urban areas. The study found that teachers’ adjustment and well-being during retirement depend on the quality of pre-retirement planning, psychosocial factors, work-related factors and post-retirement activities. The findings of this study suggest that successful adjustment and well-being in retirement is a longitudinal process that extends from pre-retirement work and social life to post-retirement daily life. The experiences identified in this study can serve as a guide for future and current primary school teacher retirees by enabling them to consider, identify, and strategize participation in meaningful post-retirement activities. [ABSTRACT FROM AUTHOR]

Background: Primary school teachers play a critical role as educators in imparting healthy eating behaviour and the importance of physical activity to prevent health issues. However, the teachers' health behaviors have not been studied much, particularly in Saudi Arabia. Understanding these factors is essential to developing interventions that enhance teachers' well-being and their ability to influence students positively. This study aims to assess nutritional knowledge and physical activity; to determine correlations between health behaviour factors and Body Mass Index (BMI), and evaluate BMI status concerning demographic factors among primary school teachers in the Asir Region, KSA. Methods: A cross-sectional design was employed, involving 370 primary school teachers. Data were collected using a self-administered questionnaire that covered sociodemographic details, anthropometric measurements, physical activity levels, and nutritional knowledge. Statistical analyses included Pearson's correlation and Chi-square tests, with significance at p < 0.05. Results: Among the participants, 38.6% were overweight, and 33.5% were obese, with 76% of married teachers classified as overweight or obese. Only 9.0% exhibited excellent nutritional knowledge, while 25.0% demonstrated poor knowledge. The majority (84.0%) engaged in low or minimal physical activity. A weak but significant correlation was observed between nutritional knowledge and BMI (p < 0.05), whereas no significant associations were found between physical activity levels and either BMI or nutritional knowledge. Conclusion: The study highlights critical gaps in nutritional knowledge and physical activity among teachers, emphasizing the need for targeted school-based health education programs. Improving teacher health behaviors could enhance their well-being and enable them to act as positive role models for their students. [ABSTRACT FROM AUTHOR]

Background: Physical exercise has been shown to positively impact psychological and behavioral outcomes, yet its influence on professional ethics in educators remains underexplored. Understanding the mechanisms underlying this relationship is essential for developing interventions to promote ethical behavior in educational contexts. Objectives: This study aims to investigate the relationship between physical exercise and professional ethics among elementary school teachers, with a specific focus on the mediating role of self-control. Methods: A sample of 380 elementary school teachers was recruited from Guangxi and Shandong provinces in China. Data on physical exercise, self-control, and professional ethics were collected using validated scales. Structural equation modeling (SEM) was employed to analyze the direct and indirect effects of physical exercise on professional ethics. Results: The findings revealed a significant positive correlation between physical exercise, self-control, and professional ethics. Self-control was found to partially mediate the relationship, with physical exercise having both a direct positive effect (β = 0.25, p < 0.01) and a stronger indirect effect (β = 0.50, p < 0.001) on professional ethics through self-control. The indirect effect accounted for 57.3% of the total effect. Conclusion: This study highlights the dual-pathway mechanism through which physical exercise enhances professional ethics, directly and indirectly via self-control. Practical implications include promoting physical activity and self-regulatory training as strategies to foster ethical behavior in educators. These findings provide a foundation for future research and interventions in educational settings. [ABSTRACT FROM AUTHOR]

Organizational conditions and social aspects as requirements for learning, and faculty trust has been highlighted as the foundation for collaboration and school development. The professional development of teachers plays a crucial role in improving teachers teaching together with the pupils. But how development work is organized and how faculty trust is aimed for are scarcely described in the literature. This article is based on a qualitative study conducted in the frame of cultural historical activity theory (CHAT), focusing on school development in one primary school with nine teachers and two leaders: one principal and one middle leader. The problem formulation for the study presented in the article was the following: How do teachers experience participation in a developmental work research project designed by researchers within the frame of CHAT? The study describes how processes leading to a joint focus can be arranged, and how structured analyses of observed teaching can lead to professional dialogues and the development of trust. The study shows that the teachers wanted to continue with observation and joint analyses after the project ended but noted that the principal must facilitate such processes. [ABSTRACT FROM AUTHOR]

Introduction: This study examined whether teacher professional learning communities (PLCs) established through a collaborative effort between kindergarten and primary school teachers can effectively promote Chinese children's school readiness and explore the policy conditions that stimulate such a facilitative effect. Methods: A total of 839 children and 67 teachers in kindergartens from Chongqing, China, participated in this study. Firstly, we used descriptive statistical analysis to determine the overall situation of teacher PLCs. Subsequently, a series of mean difference tests and multiple linear regression analysis were used to test the relationship between teacher PLCs and children's school readniess. Results: The results indicated that the three dimensions of teacher PLCs, including shared vision, collaborative practice, and resource sharing, significantly and positively predicted children's school readiness. Chinese teachers scored highest in the dimension of shared vision, followed by collaborative practice, and lowest in resource sharing. The collaborative atmosphere of teacher PLCs enhanced their effects on children's school readiness, while the supportive conditions of teacher PLCs were ineffective. Discussion: The empirical findings from this study broaden the scope of existing research on teacher PLCs and provide information from a Chinese context about improving children's early development to benefit international society. [ABSTRACT FROM AUTHOR]

The STEAM-TSES was developed to measure teachers' self-efficacy (TSE) in teaching STEAM disciplines due to the lack of instruments measuring specific TSE dimensions, especially in STEAM education. This paper presents the validation results based on a sample of 805 Portuguese and Serbian primary school teachers. The scale comprises 36 items measuring TSE related to mathematics, biology, chemistry, science, and arts, the ability to motivate students, and confidence in integrating STEAM disciplines. The measurement model tested through Exploratory Structural Equation Modeling and Confirmatory Factor Analysis showed an acceptable fit to the data, supporting the existence of nine factors: five related to TSE in teaching specific subjects, three focused on motivating students in mathematics, science, and arts, and one related to integrated teaching. The analyses show good psychometric characteristics of the STEAM-TSES, and the correlations with the TSE scale indicate the validity of distinguishing constructs associated with STEAM education. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to explore the instructional strategies employed by Greek teachers in primary and secondary school classes attended by large numbers of refugee and migrant students. As there is not a clear methodological 'blueprint' for CLIL that teachers are required to follow, our study will investigate which of the principles framed for the CLIL approach are in fact applied by educators. Methods: To this aim, we adopted a survey-based research methodology (web-based questionnaire) and a phenomenological approach (semi-structured interviews). Results: Results include data from 125 respondents of the questionnaire, working in 21 different regional units of Greece, and the lived experiences of five educators. Most of the participants had no prior training in bilingual or intercultural education but were highly qualified (holders of at least an MA). Thus, although educational background was not identified as a predictive factor to the teaching strategies, training in topics such as bilingual education and interculturality was. Scaffolding techniques were significantly affected by teachers' age, training and educational setting (primary vs. secondary). Moreover, the variety of activities offered differed between the two levels of school settings as educators chose strategies they deemed appropriate for the cognitive and proficiency level of their students. Discussion: Overall, our findings suggest that, although educators of Greek state schools lack specific training in managing plurilingual and pluricultural classes, they experiment with a variety of CLIL practices and that those who have had some relevant trainings are more prompt to support their students with multiple scaffolding techniques than those who have had no such prior experience. [ABSTRACT FROM AUTHOR]

We live in an increasingly digitalized and competitive world, so the use of technological resources in continuing education is essential. The objective was to determine the impact of the MOOC based on the flipped classroom methodology on the level of information competence and information literacy in primary school teachers. The approach was quantitative, pre-experimental design. The sample consisted of 810 teachers from the Lambayeque region. After the MOOC application, it was found that the competency of navigation, search and filtering of information, data and digital content obtained the highest score, with 2.84 in the pretest and 3.67 in the posttest on a scale of 1 to 5. The conclusion is the need to train teachers so that they are able to respond effectively and efficiently to the new challenges of this digital society. [ABSTRACT FROM AUTHOR]

Mathematics vocabulary (MV) plays a crucial role in learning and understanding mathematics. Beliefs directly impacted teachers’ interactions with the students and implementation of instructional strategies, ultimately shaping students’ learning outcomes. However, there has been a lack of research specifically examining teacher beliefs about MV. This study aimed to investigate teacher beliefs regarding the nature, learning, and teaching of MV through a survey conducted with 234 participants from China. The quantitative results showed teacher beliefs about the nature of MV aligned with existing frameworks, with the exception of polysemy. In terms of beliefs about learning MV, teachers tended to prioritise the knowledge hypothesis. Also, teachers had reservations about learning MV by rote. Regarding beliefs about teaching MV, the majority of teachers agreed with the three teaching modes. These findings provide valuable insights for professional development programmes and offer useful references for improving MV instruction. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education & Qualitative Research is the property of Journal of Education & Qualitative Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using concepts from feminist surveillance studies, this study followed three early-career teachers as they transitioned from an educator preparation program to professional employment as primary classroom teachers. In particular, this analysis highlights how surveillance constrained and contributed to participants' experiences and available subjectivities. Outcomes suggest experiences of surveillance significantly influenced the early-career teachers' negotiations of personal and professional selves, contributing to workplace compliance and uniformity, as well as impacting their well-being. Understanding participants' experiences as young women and new teachers amid school spaces saturated with various forms of surveillance can contribute to a better-informed perspective for supporting early-career teachers. [ABSTRACT FROM AUTHOR]

The article analyzes the pedagogical experimental features aimed at resolving the contradiction between general secondary education institutional teacher needs who are ready to design an educational environment in the New Ukrainian School conditions, and the pedagogical institution possibilities of higher education ensuring the formation of this readiness. The main research methods include mathematical statistics, in particular the Student's t-test and the non-parametric Pearson test calculations. The hypothesis is that the created organizational and pedagogical conditions provide an influence on the motivational component formation of the future primary school teacher readiness to design an educational environment. The results of the research confirmed the experimental condition effectiveness. [ABSTRACT FROM AUTHOR]

Based on self-reflective narratives, our study focuses on the lived experience of four Greek primary school teachers who are acknowledged for their personal commitment to environmental education. Their experience was narratively explored through recurrent conversations with them to bring out aspects of their identity and practice. The study was based on Connelly & Clandinin's ontological and epistemological tenets of Narrative Inquiry, which we adopted as our approach and methodology to look into the teachers' reflections on 'why they became involved in environmental education'. We discuss how engaging teachers in generative reflective processes contributes to gaining insights to environmental education 'from within' and 'bottom up', while allowing us to re-think and re-imagine research in the field. We argue that research can thus act as a means of supporting learning for sustainability in terms of the personal and professional development and empowerment of teachers. [ABSTRACT FROM AUTHOR]

With the advent of salient technologies, the education field cannot remain idle as technological development, and the value of knowledge need to go hand in hand. Therefore, teachers, being at the forefront of the education field, need to equip themselves with the necessary knowledge to ensure a successful teaching and learning process. Despite numerous studies examining teachers' level of Technological, Pedagogical, and Content Knowledge (TPACK), there is limited research that investigates how teachers translate their TPACK in a blended learning classroom. Hence, this study investigates teachers' self-assessment of their TPACK towards blended learning implementation in the primary English as Second Language (ESL) classroom and how their TPACK is congruent with their blended learning practice. The sample consisted of 144 Malaysian primary school teachers in the state of Negeri Sembilan. The instruments used were questionnaires and classroom observations. The findings indicated that teachers overall assessed themselves to have a high level of TPACK towards blended learning implementation. Concurrently, teachers' high TPACK were congruent with their blended learning practice, suggesting that all participants exhibited various facets of TPACK in their blended learning classrooms. As a consequence, the findings highlight the importance of having adequate TPACK to achieve optimal use of blended learning in line with the current 21st-century learning. [ABSTRACT FROM AUTHOR]

The research objectives of this work are: (1) to investigate the relationship between moral intelligence and professional performance among intellectual education teachers at primary schools in Al-Ahsa, Saudi Arabia, and (2) to draw comparisons between male and female teachers in terms of moral intelligence and professional performance. The data was collected from a sample of 191 male and female teachers at primary schools in Al-Ahsa, Saudi Arabia, in 2022. The moral intelligence scale and professional performance scale were applied to participants and data were analyzed using professional performance; Pearson correlation coefficient; and T-test. The results revealed several findings: (1) there is a significant positive relationship between the scores of the study sample according to the moral intelligence scale and their scores according to the professional performance scale, and (2) there are significant differences between male and female teachers in terms of both moral intelligence and professional performance, particularly among female teachers. [ABSTRACT FROM AUTHOR]

Copyright of Arab Journal for Scientific Publishing is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Understanding environmental issues such as biogeochemical cycles of substances on a local and global level is important in order to be able to act responsibly and sustainably. Inadequate teacher training has proven to be the main reason why environmental education has failed to reach its full potential. The aim of the present study is therefore to investigate students' level of knowledge about biogeochemical cycles in relation to their secondary school achievements in chemistry, biology, and physics, their individual interest for learning these topics, and their self-esteem regarding cycles of substances on Earth. A total of 145 undergraduate pre-service primary school teachers attending their first or third year of an undergraduate teacher education program at the Faculty of Education, University of Ljubljana, in 2024 participated in this quantitative study, which uses the causal non-experimental method of pedagogical research. The data were collected using a three-tier achievement test and a paper–pencil questionnaire, which were both developed by the researchers. The results show that pre-service primary school teachers possess roughly adequate knowledge of the environmental topic of biogeochemical cycles. Their individual interest and self-esteem related to learning biogeochemical cycles were found to be significant predictors of their performance in an achievement test on biogeochemical cycles. Their final grade in biology may also be a significant predictor of their knowledge of this topic. Finally, pre-service primary school teachers' misconceptions related to the topic of biogeochemical cycles were determined. Although the number of their misconceptions on this topic is low, teachers' environmental education nevertheless needs to be improved in order to optimize their work in the classroom and help environmental education reach its full potential. [ABSTRACT FROM AUTHOR]

The increase in the provision of English language teaching programs in primary school contexts in Asia has resulted in a concomitant increase in non-specialist teachers, often generalist homeroom teachers, to address the shortage. However, non-specialist teachers often lack the pedagogical training necessary for effective English instruction, which often negatively impacts their self-efficacy. This study was designed to examine the effects of a professional development workshop, aimed at improving "classroom English" proficiency, on these teachers' self-efficacy. It also explored sources influencing self-efficacy during the in-class implementation of what they learned in the workshop. Quantitative results revealed that the immediate impact of the training was substantial, leading to a rapid increase in self-efficacy. However, this effect appeared to diminish after three months of teaching. Qualitative findings indicated that non-specialist teachers' perceptions of capability were significantly influenced by collegial assurances and support from individuals who evaluated their progress and achievements. Notably, support from specialist teachers emerged as a critical factor in sustaining or diminishing the enhanced self-efficacy of non-specialist teachers. These findings highlight the importance of providing needs-based, continuous professional development opportunities and establishing robust peer-support systems within schools to ensure the effective translation of training outcomes into classroom practices. [ABSTRACT FROM AUTHOR]

This study investigates teachers' beliefs and practices in implementing CLIL in an Indonesian primary school context. Drawing on narrative inquiry, fruitful themes and subthemes were generated from the thematic analysis of teachers' stories, representing their teaching experiences in CLIL classes. Involving four CLIL teachers with 5--11 years of teaching experience, this study reveals that the teachers believed CLIL was a good approach for encouraging students and teachers to improve their competencies in English and content subjects. As students had different levels of English proficiency and motivation, the teachers believed that CLIL classes should be carried out in meaningful and engaging ways. They also believed that school stakeholders and teacher colleagues' support was very prominent in assisting them to teach in CLIL classes. In its implementation, CLIL classes were carried out for mathematics, natural science, citizenship, and social science subjects, while other subjects were delivered in Bahasa Indonesia. As English was the main language for classroom instruction and daily communication, the school stakeholders provided several supporting programs to familiarize teachers and students with using English both inside and outside classrooms. Beyond the current implementation of CLIL, the teachers hoped for improvements in school facilities and more time allotment for teacher professional development and teaching preparation. The findings also imply that implementing CLIL requires complex competencies of the teachers and adequate support from school stakeholders. [ABSTRACT FROM AUTHOR]

Background/Objectives: School teachers need to have a better understanding of oral health aspects as schools serve as an effective environment for learning. Educators hold a significant position in conveying the importance they attribute to oral health in their lives. According to the World Health Organization, school teachers should include oral health promotion activities to evaluate students' oral health, track injuries, illnesses, and absenteeism related to oral health, advocate oral health prevention, and serve as role models. The aim of this study was to evaluate the conceptual understanding of oral health among primary school teachers in Riyadh, Saudi Arabia. Methods: Data for this study were collected from 404 primary school teachers using a structured and pre-validated comprehensive measure of oral health knowledge (CMOHK) questionnaire. Results: The distribution of CMOHK scores indicated that 247 (61.2%) participants demonstrated good conceptual knowledge, 95 (23.5%) participants exhibited fair knowledge, and 62 (15.3%) participants were classified as having poor knowledge. The male group exhibited lower values for the CMOHK score in comparison with the female group; however, these findings were not statistically significant. The findings indicated that the group of government school teachers exhibited higher values for the dependent variable CMOHK score compared to their private school counterparts. Conclusions: The average CMOHK score observed in this study is regarded as fair. It is crucial for school teachers to possess strong oral health knowledge, as they significantly influence the oral health knowledge and behaviors of children. [ABSTRACT FROM AUTHOR]

This research explores how primary school teachers use games to enhance pupils' learning and development of conceptual knowledge. The study employs an illustrative case study design; data was collected through interviews with thirty (30) teachers who were selected using purposive sampling technique. Twenty teachers had some knowledge of game-based learning, ten teachers, however, did not know anything about the concept game-based learning. The results show that the use of non-digital games of different kinds to engage pupils is common in the learning of Maths, English, and Science. Teachers ascribed positively that the integration of game-based learning motivates pupils to come to school, actively engages them in the learning process, helps pupils to easily assimilate lesson contents, makes lessons lively and fun, and builds collaborative skills amongst pupils. Inadequate resources, noisy classes, time constraints, large class sizes, the reluctance of some pupils to participate, and inadequate knowledge are challenges reported by the teachers. [ABSTRACT FROM AUTHOR]

Introduction: Although adaptive instruction has become increasingly important as a component of effective instruction, the mechanism of adaptive instruction remains underexplored. This study examined the potential associations between school climate and teacher emotions on adaptive instruction. Methods: This study used cross-sectional approach with a sample included 2,880 primary school teachers from Chongqing, China. Results: The results indicated that of the five dimensions of school climate examined, teacher collaboration, student relations, and instructional innovation had positive and significant associations with adaptive instruction. Regarding teachers' emotions, enjoyment was positively while anxiety was negatively associated with teachers' adaptive instruction. Discussion: As teachers' positive emotions play important roles in adaptive instruction, policymakers and educators should focus on fostering teachers' experiences of positive emotions. The finding of an adverse role of a teacher's negative emotion in shaping adaptive instruction may be used in intervention programs and pieces of training for both pre-service and in-service teachers. [ABSTRACT FROM AUTHOR]

Background: Soil-transmitted helminthiases (STHs) are prevalent in low- and middle-income countries, impacting school-aged children significantly. Teachers, integral to STH control through the Home-Grown School Feeding Program (HGSFP), need adequate knowledge, attitudes, and preventive practices (KAP) for successful STH prevention. However, there is limited research on teacher KAP regarding STH in Enugu State, particularly concerning its endemic nature. This study assessed the KAP of primary school teachers involved in the HGSFP in Enugu Metropolis, Nigeria, aiming to inform targeted interventions for STH control. Methods: This analytical cross-sectional study, conducted from September 2023 to January 2024, involved 108 primary school teachers from nine randomly selected schools in Enugu Metropolis, Nigeria. Data were collected using a structured questionnaire, which had undergone rigorous validation and reliability testing. Descriptive statistics, chi-square tests, and logistic regression analyses were performed. Results: While 69.4% of the teachers demonstrated good knowledge and 77.8% had good attitudes towards STH, only 27.8% reported good preventive practices. Younger teachers (25–34 years) exhibited better knowledge (94.1% vs. 56.4%, p = 0.018) and practices (52.9% vs. 30.8%, p = 0.015) compared to their older colleagues (≥ 45 years). Years of teaching experience significantly influenced attitudes, with teachers having 11–20 years of experience exhibiting the most favorable attitudes (95.8%, p = 0.030). Age was a significant predictor of good practice with teachers aged 35–44 years being 7.72 times more likely to report good practices than those ≥ 45 years (AOR: 7.72, 95% CI: 5.66–35.9). Conclusions: The study reveals a critical disconnect between high levels of knowledge and positive attitudes towards STH among teachers and their lower levels of good preventive practices. This highlights that positive attitudes alone may not be sufficient for effective implementation of preventive measures. This underscores the need for targeted interventions, particularly tailored training for older and more experienced teachers. Incorporating evidence-based behavior change strategies, addressing potential barriers to practice implementation, and improving access to resources are crucial for enhancing STH prevention efforts within the HGSFP and safeguarding the health of teachers and students. [ABSTRACT FROM AUTHOR]

AbstractThis study examines teachers’ use of evidence-based language learn­ing techniques in the classroom and possible impact on student ­engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Obser­vation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior CSCOT studies, where commonly observed behaviors included asking open-ended questions and using symbols to reinforce language. Descriptively, behaviors did not always represent positive language learning interactions, but teachers with higher CSCOT-LLI scores were perceived to have more engaged students. [ABSTRACT FROM AUTHOR]

Background: Antimicrobial resistance is a significant public health threat. In Kenya, schools are targeted for public education to promote knowledge and attitudes towards the proper use of antimicrobials. However, there are limited studies that have investigated teachers' knowledge and attitudes on antibiotic use. Methods: We conducted an online survey from December 2023 to January 2024 which included 608 primary and secondary school teachers, representing a response rate of 93% of the estimated sample size of 653 teachers. Data on the respondents' antibiotic knowledge score (seventeen questions) and attitude score (eleven questions) were analysed using IBM SPSS (Version 27). A binary logistic regression model was applied to analyze predicators of adequate knowledge and attitude on antibiotics. Results: The average knowledge score for antibiotic use was 9.2 out of 17. Among the sampled teachers, 82% had not received public awareness information on proper antibiotic use. More than 86% of the respondents incorrectly answered that antibiotics are effective against colds. The average attitude score on antibiotic use was 6.1 out of 11. A quarter of the interviewees agreed that they gave family members antibiotics wherever they fell sick. Respondents aged 40–49 years and teaching in secondary school had higher odds for adequate knowledge in antibiotic use. Conclusions: This study has identified significant knowledge and attitude gaps that need to be addressed by policy makers to ensure rational antibiotics use among teachers and in ensuring effective use of teachers in raising awareness in school communities for rational antibiotic use. [ABSTRACT FROM AUTHOR]

While a wealth of research demonstrates the benefits of translanguaging and trans-semiotizing (TL-TS) pedagogy in secondary content and language integrated learning (CLIL) settings, little research has explored teacher collaboration in early primary CLIL classrooms nor the operationalisation of co-teaching CLIL classes with students of special educational needs. Drawing on the recent dynamic, distributed view of TL and flows, the study intends to investigate how CLIL co-teachers support primary English-as-an-additional-language classrooms with students of special educational needs in learning to write Information Reports. Five videotaped lessons were analysed to identify patterns of teacher collaboration via TL-TS. The findings show that the co-teachers’ joint orchestration of semiotic resources on different spatio-temporal scales serves to: (1) engage students’ co-construction of the thematic patterns in the target academic genre; (2) create disciplining spaces in classroom contingencies; and (3) enable knowledge brokering and foreground students’ achievement in discipline-specific activities. The results indicate that CLIL teacher collaboration should be expanded with planned spaces and spontaneous and dynamic resources to meet the emerging needs of diverse learners. [ABSTRACT FROM AUTHOR]

This article makes an exploratory and diagnostic analysis, of empirical type, of the current situation of music education in primary schools in the city of Wuhan (China), from the perspective and opinion of the music teachers of these schools. The research approach is quantitative and a cross-sectional descriptive empirical-analytical research method was used. A total of 423 primary school music teachers from Wuhan participated in the research. An existing questionnaire on the situation of music education in primary schools in Beijing and Shanghai (China) is used in this research. This instrument has psychometric properties calculated by validity and reliability. As for the results of the questionnaire, the Mann–Whitney U -test was used to determine in which questions about the performance of music teachers in primary schools there are significant differences between different variables that make up the socio-demographic profile of the teacher, habits and resources available in the classroom. It is hoped that this study can contribute to the development of music education in Wuhan primary schools. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the Teachers' Registration Council of Nigeria (TRCN) Mandatory Continuing Professional Development Programme (MCPDP) for Primary School Teachers in Ekiti State, Nigeria, between 2011 and 2021. Seventy public primary schools were purposively selected with teachers who attended MCPDP in Ekiti State, while 166 teachers (attendees and non-attendees of the MCPDP) between 2011 and 2021 participated in the mixed methods study. Key informant interviews were conducted with eight school head teachers and two senior TRCN officials. Findings indicate that most teachers agreed that the MCPDP fostered their cross-fertilisation of ideas and experiences and professional competence. The MCPDP interview results also reported to have improved PSCTs' teaching competencies, commitment, and continuous relevance to the teaching profession. Thus, we recommend that the MCPD should be continued, and the TRCN should intensify the funding of the MCPD Programme and create more public awareness. [ABSTRACT FROM AUTHOR]

Introduction: Physical fitness is associated with health-related quality of life, especially among youth. Although schools play an important role in promoting children's physical activity, in Italy the lack of qualified physical education teachers in primary schools may be compromising children's achievement of recommended levels of physical activity. Methods: To test that possibility, we measured the physical fitness of 170 children (i.e., 79 boys and 91 girls) 6-10 years old in two schools in Cadore, Veneto, in northeast Italy, using the Physical Fitness Test, a tool developed in Norway and previously used among children there and in Lithuania. Teachers in Italy also assessed their students' physical fitness, and their rankings were correlated with the children's test results. The test battery included nine elements: a standing broad jump, hopping 7 m on both feet, hopping 7 m on one foot, throwing a tennis ball, pushing a medicine ball, climbing wall bars, a 10 × 5 m shuttle run, a 20 m run, and a 6 min Cooper test. Results: Test scores generally increased with age and more steeply among boys than girls, and boys outperformed girls on most items. Children in Italy performed similarly to children in Norway but outperformed ones in Lithuania on nearly every item across sex and age groups. The correlation between teachers' predictions and the actual test results was rather low for boys (.538, p <.001) and even lower for girls (.360, p <.001). Discussion: Data revealed similar results in physical fitness between the three countries, albeit with some differences for individual items. However, primary school teachers in Italy assessed physical fitness rather poorly, possibly due to their lack of specific academic training in physical education and thus limited perception of physical fitness compared with academically trained physical education teachers. Last, because the procedure for categorizing children by age may significantly affect the results and subsequent between-group comparisons, researchers comparing children in different age groups should report their procedures for categorizing age. [ABSTRACT FROM AUTHOR]

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ABSTRACT This study aimed to examine teachers' classroom practices in the context of computational thinking skills and to determine their views on computational thinking. In the research process, the Q method was used in which quantitative and qualitative methods were used together. The participants of the research consist of 48 primary school teachers. The socioeconomic level of the environment of the schools where they work, professional seniority and gender variables of the teachers in the participants were collected. It was determined that teachers approached computational thinking skills positively, but they did not fully use the subdimensions of computational thinking skills in their classroom practices. It was determined that abstraction, which is seen as the most important dimension of computational thinking skills in the literature, was not consciously used by teachers in their classroom practices. [ABSTRACT FROM AUTHOR]

ABSTRACT The article is based on a novel theoretical framework for studying the teaching profession and its professionalisation from a broad view of Education as a common field in which many different actors take part. The way the field of Education is (re)produced is rarely researched. Rather, its current order is assumed as valid, ignoring the infighting between different actors to control and legitimise particular areas of knowledge, know‐how and practices that comprise it as a field. The article presents a survey‐based study with the following objectives: (1) identify how the teaching faculty perceive the structural and structuring aspects of the teaching profession in the field of education and (2) analyse how those aspects affect the development of a horizontally, democratically and collaboratively articulated profession and its professionalisation with all the other fields in education. The survey was taken by 7145 preschool, primary and secondary teachers at schools in Spain. The results show the structural and structuring features of a field of education, in tatters, differentiated and hierarchical, characterised by an uneven distribution of opportunities for its actors to ‘say’, ‘do’ and ‘decide’. At the same time, the results offer a chance to explore a more horizontal articulation of the teaching profession and its professionalisation within the field of education. [ABSTRACT FROM AUTHOR]

Despite its importance for daily social interactions, few studies have explored interindividual differences in the Theory of Mind (ToM) abilities of healthy adults. We used Children’s False-Attribution (CFA), Children’s False-Beliefs (CFB), and Belief-Desire Reasoning tasks, along with fMRI-based assessments, in a comparative analysis of ToM among primary school teachers (PST; n = 27), skilled in social interactions with children, and matched controls (MC; n = 24), who lacked such experience. PST demonstrated slower reaction times than MC in Adult and Child false-belief stories of CFB. However, no other behavioral differences between the groups and between-group differences were observed at the brain level. Both groups presented similar valence ratings for stories in the CFA. Notably, fMRI analysis revealed a group-by-condition interaction effect in the right lateral orbitofrontal cortex (OFC). In PSTs, OFC activation decreased during negative false-attribution stories regarding children compared to stories related to adults, whereas MC demonstrated an opposite activation pattern. Between-group differences in right lateral OFC activity possibly signify a neural efficiency effect secondary to frequent social interactions of PSTs, unlike the MCs, with children in the working environment. These results underscore the significance of everyday social experiences in the functional plasticity of ToM networks. [ABSTRACT FROM AUTHOR]

Introduction: Dyslexia is a widespread Specific Learning Difficulty, and children with dyslexia often face significant psychological difficulties due to their challenges with reading, spelling, and writing. Objective This study examines the psychological functioning of children with dyslexia and compares it with typically developing children. Method: This cross-sectional study used the Child Behavior Checklist (CBCL) to evaluate behavioral issues and the State Trait Anxiety Inventory (STAI) to assess anxiety levels. Primary school teachers, who had known the children for at least a year, provided the reports. Data were analyzed using an independent sample t-test. Results: Forty children with dyslexia (n = 40) and fifty typically developing children (n = 50) were assessed, in which both groups are predominantly boys (70%, 54%) aged 7–12 years (Mean age:9.3 ± 1.5). The results indicate a significantly greater degree of behavioural problems t(88) = 8.39,p < 0.001 among children with dyslexia compared to typically developing children. They also had higher level of anxiety t(88) = 6.81,p < 0.001 compared to typically developing children. Conclusion: The findings highlight a strong connection between emotional and behavioral issues in children with dyslexia. Generally, these children are more prone to depression, anxiety, and disruptive behaviors compared to their peers. The study underscores the importance of a multidisciplinary approach that integrates emotional needs assessment and management into the interventions for children with dyslexia. [ABSTRACT FROM AUTHOR]

Schools serve as social institutions that convey values in the context of socialization and enculturation. Teachers are pivotal in this transmission process via their value-related educational goals (VrEGs), which outline how they would like to see their pupils in terms of values. What factors influence these VrEGs? We suggest that those vary on an individual level, but also correspond to the prevailing value orientations of the society. In our study we followed two main goals to test this thesis. Firstly, we examine the differences in VrEGs between teachers of two European countries: Switzerland (CH) and United Kingdom (UK). Secondly, we investigated the similarity of the teachers' VrEGs with prevailing national value orientations from the specific countries. One hundred and fifty primary school teachers (108 CH, 42 UK) were asked about their VrEGs using an adapted version of Schwartz's Portrait Values Questionnaire (PVQ-21). Data from the Human Value Scale (HVS) of the European Social Survey (ESS) was used for country-specific value orientations. Analyses of the value structures and the differences in value priorities showed that for the individuals from the two countries as well as for the teachers' VrEGs from the two countries, significant differences exist in several value types. Teachers' VrEGs in each country showed a high correlation with the corresponding national value profile. We discuss our results in light of cross-national differences in value education in schools. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction Materials and Methods Results Discussion Conclusion This paper is aiming to present an experiment involving odontology students, teachers and pupils in elementary grades to investigate the potential benefits of co‐design activities to create preventive materials to promote oral health in schools.A total of, 110 fourth‐year students, 47 volunteers teachers and 698 pupils in Grades 1 and 2 participated in the study. This work led to the creation and distribution to teachers of appropriate tools on the dental health. We wanted to assess how the odontology students felt during this co‐design project. Each of them was asked to complete the same questionnaire twice, at the beginning and at the end of the project.Our results show that they consider that the children and their parents' knowledge of oral health is largely inadequate. Moreover, a large majority of them (75%) felt that their participation would have a positive impact on the children's future behaviour and on their own future professional practice.The students' participation in this experiment in co‐designing with teachers shows that offering odontology students a different kind of learning, along the lines of what is being done in the United Kingdom with service‐learning, can be beneficial both for them and for the end‐users.The participation of dental students in the specific educational training activity has a positive and significant impact of their mental representation and we can hope that the emergence of this paradigm of participatory design, also known as co‐creation, can lead to strong and lasting changes in health behaviours. [ABSTRACT FROM AUTHOR]