Relevant bibliographies by topics / Elementary school teachers – Training of – Great Britain

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Elementary school teachers – Training of – Great Britain'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Elementary school teachers – Training of – Great Britain"

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Chychuk, Antonina. "Providing Retraining and Advancement Training for Primary/Elementary School Teachers at the State Level in Great Britain and the USA." Comparative Professional Pedagogy 7, no. 1 (2017): 56–60. http://dx.doi.org/10.1515/rpp-2017-0008.

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AbstractIn Great Britain and the USA the normative basis of primary/elementary school teachers’ qualification advancement is being actively developed, i. e. this issue is considered at the state level. For a long time the development of retraining and advancement training system for primary/elementary school teachers has been grounded on conceptual foundations of pedagogy that ensures the functionality of the mentioned system. The research results on conceptual foundations for forming an education system of teacher qualification advancement in Great Britain and the USA prove that their nature
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Nos, Liubov, and Yuliana Tkachuk. "Professional teachers training in Great Britain." Visnyk of the Lviv University. Series Pedagogics, no. 39 (2023): 168–75. http://dx.doi.org/10.30970/vpe.2023.39.12043.

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The system of professional teacher training in the UK is studied, its main aspects and changes that have taken place in recent decades are taken into account. The key reforms that have contributed to the current development of this system are analysed. The role of universities, colleges and other educational institutions in the process of forming teachers’ professional competences is analysed. Special attention is paid to teacher training programmes, their structure, content and methods. It is emphasised that pedagogical practice is an important component of the teacher training system. It is
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Batechko, N. "TRAINING TRENDS OF HIGHER SCHOOL TEACHERS IN GREAT BRITAIN." Pedagogical Process: Theory and Practice, no. 2 (2017): 17–25. http://dx.doi.org/10.28925/2078-1687.2017.2.1725.

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Koizumi, Kyoko. "Creative Music Education in Japan during the 1920's: The Case of the Elementary School Attached to Nara Women's Higher Teachers College." British Journal of Music Education 11, no. 2 (1994): 157–62. http://dx.doi.org/10.1017/s0265051700001030.

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‘Creative music-making’, as developed in recent years in Great Britain and other countries, has also become popular in Japanese music education; for many music teachers have come to think seriously about the significance of child-centred music education instead of teacher-centred music education. Such a trend seems to be new. However, as in the United States and Great Britain, child-centred music education has been implemented previously – during the 1920's, in Japan's case. This development began in the Elementary School Attached to Nara Women's Higher Teachers College. The author describes t
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Androshchuk, Iryna, and Ihor Androshchuk. "Peculiarities of Future Technology Teachers’ Training in Poland and Great Britain." Comparative Professional Pedagogy 7, no. 1 (2017): 51–55. http://dx.doi.org/10.1515/rpp-2017-0007.

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AbstractThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules
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Erikson Simbolon, Paulinus Tibo, and Paulus Halek Bere. "Making Contextual Teaching Module Based on Independent Curriculum for Primary School Teachers." ABDIMAS: Jurnal Pengabdian Masyarakat 7, no. 2 (2024): 556–64. http://dx.doi.org/10.35568/abdimas.v7i2.4624.

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Teaching modules are tools for teachers to implement learning. The preparation of teaching modules requires teachers to hone their high-level thinking skills to be able to innovate in the preparation of teaching modules according to context. So the preparation of teaching modules is the application of the teacher's pedagogic competence so that the technique of implementing learning in the classroom is effective and in accordance with the indicators of learning objectives. The purpose of this activity is to carry out training in writing contextual teaching modules for Catholic religion subjects
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Mukhasheva, Meruyert. "DEVELOPMENT OF ROBOTICS IN ELEMENTARY SCHOOL." International Journal of Multidisciplinary Research Transactions 5, no. 4 (2023): 106–7. https://doi.org/10.5281/zenodo.7782633.

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Many researchers and teachers agree that the inclusion of Science, Technology, Engineering, and Math in early education provides a strong motivation and a great improvement in learning speed. Most curricula in primary schools include a number of concepts that cover science and math, but less effort is applied in teaching problem solving, computer science, technology and robotics. The use of robotic systems and the introduction of Robotics as a curricula subject can bring the possibility of transmit to children the basics of technology and to give them other kind of human and organizational val
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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.

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The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school te
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NAROVLIANSKIY, Oleksandr. "EDUCATIONAL TOURISM IN GREAT BRITAIN." Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, Vol. 2 No. 2 (2023) (December 29, 2023): 74–78. http://dx.doi.org/10.54891/2786-7013-2023-2-17.

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The article is devoted to the organisation of educational excursions in the UK and their role in the educational process of secondary schools. The purpose is to analyze the existing experience of organising school trips and to identify opportunities for using this experience in modern education in Ukraine. The historical origins of educational excursions are identified. The results of surveys and other studies conducted in the UK to determine the attitude of teachers to excursions as an element of the educational process, as well as the problems that arise in their organisation, are highlighte
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Zakharova, Larisa M., and Tatiana A. Chibisova. "Formation of intercultural competence among schoolchildren in Great Britain." Revista Amazonia Investiga 10, no. 37 (2021): 146–54. http://dx.doi.org/10.34069/ai/2021.37.01.15.

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The study identifies the term intercultural competence and distinguishes its main components. The authors examine the experience of Great Britain in the formation of this competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. The study of the main methods used in multicultural classes in Great Britain and in many countries of Europe made it possible to group them according to the components of intercultural competence. In order to identify the level of development of this competence among future teachers themselves, there were
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Dissertations / Theses on the topic "Elementary school teachers – Training of – Great Britain"

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McKellar, David William. "The FITE for reading teaching : an examination of the initial training of senior primary teachers at a sample of institutions in England and South Africa." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003427.

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Primary school teachers are expected to teach reading. Whether they are adequately prepared to fulfil this role, particularly for those preparing to teach in the senior primary phase, is the concern of this thesis. Reading teaching models are useful to reading teaching course developers for devising initial training syllabuses. Such models are described, followed by an example of such a syllabus developed at Rhodes University. The Rhodes University model, described early in the thesis, is used as a background for the further consideration of aspects of reading teaching at other institutions. T
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Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.

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Hagger, Hazel. "The problems and possibilities for interns of gaining access to experienced teachers' craft knowledge." Thesis, University of Oxford, 1995. http://ora.ox.ac.uk/objects/uuid:056c2835-e034-4168-b81a-2731a173d05b.

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The concluding chapter explores implications of the research findings for the accessibility of teachers' craft knowledge, wider issues about the conditions necessary for the potential of school-based initial teacher education to be realised, and future research in the field.
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Randall, Peter Ralph. "The English private school system in South Africa." Thesis, 2015. http://hdl.handle.net/10539/18115.

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Erk, Miranda Richelle. "Prácticas internacionales en el extranjero y percepciones de la mejoría lingüística y competencia cultural: Una evaluación del programa “Auxiliares de Conversación”." Thesis, 2013. http://hdl.handle.net/1805/3200.

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Indiana University-Purdue University Indianapolis (IUPUI)<br>Este estudio analiza las percepciones de mejoría en el español y de conocimiento cultural de los participantes en un programa de ayudantes de inglés, Auxiliares de Conversación, mientras trabajaron en escuelas primarias y secundarias en varias regiones de España. Los participantes provenían de varios países anglófonos, entre ellos los Estados Unidos, el Reino Unido, Canadá, Nueva Zelanda, Australia. Varios participantes rellenaron encuestas a través de internet para evaluar su crecimiento lingüístico y cultural durante el programa
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Books on the topic "Elementary school teachers – Training of – Great Britain"

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1961-, Bell Janet, ed. The trainee primary teacher's handbook. Continuum, 2009.

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1957-, Arthur James, and Cremin Teresa, eds. Learning to teach in the primary school. 2nd ed. Routledge, 2010.

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Neil, Simco, Wilson Tatiana, and National Primary Teacher Education Conference., eds. Primary initial teacher training and education: Revised standards, bright future? Learning Matters, 2002.

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1962-, Medwell Jane, ed. Primary English: Knowledge and understanding. 4th ed. Learning Matters, 2009.

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1962-, Medwell Jane, ed. Primary English: Knowledge and understanding. 4th ed. Learning Matters, 2009.

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1949-, Whitlam Peter, and Woodhouse Jes, eds. Safety and risk in primary school physical education: A guide for teachers. Routledge, 2003.

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Mike, Harrison, ed. The primary coordinator and OFSTED re-inspection. Falmer Press, 1999.

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8

Easen, Patrick. Making school-centred INSET work: A School of Education pack for teachers. Open University in association with Croom Helm, 1985.

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Easen, Patrick. Making school-centred INSET work: A School of Education pack for teachers. TheUniversity in association with Croom Helm, 1985.

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Easen, Patrick. Making school-centred INSET work. Croom Helm for the Open University, 1985.

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Book chapters on the topic "Elementary school teachers – Training of – Great Britain"

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Bischof, Christopher. "Introduction." In Teaching Britain. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833352.003.0010.

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The illegitimate son of a servant from the Scottish Highlands, William Campbell effected his own upward social mobility by becoming a teacher. The state paid for his apprenticeship as a pupil teacher in the small village of Durness and then his teacher training programme in bustling Edinburgh. After his training and an initial job in the village of Nethybridge, he settled into a position as an elementary teacher in the scattered crofting community of Rogart in Sutherland in 1898. Though he followed Whitehall policymakers’ directives and taught quite a bit of English history and literature duri
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Bischof, Christopher. "Conclusion." In Teaching Britain. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833352.003.0009.

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Elementary teachers vigorously opposed a plan by the Board of Education to create a new path to becoming a teacher in 1907. Under the new plan, intending teachers would go on to secondary school with the aid of a bursary instead of apprenticing as pupil teachers at age thirteen. They would now spend little time in actual elementary schools until after training college (though there was a temporary, optional student teaching scheme which allowed them to spend several days a week in an elementary school during their last year of secondary school if they chose)....
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Pesić, Miroslav D., and Vojin N. Randjelović. "RAZVOJ OSNOVNOŠKOLSKOG OBRAZOVANJA U NIŠU OD 1878. DO 1885. GODINE." In Aleksinac : 190 godina u slobodi od oslobođenja 1833. do naših dana : tematski zbornik radova. Centar za kulturu i umetnost, Aleksinac, 2025. https://doi.org/10.46793/aleksinac190.153p.

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This paper provides a brief overview of the development of primary school education in Nis, from 1878 to 1885, that is, to the beginning of the Serbo-Bulgarian War. In Nis, since 1878, there was a Male and Female private school, which soon became public, for Serbian children, a Muhammadan school for Turkish children, and a Jewish school for Jewish children. The development of primary school education in Nis, from 1878 to 1885, encountered many difficulties. First of all, insufficient financial resources were a big problem, for the simple reason that primary schools could not be improved. In ad
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Hamburg, David A., and Beatrix A. Hamburg. "Putting Education for Peace into Practice." In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0022.

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Now let us turn our attention toward the practice of education for peace from several perspectives. We will examine some developmentally appropriate approaches to children and youth in understanding issues of war and peace, practical applications of teaching the prevention of deadly conflict and conflict resolution in schools, international relationships in education for peace, and other institutions with strong potential to promote peace education and conflict resolution. Even first-grade children can distinguish between societal conventions, noncontroversial questions, and controversial issu
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