Relevant bibliographies by topics / English primary school teacher

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English primary school teacher'

Author: Grafiati
Published: 10 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "English primary school teacher"

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Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

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This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.
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Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

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In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English.
 Keyword; Indonesian primary school, teacher, new policy.
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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." International Journal of Research in Education and Science 6, no. 3 (2020): 458. http://dx.doi.org/10.46328/ijres.v1i1.1002.

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In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, coursebooks with detailed teaching ideas and pedagogical explanations for lesson planning become an essential part of their profession providing guidance and feeling of security. Some German scholars have noted; however, these teachers mostly devise other materials like worksheets to replace or supplement the English coursebooks (Fuchs et al., 2010). The present study aims to critically reflect on perceptions, preferences and expectations of English teachers at German primary schools concerning their coursebook usage. After presenting and discussing the research results, the paper proposes some ideas for striking a balance between teaching English with and without a coursebook. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.
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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." International Journal of Research in Education and Science 6, no. 3 (2020): 458. http://dx.doi.org/10.46328/ijres.v6i3.1002.

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In Germany, where every federal state has a different educational philosophy and diverse legal circumstances, the practices of English teachers vary considerably. In Bavaria, where the present study was conducted, English only became a mandatory primary school subject in the school year 2005-2004. Because a specific training for becoming primary school English teacher was only integrated into the university curriculum after that year, the majority of current primary school English teachers have not been trained to teach this subject so they lack the methodological background. Therefore, coursebooks with detailed teaching ideas and pedagogical explanations for lesson planning become an essential part of their profession providing guidance and feeling of security. Some German scholars have noted; however, these teachers mostly devise other materials like worksheets to replace or supplement the English coursebooks (Fuchs et al., 2010). The present study aims to critically reflect on perceptions, preferences and expectations of English teachers at German primary schools concerning their coursebook usage. After presenting and discussing the research results, the paper proposes some ideas for striking a balance between teaching English with and without a coursebook. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.
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Kapranov, Oleksandr. "Framing the Identity of an Ideal Primary School Teacher of English." English Studies at NBU 6, no. 1 (2020): 95–110. http://dx.doi.org/10.33919/esnbu.20.1.4.

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The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.
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Coburn, James. "Comparing varieties of in-service English Language Training for primary school teachers in Norway." Acta Didactica Norge 8, no. 2 (2014): 16. http://dx.doi.org/10.5617/adno.1140.

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International trends show the formal teaching of English beginning at an increasingly early age. This presents challenges for national education systems and in particular, for primary schools and for primary school teachers who are not necessarily trained as English teachers. This paper looks at two different responses to the situation in Norway, through research into two different ways of organising, designing and implementing in-service English Training (INSET) for primary school teachers. One is a nationally organised program, the other is a local initiative. The contexts for the two different kinds of courses are outlined and the designs of the courses presented through document analysis interspersed with extracts from interviews with teacher trainers. Strengths and weaknesses of the two different kinds of courses are compared. The study concludes that if English teaching in primary schools in Norway is to improve towards 2030, there is a need for the introduction of new programs and structures for the development of teacher trainers with primary school teaching experience, and for the systematic development of networks of primary school English teachers with the aim of nurturing and sustaining their professional development
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Xiong, Tao, and Xiuzhen Xiong. "The EFL Teachers’ Perceptions of Teacher Identity: A Survey of Zhuangang and Non-zhuangang Primary School Teachers in China." English Language Teaching 10, no. 4 (2017): 100. http://dx.doi.org/10.5539/elt.v10n4p100.

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Zhuangang (literally means “transferring post”) English teachers, usually in the primary schools of rural areas in China, refer to the English teachers who used to teach school subjects other than English. Some of them may at the same time still teach other subjects in addition to English. They are a part of the solutions to the shortage of English teachers due to the policy of popularizing English learning in primary schools in China in 2001. Although they account for a large percentage of primary English teachers especially in rural areas in China, relatively little research has been conducted to investigate the status of their professional development and identity. This study is aimed at finding out whether there is a significant difference between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity and if it is the case, what may be the contributing reasons. A questionnaire was allocated and a significant difference (p=0.005) was observed between zhuangang and non-zhuangang English teachers in their perceptions of teacher identity. Implications for enhancing their teacher identity and professional development are also discussed.
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Hanušová, Světlana, Michaela Píšová, and Tomáš Kohoutek. "Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions." Journal of Language and Cultural Education 7, no. 2 (2019): 51–77. http://dx.doi.org/10.2478/jolace-2019-0011.

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Abstract Problems with staffing play a crucial role among factors influencing the quality of English language teaching at Czech primary and lower secondary schools. Since 1990 the shortage of teachers of English as a foreign language has been repeatedly reported by the Czech School Inspectorate. The shortage is largely caused by the reluctance of English language teacher education study programme graduates to accept teaching positions at primary and lower secondary schools. A drop-out syndrome in the early stages of the teachers’ career is another factor that may contribute to the lack of teachers of English. Unfortunately, it has not been researched in the Czech Republic and it has not been systematically monitored by the state. In the research study focusing on novice teacher drop-out, conducted in 2015–2017, we deal with the process of socialisation of novice teachers in schools and with external factors that influence the socialisation and that can be seen as predictors of novice teachers’ decision to stay in their current school or leave either the school or the teaching profession. The current paper presents partial findings related to drop-out intentions of novice teachers of English as a foreign language in comparison with teachers of other subjects. Our findings indicate that drop-out intentions are more frequent in teachers of English as a foreign language than for other teachers and that teachers of English evaluate their cooperation with colleagues and leadership at their schools more critically than other teachers.
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Sahin, Senem. "Revisiting Primary English Teachers’ Critical Reflections on Coursebook Usage." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 2 (2020): 662–74. http://dx.doi.org/10.33258/birle.v3i2.895.

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AbstractThis study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.
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Eapen, Rachel Lalitha. "English Language Teaching At The Primary Level: Foundations For Bilingualism Or Not?" Journal of International Education Research (JIER) 7, no. 4 (2011): 33–38. http://dx.doi.org/10.19030/jier.v7i4.6043.

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In countries where English is a second language, there has been a movement over the last 60 years from supporting indigenous languages over foreign language English - to the present one where, with globalization and market demands, English is beginning to be seen as an indigenous language in itself. The teaching of English from Grade 1 about five years ago points to this change in India. The consequences of such a shift for language acquisition at the primary level is a matter of concern, however, when English is not the first or second language of the people, but is the medium of education, and when the average classroom teacher at the primary level is inadequately prepared for the task. The gaps in the teacher's preparation and the coping strategies she employs are discussed in this paper in order to identify teacher resistances to new books and methodologies. Resistances can be seen to serve as areas for growth according to the constructivist perspective of a Bakhtinian dialogue and a collective articulation of a ZPD, described by Vygotsky, for syllabus design. The syllabus, when it emerges in this way, can be taken to be valid in terms of relevance and to serve as appropriate comprehensible input necessary as the first step for development and change for in-service primary school teachers teaching new texts set in new curricula. Classrooms in three schools in India were visited from which a syllabus outline for an in-service primary school teachers evolved. Teacher practice and resistances are analysed against larger questions, such as: What does such teacher orientation imply for linguistic development of a second language on the whole and for the cognitive development of the child? Would semi-lingualism be encouraged or would we have basic foundations for effective bilingualism?
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Dissertations / Theses on the topic "English primary school teacher"

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Barrett, Angeline M. "Teacher identity in context : a comparison of Tanzanian with English primary school teachers." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/8732de07-0dc6-47da-b698-e74ffedf3452.

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The last two decades has seen a plethora of literature from Anglophonic Western countries treating teachers as thinking, feeling, believing, doing human beings. By contrast, primary school teachers in Sub-Saharan Africa are often represented as input-output functions, both causes and casualties as poor quality. An exception is the literature that has explored how the material, systemic and socio-cultural context of low-income countries constrains teachers' practice. This study sets out to open up a two-way conversation between Tanzanian primary school teachers' constructs of their occupational identity and models of English teacher identity to be found in literature. In so doing it aims to combine the insights of literature on teacher identity, treated as being culturally situated, with comparativists' alertness to context. A dialogic hermeneutic epistemological framework is used, within which knowledge creation is modelled as a conversation. Participants in the conversation include the inquirer (myself), individual research participants, the collective identities of Tanzanian and English primary teachers and academic literature. Borrowing from Hall's conceptualisation of cultural identity, occupational identity is understood as non-essentialist, always in the process of being re-defined as it is negotiated between different individuals and groups within the teaching profession. Tanzanian teachers' views on their responsibilities, the purpose of education and their relations to others were collected through interviews and discussion groups. These were supported by intensive observation of two schools and more extended conversation with and observation of three focus teachers. Findings are presented in the form of description of schools; personal narratives; teachers' perceptions of their relations and responsibilities towards pupils, society and the state and teachers' educational values discussed in relation to their classroom practice. These are drawn together into a theoretical model of the Tanzanian 'teacher identity landscape', which accommodates the difference amongst teachers and intergenerational movement in teacher identity. Bernstein's competence and performance pedagogic modes and their extension to professionalism by Osborn, Broadfoot & McNess are applied to the Tanzanian case. Explicit comparison allows interrogation of the culturally-situated nature of theory developed for the English context to arrive at description of a Tanzanian competence and performance mode of professionalism.
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Davies, Gareth Thomas. "Perceptions of methods of teacher appraisal amongst expatriate teachers in Hong Kong English schools foundation primary schools." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036466.

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Atici, Meral. "An exploration of the relationships between classroom management strategies and teacher efficacy in English and Turkish primary school teachers." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30911.

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This thesis describes a study of the relationships between self-efficacy in primary school teachers and their classroom management strategies in England and in Turkey. The study includes a survey of 73 Turkish teachers and 51 British teachers in terms of teacher efficacy in classroom management, followed up by observation and interviews with 6 teachers identified as high and 6 teachers as low efficacy. The role of self-efficacy in classroom management is examined through the application of Bandura's (1977, 1986, 1997) self-efficacy approach. A second important part of this study is the investigation of cultural differences between teachers in England and in Turkey with respect to misbehaviour and its management. The study demonstrated that as teachers felt more efficacious they were more likely to employ effective, long term and positive methods to deal with misbehaviour and, in doing so, to create a more appropriate and orderly learning environment. This then enhanced teachers' confidence and encouraged positive, quality relationships with pupils. Similarities rather than differences were common in terms of misbehaviour and methods used by both British and Turkish teachers to deal with it. However, some considerable differences existed, suggesting that, in comparison with British teachers, Turkish teachers lacked in familiarity with the concepts of classroom management and discipline in education terms through pre or in-service training and training in the use of systematic management strategies based on certain theoretical roots. A striking difference emerged in the application of discipline policies in the British sample as there are no such policies in the Turkish context. The development of self-efficacy appeared to result from experience, as a means of seeing positive outcomes of their own behaviour, positive encouragement from parents and the head, observing colleagues and from teacher personality. The findings of the study are discussed in order to formulate implications for teacher training courses and for qualified teachers. Training programmes to enhance self-efficacy in classroom management and discipline are suggested.
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Nygren, Sofie. "Extramural English in the Swedish school : A teacher perspective on practices related to extramural English in Swedish schools in years F-3." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36512.

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English is a globally used language and with the emergence of the digital era, it surrounds usall over the world. This had led to pupils in Sweden meeting English even outside school,which is a concept called extramural English, EE in short (Sundqvist, 2009). This thesisexamines Swedish teachers, who teach years F-3, beliefs on the concept of extramuralEnglish, as well as how they incorporate extramural English via digital resources in theirteaching. To investigate this, both a survey and three interviews with teachers who teachstudents in year F-3 are analyzed.This study shows that most of the teachers who participated are not familiar with the conceptof extramural English, but they all work with similar materials and have similar attitudestowards the concept. This thesis highlights the importance of educated teachers oncontributing factors and pedagogical conditions that extramural English provide to languageteaching, in order to maintain pupils' motivation and create a meaningful English teaching.<br><p>Engelska</p>
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Granström, Sara. "Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.

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The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.
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Frank, Green Christopher. "An evaluation of a language enrichment component of an INSET course for primary school teachers of English." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626524.

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Arias, Morel Angela, and Louise Torgén. "The use of learning rubrics in English as a foreign language primary school classrooms in Sweden." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33599.

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Learning rubrics are adapted to the students’ understanding, and contain a clear focus of what they are supposed to learn. Teachers’ knowledge about them seems to be limited, and assessment rubrics are a more common tool for teachers’ assessment practices (Alm, 2015).Even though the Swedish school curriculum encourages teachers to use formative assessment as an active part of their teaching, due to its beneficial factors for students learning development, studies have shown that summative assessment is a preferred practice among teachers.This paper analyzes the teachers use of learning rubrics in English as a foreign language classroom in the Swedish primary schools. The focus lays on finding out teachers experiences and beliefs about using learning rubrics as a formative assessment tool. According to theories and findings within formative assessment a certain set of criteria must be met, something which learning rubrics do. In order to fulfill this papers purpose, we combined a quantitative study that was carried out on 55 teachers, and a qualitative study that was centered around interviewing 5 teachers. Our results showed that 38 % of the 4-6 EFL teachers used a continuous formative assessment, which occurred during lessons or over a longer span of time. In regards to the use of learning rubrics only 3% used learning rubrics for a formative purpose. Results also revealed that a combination of learning rubrics, and assessment rubrics are more commonly used rather than only the use of learning rubrics in the language classroom. Through the combination of these two types of rubrics it helped in clarifying what was assessed and in what way it was assessed. It would also be used to make teachers’ arguments visible both for the students and the caretakers at home. However, if teachers do not apply the necessary adaptations to the formative process, the benefits are not obtained.
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Souter, Colin W. "Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.

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Bibliography: pages 78-90.<br>There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16514/.

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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Li, Sau-fun Ocean, and 李秀芬. "The implementation of ICT in teaching English in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.

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Books on the topic "English primary school teacher"

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Fuller, Simon. English in the primary school: A guide for teachers. BBC Education, 1990.

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Osborn, M. Policy, practice and teacher experience: Changing English primary education ; findings from the PACE project. Continuum, 2000.

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French in the primary school: Ideas and resources for the non-linguist teacher. Continuum International, 2008.

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Sloan, Megan S. Into writing: The primary teacher's guide to writing workshop. Heinemann, 2009.

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Tandy, Miles. Creating writers in the primary school: Practical approaches to inspire teachers and their pupils. New York, 2008.

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Linguistics at school: Language awareness in primary and secondary education. Cambridge University Press, 2010.

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Becoming a Primary School Teacher. Taylor & Francis Inc, 2004.

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Peter, Stopp, ed. Becoming a primary teacher. Batsford, 1987.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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Book chapters on the topic "English primary school teacher"

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Schauer, Gila A. "Results: EFL Primary School Teachers." In Teaching and Learning English in the Primary School. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23257-3_6.

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Cunningham, Una. "Teaching English Pronunciation Online to Swedish Primary-School Teachers." In Second Language Learning and Teaching. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11092-9_4.

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Dyer, Emma. "Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_9.

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AbstractThis chapter describes the innovative use of a pre-existing framework from the field of Human–Computer Interaction to explore and reimagine reading spaces for beginner readers in primary schools in England. The chapter details the four phases of the research study, from a conceptual level to a physical outcome (a reading nook), the latter providing secondary findings about the value of secluded reading spaces for students in two English classrooms. In adapting and developing a design methodology within an educational context, it is hoped that this research will stimulate communication and dialogue between architects, educators, policy-makers and students. It also offers a contribution to the challenge of improving school design for pupils and practitioners by offering a framework through which education, specifically reading, can be viewed through the prism of design.
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Victori, Mia, and Elsa Tragant. "9. Learner Strategies: A Cross-sectional and Longitudinal Study of Primary and High-school EFL Teachers." In Age and the Acquisition of English as a Foreign Language, edited by María del Pilar García Mayo and María Luisa García Lecumberri. Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596407-010.

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Saenkhum, Tanita. "6. English Writing Instruction and Teacher Preparation in Thailand: Perspectives from the Primary and Secondary Schools." In Second Language Writing Instruction in Global Contexts, edited by Lisya Seloni and Sarah Henderson Lee. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925877-010.

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Baldwin, Lisa. "Documentation supporting English." In Leading English in the Primary School. Routledge, 2018. http://dx.doi.org/10.4324/9780203731444-6.

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Chamberlain, Liz. "Pedagogical choices in primary English." In Leading English in the Primary School. Routledge, 2018. http://dx.doi.org/10.4324/9780203731444-7.

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Hošpesová, Alena, and Marie Tichá. "Problem Posing in Primary School Teacher Training." In Mathematical Problem Posing. Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-6258-3_21.

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Zhang, Dongbo. "Chinese Primary School English Curriculum Reform." In Perspectives on Teaching and Learning English Literacy in China. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4994-8_5.

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Baldwin, Lisa. "Leading the English curriculum." In Leading English in the Primary School. Routledge, 2018. http://dx.doi.org/10.4324/9780203731444-4.

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Conference papers on the topic "English primary school teacher"

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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.
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Chiang, Mei-Yen. "An Innovation of Primary School English Teachers’ Teaching Beliefs." In 2019 IEEE Eurasia Conference on IOT, Communication and Engineering (ECICE). IEEE, 2019. http://dx.doi.org/10.1109/ecice47484.2019.8942762.

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Lijun, Wang. "Improve qnational training planq quality of primary and secondary school English teacher training Approaches." In 2014 2nd International Conference on Advances in Social Science, Humanities, and Management. Atlantis Press, 2014. http://dx.doi.org/10.2991/asshm-14.2014.19.

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Biswas, Anita. "TEACHER DIGITAL LITERACY IN THE CONTEXT OF ENGLISH DISTANCE LEARNING FOR PRIMARY SCHOOL PUPILS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1723.

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Lukman, H. B. "Needs Analysis Training Basic English For Teachers At Primary School." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.23.

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Sahiruddin, Sahiruddin, and Yana Manipuspika. "English Learning Motivation and Learning Practices in Indonesian Primary School Context: Parent and Teacher Perspectives." In 1st International Seminar on Cultural Sciences, ISCS 2020, 4 November 2020, Malang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.4-11-2020.2308901.

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Sun, Yu, and Tingting Gao. "Immersion Training of Pre-Service Primary School English Teachers’ Professional Competence." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.247.

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"Cultivation of Primary School English Teachers’ Key Competencies in the Pre-service Period." In 2020 International Conference on Social and Human Sciences. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000065.

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Cao, Runxia. "The Application of Blended Learning in Training Primary School English Teachers in Xi'an." In 2017 7th International Conference on Education and Management (ICEM 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.56.

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Mikulec, Alenka, and Renata Šamo. "How important is English to Croatian pre-service primary school and preschool teachers not majoring in English?" In University of Zagreb Round Table 2016. Filozofski fakultet u Zagrebu, FF-Press, 2017. http://dx.doi.org/10.17234/uzrt.2016.2.

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Reports on the topic "English primary school teacher"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Duflo, Esther, Pascaline Dupas, and Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w17939.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Leaver, Clare, Owen Ozier, Pieter Serneels, and Andrew Zeitlin. Recruitment, Effort, and Retention Effects of Performance Contracts for Civil Servants: Experimental Evidence from Rwandan Primary Schools. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/048.

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This paper reports on a two-tiered experiment designed to separately identify the selection and effort margins of pay-for-performance (P4P). At the recruitment stage, teacher labor markets were randomly assigned to a pay-for-percentile or fixed-wage contract. Once recruits were placed, an unexpected, incentive-compatible, school-level re-randomization was performed, so that some teachers who applied for a fixed-wage contract ended up being paid by P4P, and vice versa. By the second year of the study, the within-year effort effect of P4P was 0.16 standard deviations of pupil learning, with the total effect rising to 0.20 standard deviations after allowing for selection.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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