Relevant bibliographies by topics / The pre-school teachers

Contents

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

Academic literature on the topic 'The pre-school teachers'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "The pre-school teachers"

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Yoon, Okkyong. "Pre-service Teachers’ Awareness and Improvement Demands on Elementary Social Studies Teacher's Guidebook in Social Studies Lesson Planning." Korean Lesson Study Group for Social Studies 13, no. 1 (2025): 1–17. https://doi.org/10.34261/jssls.2025.13.1.1.

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This study is a basic study to understand how elementary school pre-service teachers perceive and use teacher's guidebooks when planning social studies lessons. While preparing for the mock lesson, elementary school pre-service teachers critically analyzed the teacher's guidebooks and explored ways to use them on the premise of actual classes. Elementary school pre-service teachers analyzed, evaluated, and suggested improvements in terms of materials, classes, and learners for social studies teachers. Elementary school pre-service teachers said that resources for solving real-life case problem
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Листопад, А. А., та Н. Л. Листопад. "Формирование медиаграмотности будущих воспитателей дошкольных образовательных учреждений". Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 61, № 4 (2020): 15–28. http://dx.doi.org/10.46728/jpspsw.2020.v61.i4.p15-28.

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The article deals with the relevance and necessity of forming media literacy among future pre-school teachers. The aims, objectives, means and features of using digital technologies in education are analyzed. The role of digital technologies in the process of forming the media literacy of future pre-school teachers is examined. The results of the pilot study on the development of digital media literacy among future pre-school teachers are presented in the article.
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Elizabeth Akinyi Owino, HEZBORN NELLY KODERO, and ROSE RUTO KORIR. "EFFECT OF PRESCHOOL TEACHERS EXPERIENCE ON STRATEGIES TO SCAFFOLD SOCIOEMOTIONAL COMPETENCE AMONG PRESCHOOL CHILDREN." Kabarak Journal of Research & Innovation 5, no. 1 (2017): 56–66. http://dx.doi.org/10.58216/kjri.v5i1.47.

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The learning process, mental health and well-being of children in the future are founded on their Pre-school experiences. Focal to this is the children’s Socio-Emotional Competencies (SEC) which help them recognize, understand and appropriately express their emotions as well as identify and appreciate others’ emotional expression. Children with poor SEC end up with deprived overall life outcomes. This paper examines the effect of pre-school teachers’ experience on the strategies they use to scaffold SEC in children. Teachers’ experience was categorized into: novice; fairly experienced
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KARDEŞ, Servet, and Şeyma DİLEK. "Pre-school teachers' social media addiction." Elektronik Dil ve Eğitim Dergisi 3, no. 3 (2022): 41–51. https://doi.org/10.29228/ejle.63691.

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Sosyal medya; günlük haber okuma, oyun, paylaşım, sosyal ilişkiler kurma, bilgi alma ve eğitim gibi birçok alanda kullanılmaktadır. Ancak bazı durumlarda sosyal medyanın aşırı kullanımı, bireylerde bağımlılık yaratabilmektedir. Bu araştırma okul öncesi öğretmenlerinin sosyal medya bağımlılıklarının çeşitli değişkenler açısından irdelemek için yapılmıştır. Bu çalışmada, nicel araştırma yöntemlerinden biri olan betimsel tarama kullanılmıştır. Bu araştırmanın örneklemini basit tesadüfi örnekleme yöntemiyle seçilen 462 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veri toplamak için Kişisel B
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Shafie, Osma, Fauziah Ab Rahim, and Sarimah Shaik Abdullah. "PRE-SCHOOL CURRICULUM: IMPLEMENTATION CHALLENGES." Practitioner Research 3 (July 31, 2021): 121–39. http://dx.doi.org/10.32890/pr2021.3.6.

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Early Education is vital for the continuous learning of children. Preschool teachers play their role and are also responsible for implementing teaching and learning, using the National Preschool Curriculum and Assessment Standard Document (DSKP KSPK). However, there are constraints in the implementation of the DSKP KSPK. This article aims to present the challenges faced by pre-school teachers in teaching and learning in pre-schools. The challenges faced include external and internal factors. External aspects involve the nation’s policy and leadership, trust and societal culture and school admi
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Lopes, Amélia, and Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work." Literacy Information and Computer Education Journal 1, no. 1 (2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

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Özmentes, Sabahat, and Elif Tekin Gürgen. "Pre-school and elementary school pre-service teachers’ learning outcomes for music." Procedia - Social and Behavioral Sciences 9 (2010): 444–49. http://dx.doi.org/10.1016/j.sbspro.2010.12.178.

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Rahmonov, Gaffarjon Ruzmatovich. "PECULIARITIES OF AESTHETIC UPBRINGING OF PRE-SCHOOL CHILDREN." International Journal of Pedagogics 4, no. 7 (2024): 47–51. http://dx.doi.org/10.37547/ijp/volume04issue07-08.

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This graduation work is dedicated to the study of the methodology of aesthetic education of children in art-speech activities in the education of elementary school teachers. The main goal of the research is to improve the moral and spiritual education of elementary school teachers through artistic and speech activities, and to provide them with new methodological approaches that can be used in pedagogical activities.
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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.

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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professio
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Dissertations / Theses on the topic "The pre-school teachers"

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Bingham, Patrick Jerome. "The concurrent and predictive validity of elementary school teacher pre-employment success indicators /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Vrbanc, Gabriela, and Jenny Brandt-Eriksson. "Professionalism i förskolan : a study that casts light on pre-school teachers thaughts and actions in pre-school." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-256.

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<p>SAMMANFATTNING____________________________________________</p><p>Gabriela Vrbanc och Jenny Brandt- Eriksson</p><p>Professionalism i förskolan</p><p>År: 2007 Antal sidor: 35</p><p>_____________________________________</p><p>Syftet med arbetet är att få kunskap om och belysa hur förskollärares professionalism ser ut i förskolan. Syftet uppnåddes genom en kvalitativ forskningsmetod, med hjälp av intervjufrågor, för att få kunskap om hur fyra förskollärare ser på lärarprofessionalism. Vi använde oss även av videoobservationer för att sedan koppla ihop intervjusvaren med lärarnas handlande. Vi a
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Hammarberg, Annie. "Pre-school Teachers’ Perceived Control and Behaviour Problems in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3338.

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<p>In this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied.</p><p>The results of <i>Study I </i>indicate that pre-school teachers’ high perceived control was related to high intentions to act in the event of child behaviour problems. Teachers’ high satisfaction with their work was also related to high perceived control. <i>Study II </i>showed that low perceived control was associated with having
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Reduan, Siti Zaliha. "Teachers' perceptions of play in pre-school education in Sarawak." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299338.

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MICARELLO, HILDA APARECIDA LINHARES DA SILVA. "PRE-SCHOOL TEACHERS: WORK, KNOWLEDGE AND IDENTITY PROCESS OF CONSTRUCTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8721@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Esta tese tem por objeto a docência e os saberes de professores da pré-escola. Propõe-se a compreender como os processos de construção e circulação desses saberes, articulados a aspectos históricos e institucionais, revelam a construção de identidades de professores da educação infantil. Assumindo que o saber docente é sempre um saber para o outro, que se explicita nas relações interpessoais, mediadas pela linguagem, esta tese busca, na voz de professores da pré-escola, os sentidos dessa profissão, que vem se construindo
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Somayajulu, Ravi B. "Building Pre-Service Teacher’s Mathematical Knowledge for Teaching of High School Geometry." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1348805530.

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Vamborg, Christina, and Eva Wendel. "Pedagogers tankar kring förskolans miljö/Teachers thoughts on pre-school environment." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31726.

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Uppsatsens titel är Pedagogers tankar kring förskolans miljö, författare Christina Vamborg och Eva Wendel. Syftet med undersökningen är att få en uppfattning om hur pedagoger i förskolan, tänker kring förskolans miljö. Vi avser att synliggöra pedagogers tankar genom frågeställningarna; Hur tänker pedagoger kring den fysiska miljön i förskolan? och Hur tänker pedagoger kring den psykiska miljön i förskolan? Teoretiska utgångspunkter är förskolans historia, Fröbel och Vygotskij, samt aktuell forskning om förskolemiljö. I uppsatsen används både en kvantitativ och en kvalitativ metod. Enkäter förm
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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.

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El, Hassan Karla. "The development of a school readiness test for use with pre-school children in the Lebanon." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019193/.

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This study aimed at developing a Lebanese preschool instrument, a Lebanese preschool readiness test that can reliably, accurately, and rapidly identify children who are ready for preschool. Collecting norms and establishing the psychometric properties of the instrument was another major function of this study. To fulfil these functions a thorough review of the literature on preschool screening, preschool instruments, preschool child, and early childhood education was presented. In addition, interviews were conducted with a representative sample of preschool teachers and coordinators in Lebanon
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Erskine, Peter, and n/a. "Montessori : method or response : a practitioner's investigation into Montessori pre-school education." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060707.143251.

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This thesis argues that the practice and discourse of Montessori education should be explicitly concerned with the creation of a culture of response rather than with the implementation of a method. It is argued that in order for a culture of response to occur there must be within Montessori discourse and practice an explicit recognition of the need for teachers to engage critically and continuously with the assumptions that underpin Montessori thought and practice. This is difficult, however, because there is a tension between Montessori as a method and Montessori as response. An attempt is ma
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Books on the topic "The pre-school teachers"

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Parker, Christine. Early childhood education: A handbook for pre-school teachers. Teachers' Resource Centre, 1991.

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Rahman, Abdul Rahim Abdul. Perceptions of second year student teachers on managing pre-school classes. University of Birmingham, 1997.

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National Centre for Early Childhood Education (Kenya Institute of Education), ed. Early childhood education: A manual for pre-school teachers and the community. East African Educational Publishers, 2000.

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Streufert, Jander Martha, and Eckert Dorothea C. 1943-, eds. Extra help! for Sunday school teachers: Over 100 creative, easy ideas for pre-school and early elementary. CPH, 1994.

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Coloroso, Barbara. The bully, the bullied and the bystander: From pre-school to high school : how parents and teachers can help break the cycle of violence. HarperCollins, 2002.

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Educational Resources Information Center (U.S.), ed. Outreach program for high school and pre-service science teachers of native American students: Project dates : 9/1/93-12/31/96. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Inc, XAMonline, ed. Praxis elementary education 0011, 0012, 5011, 5015. 3rd ed. XAMonline Inc., 2013.

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Pupils' Attitude Towards Technology, (4th : April 1989 : [Eindhoven]), ed. Teacher education for school technology: Pre-conference book. Teacher Training Center for Vocational (Technical) Education, 1989.

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Sharon, Ryan, and Grieshaber Susan, eds. Practical transformations and transformational practices: Globalization, postmodernism, and early childhood education. Elsevier JAI, 2005.

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Educational Resources Information Center (U.S.), ed. Bridging cultures: A pre-service teacher preparation module. WestEd, 1998.

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Book chapters on the topic "The pre-school teachers"

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Choat, Ernest, Harry Griffin, and Dorothy Hobart. "Pre-School Children, Teachers and Television." In Teachers & Television. Routledge, 2023. http://dx.doi.org/10.4324/9781032643977-5.

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Bellin-Mularski, Nicole, Dana-Kristin Mah, and Dirk Ifenthaler. "Pre-Service Teachers’ Perceptions of School Development." In Competencies in Teaching, Learning and Educational Leadership in the Digital Age. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30295-9_5.

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Neal, Greg, and Bill Eckersley. "Immersing Pre-Service Teachers in Site-Based Teacher School-University Partnerships." In Successful Teacher Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-677-6_3.

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Codreanu, Elias, Sina Huber, Sarah Reinhold, et al. "Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers." In Learning to Diagnose with Simulations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_4.

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AbstractMathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions
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Marczynski, Bernhard, Larissa J. Kaltefleiter, Matthias Siebeck, Christof Wecker, Kathleen Stürmer, and Stefan Ufer. "Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews." In Learning to Diagnose with Simulations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_5.

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AbstractOne-on-one diagnostic interviews with school students have been proposed as learning opportunities to acquire diagnostic competences. Moreover, role-play-based simulations have proved promising to foster interactive competences similar to diagnosis during early phases of teacher and medical education. Thus, we developed a role-play-based simulation of diagnostic interviews on the topic of decimal fractions for mathematics pre-service teachers. During the role-play, participants either take on the role of a sixth grader, a teacher interviewing a sixth grader, or an observer watching the
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Costanzi, Marcela, Núria Gorgorió, and Montserrat Prat. "Pre-Service Teachers’ Representations of School Mathematics and Immigrant Children1." In Learning, Social Interaction and Diversity – Exploring Identities in School Practices. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-803-2_14.

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Björklund, Camilla, and Hanna Palmér. "Pre-school teachers' ways of promoting mathematical learning in picture book reading." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-11.

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Goos, Merrilyn, B. Arvold, N. Bednarz, et al. "School Experience During Pre-Service Teacher Education from the Students’ Perspective." In The Professional Education and Development of Teachers of Mathematics. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_9.

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Utsumi, Miriam, Irene Cazorla, and Verônica Yumi Kataoka. "Statistical Training of Pre-service Teachers with Application in School Practice." In The Teaching and Learning of Statistics. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_33.

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Angeli, Charoula, and Kamini Jaipal-Jamani. "Preparing Pre-service Teachers to Promote Computational Thinking in School Classrooms." In Computational Thinking in the STEM Disciplines. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93566-9_7.

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Conference papers on the topic "The pre-school teachers"

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Dolenc, Sasa, Katarina Susman, and Jerneja Pavlin. "UNDERSTANDING GRAPHICAL REPRESENTATION OF MOTION AMONG PRE-SERVICE PRIMARY SCHOOL TEACHERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1539.

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Bubnys, Remigijus, and Deimantė Šniukaitė. "MANIFESTATION OF PERFECTIONISM AMONG HEADMASTERS AND TEACHERS IN PRE-SCHOOL EDUCATION INSTITUTIONS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0580.

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Maiso-Ortega, Aurora María, Jaime Barrio-Cortes, María Díaz Quesada, et al. "HEALTHY HABITS IN PRE-SCHOOL AND PRIMARY SCHOOL TEACHERS IN A REGION OF SPAIN: A STUDY PROTOCOL." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1739.

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Pavlin, Jerneja, and Katarina Susman. "OPINIONS OF PRE-SERVICE PRIMARY SCHOOL TEACHERS ABOUT VISITING A SCIENTIFIC INSTITUTION WITH PUPILS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0638.

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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs th
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McMinn, Melissa, Igor Maksimov, Paora Mepham, Kirsten Price, Vanessa Madhar, and Lynne Brice. "School-Based Learning in Initial Teacher Education: An Authentic Partnership." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302006.

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While practicum experiences are a part of most initial teacher education programmes, Open Polytechnic | Te Pūkenga recognises successful entry into the profession lies in authentic partnerships between the initial teacher education provider and schools. Our programmes enable partner schools to contribute to the delivery of initial teacher education through school-based learning experiences, while enabling pre-service teachers to contribute to their school community. This partnership model is responsive to a strong sector drive to ensure beginning teachers enter the profession ‘work-ready’ with
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Aboltina, Liga. "Pre-School Teachers’ Understanding about Children's Self-Directed Learning." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.001.

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As society evolves, the need for a paradigm shift from teaching-centred to learning-centred education has become stronger. The learning processes focus on how children learn instead of how teachers teach, and it requires children to take responsibility for their own learning, thus promoting self-affirmation and self-directed learning. Implementation of a competency-based learning approach requires improving transversal skills, including self-directed learning. Unfortunately, preschool teachers lack a common understanding about children's self-directed learning. It is still a habit to set the g
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Anspoka, Zenta, and Inga Stangaine. "Reading Literacy Acquisition in Pre-School and School: Succession Aspect." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.19.

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The acquisition of reading literacy has been an important issue from generation to generation, nonetheless it is especially relevant today, when the concept of reading literacy has expanded under the impact of various social and economic circumstances, requirements for a good reader and writer have changed. The relevance of the problem originates from the results of recent scientific research in the world and in Latvia and surveys of preschool and primary school teachers. The goal of the research is to analyse the teachers’ understanding of reading literacy acquisition in preschool and primary
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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to p
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Cretu, Daniela-Maria. "Pre-Service Teachers’ Perceptions On Their Practicum In School." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.49.

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Reports on the topic "The pre-school teachers"

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Ng, Ee Lynn. Work-related stress in pre-school teachers and methods of assessing stress: A literature review. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22754.

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This study aims to gather information that will contribute to the development of future studies aimed at investigating the impact of preschool teachers’ work-related stress on children’s learning in Singapore. To this end, the study has two objectives: to identify sources of work-related stress that are relevant to preschool teachers in Singapore and to identify measures that could be used to measure teacher stress in the local context.
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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primar
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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 c
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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an onli
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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel
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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over t
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Thy, Savrin, Tong Ly, and Sokunthy Ean. Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.137.202305.

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The outbreak of Coronavirus Disease 2019 (COVID-19) was announced as a pandemic by the World Health Organization (WHO) on 11 March 2020. Its presence has created significant disturbances across society and particularly within education. On 16 March 2020, as a preventative measure against the spread of COVID-19, the Royal Government of Cambodia (RGC) decided to close all educational institutions. However, in an effort to continue providing education services to students, the Ministry of Education, Youth and Sport (MoEYS) alongside relevant stakeholders made significant efforts to adopt distance
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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.

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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how
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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Counci
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