An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

Relationship of Workaholism with Stress and Job Burnout of Elementary School Teachers

Teachers voluntarily devote a lot of time to their vocational activates. This can lead to workaholism and may result in stress and job burnout. The main objective of the current study is to examine the relationship of workaholism with stress and job burnout of elementary school teachers in Zahedan. This is a descriptive-correlational study. The sample includes 350 elementary school teachers in Zahedan whom are selected through applying stratified random sampling method and are examined using questionnaires on workaholism, occupational stress, and job burnout. To analyze the obtained data, correlation coefficient and simultaneous multiple regression analysis are applied using SPSS21. Teachers’ mean scores on workaholism, stress and job burnout are higher than the considered theoretical mean. Workaholism and its components (feeling of being driven to work, work involvement, and work enjoyment) are significantly and positively related to job burnout and occupational stress (p ). The results of simultaneous multiple regression analysis indicate that components of workaholism can predict teachers’ occupational stress and job burnout (p ). Considering the results, holding training courses for teachers to become familiar with the phenomena of workaholism, stress, and job burnout, individual and organizational outcomes, methods of dealing with them and managing them effectively is highly recommended.

Aliteracy Among Teachers?Investigating the Reading Habits of Elementary and Early Childhood Educators

Since the reading habits of both preservice and inservice teachers have been linked to their abilities as reading teachers,aliteracy among teachers is particularly distressing.The purpose of this study was to investigate the amount of leisure time elementary teachers spend reading literature for pleasure.Prekindergarten through sixth grade teachers(N=24)enrolled in a graduate education course logged the minutes they spent engaged in various leisure activities during one week of the summer.Reading literature,defined as the reading of novels,short stories,plays,or poetry in one’s spare time,ranged from 0 to 845 minutes.Of the 13 activities investigated,the highest average amount of time was spent watching movies(M=552.92).Reading literature for pleasure had the eighth highest mean(M=123.13).Pairwise comparisons revealed no significant difference(t=-.795,p<.435)between time spent reading literature and time spent in other non-literature leisure activities.Results or paired samples t-tests indicated that participants spent significantly less time reading newspapers/magazines(t=2.696,p<.013)and reading blogs(t=2.783,p<.011)and significantly more time watching movies(t=-3.287,p<.003)than reading literature for pleasure.It appears that lack of motivation may be a factor in participants’decision to read literature for pleasure as opposed to either lack of time or technological distractions.

The Research Self-Efficacy of Elementary Teachers:Current status,Factors,and Strategies for Improvement

Research self-efficacy is of great significance for teachers to improve their interest and achievements in scientific research.In this study,261 elementary teachers were surveyed through online questionnaires to understand their research self-efficacy.The results showed that most elementary teachers have good research self-efficacy;education background,years of teaching,research environment,and attitude toward research all had influence on the research self-efficacy of elementary teachers.Based on this situation,schools should make efforts,such as improving communication,providing financial support,establishing a scientific research support center,and helping teachers under unfavorable situations.For elementary teachers,they should realize the importance of education research and improve their research literacy。

Relationship between Teachers’Leadership and Classroom Climate in Chinese and Japanese Elementary School

The purpose of this study is to clarify the relationship between classroom climate and teachers’leadership through a comparison of Japanese and Chinese elementary school teachers.From this,exploring measures to improve the classroom climate.By creating a positive classroom climate,aiming to create a class that is free from bullying,school refusal,and school violence.184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’leadership and classroom climate.As the data analysis results,fostering Maintenance Behavior of teachers’leadership is effective in creating a positive classroom climate.The results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’leadership PM-type leads to an improvement in the classroom climate.

An Assessment Scale for Evaluating the Experimental Design Ability of Elementary Science Teachers Based on Primary Trait Analysis

In this study,an assessment scale for evaluating the experimental design ability of elementary science teachers was constructed based on primary trait analysis.This assessment scale contains three first-level indexes and eleven second-level indexes.The corresponding weights of indexes were determined by the objective weighting method.The scores of all the descriptions of the indexes were also assigned.After a trial test,this assessment scale was verified to be reliable and valid for evaluating the experimental design ability of elementary science teachers.

论小学教师的性别素养——基于小学教育中性别现象的思考

我国小学教育中广泛存在着两种性别现象,一种是反映在教育教学中的性别差异现象,一种是小学女教师偏多的性别失衡现象。本研究通过揭示小学教育中客观存在的性别现象,超越生物本质视角与社会建构视角,回到教育自身来认识小学教育中的性别问题。基于此,本研究在小学教师专业伦理视域下提出小学教师应具备一定的性别素养,立足小学生的“向善性”、小学教师的“示范性”、小学教育的“发展性”,小学教师在教书育人的过程中应遵从性别敏感、性别公正、性别友好三项伦理原则。小学教师性别素养的伦理原则及教育价值可以帮助师生基于性别存在又超越性别存在,不断趋向教育之终极善,即“培养完整的人”这一育人目标。

谋开放新篇 育强国优师--《教育部关于实施国家优秀中小学教师培养计划的意见》解读

2023年7月教育部制定了国家优秀中小学教师培养计划(以下简称“国优计划”),旨在以“双一流”建设高校为依托,选拔培养专业成绩优秀且乐教适教的理工类学科人才,从而为基础教育事业培养和输送高质量的优秀教师。“国优计划”的出台,一方面是对教师教育历史政策实践,即推动教师教育向高质量发展模式转变,以及健全以开放、协同、联动为主要特点的现代教师教育体系的继承与延续;另一方面是为推动新时代教育强国、科技强国、人才强国建设和契合基础教育发展新形势所制定的创新发展路径,即构建多主体联动,贯通本研、职前职后一体化培养模式,实现“优秀人才”向“优秀教师”转化,切实解决教师队伍建设中存在的学科结构不均衡、培养层次不高等方面的问题,从源头上强化拔尖创新人才的培养。为此,对“国优计划”的政策实施路径提出以下建议:促进政策主体的外部行动协同与内部治理优化;规范研制人才选拔标准与培养方案;建立和健全面向政策实施的专业评估与跟踪监测机制;建立与政策相配套的培训与试点经验交流机制。

“卓越教师培养计划”背景下小学教师TPACK能力培养策略探究

随着信息技术的发展,国家对新时代卓越教师培养提出了新要求。整合技术(TPACK)的教学知识是学科知识、教学方法、信息技术三个要素的重建,小学教师整合技术(TPACK)知识对教师能力的提升有着重要意义。本文从TPACK的构建要素和卓越小学教师应具备的综合素养进行分析,从技术融合、课程学习、技术支持、反思与评估等方面进行探索,提高教师掌握和运用信息技术的能力,为卓越小学教师培养TPACK能力提供借鉴。

乡村小学教师职前培养困境及突围

在乡村振兴背景下,加强乡村地区的素质教育是提升乡村竞争力的关键,而作为提升乡村教育质量的基础环节,乡村小学教师的职前培养却存在着培养过程同质化、培养方式无差别等问题。因此,职前培养需在框架重构的前提下,通过规范伦理道德、塑造教育情怀、重构专业课程、推进免费和卓越师资培养、搭建实践平台等措施完成现实困境的突围。

家校共育视角下班主任工作室建设实践研究——以“心行”班主任工作室为例

家校共育是近年来教育界关注和探讨的焦点话题。班主任作为学校和家庭之间的沟通桥梁,承担着推动家校合作、促进学生全面发展的重要责任,是落实立德树人、推进学校德育工作顺利进行的核心力量。文章立足家校共育的社会大环境,通过文献法、个案法、行动研究法,探索新建学校如何建立一支强有力班主任队伍并发挥其在提高家校共育质量中的作用,以期为班主任工作室建设提供典型案例和必要参考。

教师职责和职业能力的动态耦合结构模型建构——基于中小学教师角色隐喻的分析

教师为了履行时代赋予的更多职责,必须发展与之对应的职业能力。通过分析在职中小学教师角色隐喻,揭示教师的职责与职业能力的特点与关系。结果发现,教师的职责包括结果性、过程性与指向教师终生发展的职责;教师感知的职业能力包括基础能力、方法能力、专业能力和社会情感能力;教师职业能力未能满足教师履行职责的需求。据此,以教师感知的职责为核心,完善了教师职业能力的结构,为职责导向的职业能力理论提供了实证依据。

小学数学教师作业设计状况调查研究——基于常州市武进区的调查数据

作业设计质量是提升教学质量的重要维度,也是体现教师专业能力的重要标志.为了解小学数学教师作业设计现状,对887名教师展开问卷调查.研究表明:作业设计的重要性已得到广泛认同,但教师作业设计理念陈旧、时间投入不足、能力普遍较弱;教龄与教师作业设计能力呈现出部分正相关关系;影响教师日常作业设计的因素很多,教师的主动学习很重要;高校教育普遍缺乏作业设计课程.教学建议:高校课程应从“理论”走向“实践”;作业功能应从“工具”走向“育人”;作业设计应从“割裂”走向“整合”;作业改进应从“形式”走向“本质”.

赋权抑或负权:规训视角下师生课堂权力运作的质性研究

师生权力关系的运作对学生课堂参与中的主体性状态产生重要影响。本文基于福柯的权力观,借由课堂参与这一过程,运用质性研究的方法,试图揭橥小学课堂中师生权力的运作机制与互动模式。研究发现,小学课堂参与中的师生权力运作机制同时存在赋权与负权的效用,赋权体现在学生主体性的彰显,负权体现在学生主体性的抑制。为发挥规训的赋权功能,在学生可见的身体参与和不可控的心智参与过程中,教师借由视觉干预与技术化规训的手段,由身及心地引导学生合乎规范地参与课堂。基于此,在视觉干预与技术化规训的共同作用下,归纳出师生在课堂参与过程中的权力互动八种模式:规劝型;规限型;关心型;疏离型;服从型;应付型;表演型;放任型。

小学教师心理健康问题的特点、影响因素与发展趋势

小学教师担负着义务教育早期阶段的关键责任,深入了解其心理健康状况至关重要。本研究采用横断历史分析、线性回归模型和自回归综合移动平均模型等方法,对1998年至2020年间小学教师心理健康问题的特点、影响因素进行了系统性探讨,并预测了其未来走向。研究结果表明:①小学教师心理健康问题总体上有轻微下降趋势,并展现出性别与区域差异;②教育(小学数量、教师数量)、经济(人民币汇率)、社会人口(自然增长率)和网络技术(网民规模、国家科学技术进步奖)等宏观因素对小学教师的心理健康状况具有一定影响;③基于以往的变化历程,小学教师的心理健康问题可能会在未来五年内维持在较高水平。未来心理健康研究应明晰小学教师心理健康的变迁历程及特点,制定针对性的干预项目。心理健康服务应注重心理健康的宏观影响因素,构建多维度、多层次的服务体系。心理健康政策应具有前瞻性,预先考虑心理健康问题的发展趋势及应对策略。

理想与现实:中小学教师身份困境与纾解——基于课程改革的视角

中小学教师是基础教育课程改革的重要参与者和推动者。新一轮课程改革为中小学教师提供了更多的身份发展空间,成为一名专业者、独立者和批判者是课程改革对教师理想身份的诉求和期待。但当教师往这些方向努力迈进时,他们面临着诸如专业化风险、经济独立和功绩主义的压力、极端批判方式等一系列挑战,如何协调好理想身份和现实条件之间的关系是纾解课程改革中教师身份困境的核心要义。因此,中小学教师需要做到恢复公共属性,追求“业余的”专业化;在满足基本经济保障的情况下,实现思想的独立性;理解批判的底层逻辑,积极进行技术性批判。

小学教师心理教育胜任力量表的编制及信效度检验

基于有关文献梳理和访谈资料,确定小学教师心理教育胜任力量表的理论结构和初始条目。通过项目分析、因素分析和信效度检验,形成最终量表。问卷分为“基准性心理教育胜任力问卷”和“鉴别性心理教育胜任力问卷”两个分量表,共19个题项。基准性问卷整体的内部一致性系数为0.927,鉴别性问卷整体的内部一致性系数为0.882,验证性因素分析表明量表结构模型拟合良好,量表数据的区分效度理想。两个分量表与效标量表的相关系数分别为0.537和0.438,效标效度良好。由此得出结论:小学教师心理教育胜任力量表符合预期理论建构,信效度指标良好,达到心理测量学要求。

中小学教师培训高质量发展的实践路径

全面提高教师培训质效,既契合教师成长的内在规律,又满足教育高质量发展的迫切需求。当前,我国中小学教师培训存在培训目标适需性有待增强、培训内容深层性有待挖掘、培训形式多维性有待拓展等问题,需细化培训目标的精准性、提升培训内容的高阶性以及拓展培训形式的多维性,全面提升教师培训效果,促进中小学教师培训高质量发展。

“沉默的螺旋理论”视域下小学生课堂沉默诱因及纾解

小学生课堂沉默与师生之间有效性的对话形成的价值悖论内嵌于小学课堂中,教师的“言论权威”使得一个对话的课堂变成演说型课堂,学生群体中“关键人物”的施压使得小学生沦为“沉默的羔羊”,课堂场下隐匿的主体间规则让师生之间局限性对话关系变得愈加坚固。教师、学生、课堂、学校相互牵制下衍生出的小学生课堂沉默现象一直是小学课堂易出现的问题,小学生课堂活动参与度不高对教学效果产生严重的负面影响。小学生课堂沉默不仅是一种个体选择参与课堂的方式,也是一种教师、学生、课堂和学校社会关联的结果。基于“沉默的螺旋”理论思考,深度剖析小学生课堂“失语行为”,构建积极课堂“主流气候”,掌控小学生课堂舆论导向,为小学生课堂沉默现象提供切实可行的破冰“解旋”之策。