Effectiveness of family involvement activities in  pre-school education

Aytaç, Pembe; Demirbaş-Çelik, Nur; Kiracioglu, Duygu

doi:10.18844/gjgc.v9i3.4489

Cited by 10 publications

(10 citation statements)

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“…But in the interviews conducted after the experience of forced onlineization, teachers noted that it was the pandemic that allowed them to raise the status of their profession in the eyes of parents of pupils, allowing them to directly attend classes and observe the work of teachers. This finding is similar to the findings of Kiracioglu, Demirbas-Celik & Aytaç (2019).…”

Section: Resultssupporting

confidence: 92%

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Volkov

Chikarova

2021

WJET

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Digitalization affects every sphere of life including education. However, for it to be beneficial, it needs transfomation in order to fit the current situation or changes that have occurred in human life over a time.The purpose of this research is to consider the impact of the digital transformation of Russian society on the formation of young teachers’ professional identity. The constructivist approach and the "soft concepts" of identity that have developed within its framework, serve as the methodological basis of the proposed research. The results of the applied authors’ sociological study conducted in 2020 serve as the empirical basis of this study. The method of collecting information was an in-depth interview. The reseach concluded that digitalization has a positive impact on formation of professional identity of young teachers. We also note that, despite the fact that the forced transition to online education has increased the prestige of teaching, digitalization cannot be considered as an independent factor that is able to change the professional space so that it becomes more attractive for young professionals. Keywords: mass digitalization, forced onlineization, digitalization of school education, online education, professional identity, young teachers, Russian megapolis.

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Section: Resultssupporting

confidence: 92%

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Volkov

Chikarova

2021

WJET

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“…This is nothing but an approach that assimilationist state policies make us believe. Worst of all, parents are also convinced of this through teachers, and as a result, they prefer their children to either receive education in their mother tongue or do not communicate with their children at home in their mother tongue (Aytac, Demirbas-Celik & Kiracioglu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Primary school teacher candidates’ views on multilingual concepts: A perspective of learning technology

Khajayeva

Stambekova

Gazikhanova

et al. 2021

WJET

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With the expansion of primary school education in Kazakhstan, many ethnic groups were reached. This situation has started to signal the necessity of classroom teachers having knowledge, awareness and experience in subjects such as sensitivity, education and needs of children. This research is a qualitative study, and it was conducted to understand the awareness and knowledge levels of classroom teacher candidates on multilingual education. The research was conducted within the framework of the perspectives on learning technology. 38 teacher candidates who participated in the study were interviewed on the internet and their views on multilingual education were analysed with a descriptive qualitative analysis method. The data obtained as a result of the interviews were examined in detail and the opinions of the teacher candidates on multilingual education were interpreted. Based on the results of the research, suggestions have been made on subjects such as reshaping our teacher training programmes in the context of multilingualism and providing them with teacher support, both theoretically and practically, and to train teachers who can meet the needs of children from linguistic minority groups. Keywords: Primary school, ethnic groups, technology, multilingual education.

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“…The basic concepts of the meta-subject content of training, such as meta-subject, meta-subject teaching, meta-subject approach, meta-subject learning outcomes, meta-methods and meta-skills, are defined in the works of Zhumabayeva et al (2019), Dammer (2015), Aytac, Demirbas-Celik and Kiracioglu (2019), Gromyko (2014), Khutorskoy (2012) and other scientists. Currently, many aspects of the meta-subject teaching technology in the practice of school instruction are described in studies by Nagimov and Tarasova (2015), among others.…”

Section: Introductionmentioning

confidence: 99%

Meta-subject methodology approach in the training of future primary school teachers

Zhumabayeva

Uaisova

Hasanova

et al. 2021

WJET

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The urgent task of higher education is to comprehensively prepare future teachers for the implementation of state educational standards (SESs) for primary general, basic general and secondary full education, as well as mastering the requirements of the professional standard ‘teacher’. The key requirements of the SES RK include the formation of subject, meta-subject and personal results of students. The concept of ‘meta-subject learning outcomes’ acts as an undoubted innovation of SES RK, which is still not highlighted enough in the scientific and educational literature. In this regard, the need arises for purposeful general professional and subject-methodological preparation of the future teacher for work on the formation and development of meta-subject results for students, mastering the basic educational programmes of general education. The topic of this article is related to the pressing issues of the meta-subject content of education at a pedagogical university. Particular attention is paid to the theoretical justification of meta-subject matter in scientific research. On the example of the author’s programme of the new variable discipline ‘Meta-subject approach in primary education’, intended for students of the pedagogical direction of training, the basic conditions for the implementation of the meta-subject approach in network interaction with educational institutions are considered. Keywords: Meta-discipline, meta-disciplinary approach, meta-disciplinary outcomes, meta-disciplinary skills, educational programme.

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Effectiveness of family involvement activities in pre-school education

Cited by 10 publications

References 0 publications

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Digital transformation of Russian society as a condition of forming young teachers’ professional identity in a big city

Primary school teacher candidates’ views on multilingual concepts: A perspective of learning technology

Meta-subject methodology approach in the training of future primary school teachers

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