Predictive value of social skills in living together at primary school. Analysis in a cultural diversity context

Torres, Lucía Herrera; Antonio, Iván

doi:10.7821/naer.1.1.13-21

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…It is important to use resources taking into account attention to diversity (Torres González, 2012) to improve school relations (Herrera & Bravo, 2012). …”

Section: Discussionmentioning

confidence: 99%

Inclusive education in schools in rural areas

Moreno¹,

Jaén²,

Navío³

et al. 2015

J. New Approaches Educ. Res.

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Since Spain decided to embark on the development of inclusive schooling, studies have taken place to see if the inclusive principle is being developed satisfactorily. Inclusive schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the classroom in which they have been integrated in order to cover any special educational needs. Our research aims to find out if schools situated in rural areas follow this principle and, once it has been put into practice, what strategies are being used. To this end, we designed a questionnaire addressed to Infant and Primary school teachers in the Sierra Sur area in the province of Jaén, in an agricultural context where most of the population live on olive picking and the cultivation of olive groves. Given the extension of the area, our research concentrated on schools situated in urban nuclei with a population of less than one thousand five hundred inhabitants. The results obtained demonstrate that rural areas do not take full advantage of the context they are in to favour inclusion processes and continue to develop proposals that are merely integrative.

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“…It is important to use resources taking into account attention to diversity (Torres González, 2012) to improve school relations (Herrera & Bravo, 2012). …”

Section: Discussionmentioning

confidence: 99%

Inclusive education in schools in rural areas

Moreno¹,

Jaén²,

Navío³

et al. 2015

J. New Approaches Educ. Res.

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“…One of the aims of the education system today is to ensure the full development of students' personalities and abilities. Although this implies working on their cognitive or intellectual development, it also means developing their emotional, motor, social and moral skills in line with this integral vision of the human being (Torres & Antonio, 2012).…”

Section: Introductionmentioning

confidence: 99%

Evaluations of Class Teachers on Language, School Adaptation and Other Social Skills of Foreign National Children

Çalışkan

2023

education

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Considering it is important to what level foreign children who are included in the education system have some different skills in the educational environment, it is aimed to examine the opinions of teachers about the language, school adaptation and social skills of foreign children. In the research, qualitative research method depending on the situation pattern was used and the opinions of 20 classroom teachers on various skills of foreign children were taken. Interviews were conducted through a semi-structured interview form, and direct quotations were included in the study. Expert opinions on the relevant measurement tool were received and five questions were asked within the scope of the research. 20 classroom teachers working in primary schools in Antalya province were determined according to the criterion sampling method. Content analysis method was used in the analysis of the data. Content analysis; coding of the data, finding the themes, arranging the codes and themes, defining and interpreting the findings took place in four stages. According to the results of the research, most of the teachers stated that they saw themselves as inadequate in developing the social skills of foreign students. For this reason, it is recommended that all teachers be given in-service training on improving the social skills of foreign students. Teachers stated that they felt alone in the process of developing social skills of foreign students and that they did not know enough what to do. For this reason, it has been found important to provide the support of various institutions, organizations and individuals to teachers in this process. Teachers stated that the most important factor that negatively affects foreign students’ language, school adaptation and social skills is not knowing Turkish. For this reason, it has been stated that in order to improve the social skills of foreign students, it is necessary to teach Turkish to all foreign students first, and then move on to other skills training.

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Primary teachers’ technological, pedagogical and content knowledge

Vila¹,

Andrés²,

Medrano³

2015

Comunicar: Revista Científica de Comunicación y Educación

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The emergence of Information and Communication Technologies (ICTs) poses new educational challenges for teachers, to which it can respond from a consistent training model. This study has as its aim to analyze the technological, pedagogical and content knowledge needed for Primary Education teachers to integrate ICTs into teaching. A research work based on a quantitative non-experimental methodology which involved 224 Preschool and Primary Education teachers working in the province of Alicante (Spain) was performed with that aim. The important results showed that teachers are more knowledgeable in the pedagogical and content fields than in technology, which means that their level of technological knowledge does not suffice to integrate ICTs into their teaching tasks. Significant differences were additionally identified between gender and years of experience, together with the relationship between the fun use of technology and the knowledge of its essential aspects. Our findings confirm the need for a digital literacy campaign addressed to teachers, involving not only a technological type of training but also an overall pedagogical and content approach. This is in keeping with the TPACK model (Technological, Pedagogical and Content Knowledge), which appears as a reference framework to be taken into account when it comes to teachers’ professional development and its connection with the teaching-learning processes in the classroom wherever Information and Communication Technologies are present. La emergencia de las tecnologías de información y comunicación (TIC) plantea nuevos desafíos educativos al profesorado, a los cuales puede responder desde un modelo de formación coherente. El propósito de este estudio es analizar los conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Educación Primaria, necesarios para la integración de las TIC en la labor docente. Para ello, se llevó a cabo una investigación con una metodología cuantitativa de carácter no experimental en la que participaron 224 profesores de Educación Infantil y Primaria de la provincia de Alicante. Los resultados mostraron que los docentes poseen mayores conocimientos pedagógicos y disciplinares que tecnológicos, lo que conlleva a escasos conocimientos para la integración de las TIC en la labor docente. Se constataron, además, diferencias significativas entre el género y los años de experiencia docente, y la relación entre el uso lúdico de la tecnología y los conocimientos sobre sus aspectos fundamentales. Según los resultados obtenidos, se corrobora la necesidad de una alfabetización digital del profesorado abordada no solo desde una formación tecnológica, sino también pedagógica y disciplinar de forma global. Ello responde al modelo TPACK (Technological, Pedagogical and Content Knowledge), el cual se contempla como un marco de referencia a tener en cuenta por lo que respecta al desarrollo profesional del profesorado y su vinculación a los procesos de enseñanza-aprendizaje en el aula donde las TIC estén presentes.

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Predictive value of social skills in living together at primary school. Analysis in a cultural diversity context

Cited by 6 publications

References 13 publications

Inclusive education in schools in rural areas

Inclusive education in schools in rural areas

Evaluations of Class Teachers on Language, School Adaptation and Other Social Skills of Foreign National Children

Primary teachers’ technological, pedagogical and content knowledge

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