ABSTRACT
BACKGROUND: Childhood traumatic experiences can profoundly impact individuals, posing risks to the physical and psychological well-being of children and influencing their psychological development. Teachers in primary schools play a critical role in identifying and reporting suspected cases of child abuse and maltreatment (CAM), which initiates child protection interventions. However, the psychological factors that influence teachers' likelihood of reporting suspected CAM cases remain largely unexplored. AIM: This study investigates the influence of teachers' childhood traumatic experiences and psychological factors (i.e., cognitive empathy and psychological detachment) on their reporting behavior regarding child abuse and maltreatment, addressing an important social issue. PARTICIPANTS: The study involved 1380 primary school teachers from Italy (88.3 % female; aged 21-69, Mage 46.7, DS 10.3). RESULTS: The results reveal that teachers with a history of childhood emotional abuse tend to report a higher number of suspected child abuse and maltreatment cases. Other forms of traumatic childhood experiences were not significantly associated with teachers' reporting suspected cases of CAM. Additionally, cognitive empathy and psychological detachment emerge as significant predictors of teachers' reporting behavior. CONCLUSIONS: This research contributes to the existing literature by providing unique insights into actual reporting behavior within an unexplored cultural context.
Subject(s)
Adverse Childhood Experiences , Child Abuse , Humans , Child , Female , Male , School Teachers , Child Abuse/psychology , Italy/epidemiology , SchoolsABSTRACT
The COVID-19 pandemic has led to a global shift toward online education, which has increased the use of technology for communication, management, and remote teaching. This study aimed to investigate how primary school teachers in China used technology during the Pandemic and to what extent they experienced Technostress, as well as the impact of Technostress on work-family conflicts and technology-induced health issues. A survey was conducted among 1,172 primary school teachers, and the results revealed that teachers exhibited a moderate to a high level of Technostress during the Pandemic, with differences observed in gender, age, and headteacher duties. Furthermore, Technostress was positively correlated with work-family conflicts and technology-induced health issues. Technology use intensity was found to directly impact work-family conflicts and personal health and indirectly impact them via the agency effects of Technostress. School support moderated the indirect relationship between technology use intensity and work-family conflicts and health issues, with higher levels of school support leading to less apparent impacts of technology intensity on work-family conflicts and personal health via the agency effect of Technostress. These findings provide timely insights for post-pandemic teacher training and technology management and suggest the importance of school support in promoting sustainable educational development.
ABSTRACT
El artículo se explaya sobre el proceso de reclutamiento de profesoras de enseñanza primaria, popularmente llamadas normalistas, en la evolución de la formación en Brasil de las profesiones de salud (educadoras, visitadoras sanitarias y enfermeras). Las características socioculturales de las normalistas las convirtieron en el tipo ideal de mujeres para servir a las nuevas profesiones de salud. Además de la similitud de género (profesiones femeninas), las profesiones docentes primarias y de la salud compartían saberes y prácticas de matriz biomédica e higienista y un mismo campo profesional (escuelas, centros de salud y hogares), lo que determinó afinidades entre las políticas públicas de educación y de salud.(AU)
The article discusses the mobilization of primary teachers, popularly called normalists in the process of constitution, in Brazil, of the sanitary professions (educators or health visiters and nurses). The sociocultural characteristics of normalists made them the ideal type of women recruited to the new health professions. The sociocultural characteristics of normalists made them the ideal type of women recruited to the new health professions. In addition to the similarity of gender (female professions), the primary teaching and health professions shared knowledge and practices of biomedical and hygienist matrix and the same field of professional activity (schools, health posts and households), which translated the affinities between public policies for education and heal.(AU)
Subject(s)
Humans , Female , Public Health/education , Health Personnel/education , Faculty/education , Women/education , Cultural Characteristics , School Teachers , Brazil , Schools, Nursing , Students, Nursing , Education, NursingABSTRACT
Teachers' beliefs and attitudes are known to guide the type of activities they implement in their classrooms. A traditional conception that finger counting is merely a back-up when children fail to use more sophisticated and efficient strategies could therefore prevent teachers from encouraging children's use of fingers in arithmetic tasks. However, the potential benefit of finger counting for young learners has been recently documented and setting aside its practice within classrooms may hinder children's mathematical skill development. It is therefore important to establish whether there is a discrepancy between teacher's beliefs regarding finger counting and the latest discoveries in this field of research. To this aim, we interrogated 413 teachers from preschool to Grade 5. We found that, despite being generally positive towards finger counting, teachers think that finger counting is typical of children who present math difficulties or lack of confidence, even during the first years of learning. These results are discussed considering what is known and what remains to be determined in the current scientific literature.
Subject(s)
Attitude , Learning , Child , Humans , Child, Preschool , Fingers , SchoolsABSTRACT
Introducción: Las transformaciones que se evidencian en la sociedad, hace que surjan, en las instituciones educativas, exigencias referidas a la preparación de los profesionales para enfrentar los nuevos desafíos y lograr ciudadanos con una formación integral y responsables con el cuidado de su salud. Ahí es donde ocupan un lugar privilegiado los aspectos relacionados con la prevención de los problemas de salud bucal en la educación primaria. Objetivo: Diseñar una estrategia metodológica para la prevención de los problemas de salud bucal en la educación primaria. Materiales y métodos: La estrategia fue diseñada en cuatro etapas: diagnóstico, planeación, instrumentación, y control y evaluación. Para su elaboración se consideró el diagnóstico realizado en el curso escolar 2021-2022 a tres escuelas primarias pertenecientes al municipio Matanzas. Se definió la variable fundamental de la investigación y, a partir de su operacionalización, se establecieron las dimensiones e indicadores. Se aplicaron métodos del nivel teórico y empírico del conocimiento, así como métodos estadísticos. Resultados: Se evidencian limitadas acciones de preparación metodológica que inciden en el tratamiento a la prevención de los problemas de salud bucal desde el contexto escolar. Para transformar los resultados obtenidos se diseñó la estrategia metodológica. Conclusiones: El diseño de la estrategia metodológica revela una manera novedosa de organizar y realizar actividades en el sistema de trabajo metodológico de la escuela primaria, para contribuir a la preparación metodológica del maestro primario en la temática.
Introduction: The transformations that are evident in society cause to arise, in educational institutions, demands regarding to the training of professionals to face the new challenges and achieve citizens with comprehensive training and responsible with the care of their health. That is where aspects related to the prevention of oral health problems in primary education occupy a privileged place. Objective: To design a methodological strategy for the prevention of oral health problems in primary education. Materials and methods: The strategy was designed in four stages: diagnosis, planning, implementation; and evaluation and control. For its elaboration, the diagnosis carried out during the 2021-2022 school year in three primary schools belonging to the municipality of Matanzas was considered. The fundamental variable of the research was defined and the dimensions and indicators were established, on the basis of its operationalization. Methods of the theoretical and empirical level of knowledge were applied, as well as statistical methods. Results: It is evidenced that methodological preparation actions that have repercussion on the prevention of oral health problems from the school context are not enough. To transform the results obtained, the methodological strategy was designed. Conclusions: The design of the methodological strategy reveals a new way of organizing and carrying out activities in the methodological work system of the primary school, to contribute to the methodological preparation of primary teacher on the topic.
ABSTRACT
Purpose: Exploring Australian pre-service primary teachers' knowledge, attitudes, and classroom strategies regarding stuttering provides speech-language pathologists (SLPs) with information that can facilitate enhanced outcomes for school-aged children who stutter.Method: In this exploratory descriptive cross-sectional study, 51 final-year Bachelor of Education (Primary) students enrolled at an Australian university completed an online survey about stuttering.Result: Responses demonstrated positive and negative beliefs. Seventy-four per cent of pre-service teachers believed that stuttering has a psychological aetiology and that students who stutter are more likely to be shy or anxious. Participants agreed that their reactions and support offered would largely be based on their assumptions rather than knowledge.Conclusion: Pre-service primary teachers share similar misconceptions and unhelpful attitudes towards stuttering with previously evaluated populations. Implications for SLPs are discussed.
Subject(s)
Stuttering , Child , Humans , Stuttering/therapy , Stuttering/psychology , Health Knowledge, Attitudes, Practice , Cross-Sectional Studies , Australia , Students/psychologyABSTRACT
The COVID-19 pandemic continues to present severe challenges to the education sector more than 2 years after the first case was detected. We explore the strategies South African teachers used to support continued mathematics learning at home during the COVID-19 pandemic across different stages of the response to it and across different contexts. We explore these strategies, first, in relation to the initial shift to emergency remote teaching when learners needed to be reached in their homes under severe lockdown regulations, then through the gradual reopening of schools later as regulations were relaxed. Activity theory informs our perspective on the way in which teachers worked to mediate learning across school and home activity systems. Twenty-five Grade 4-7 mathematics teachers from the Eastern Cape responded to two questionnaires given at the start of the COVID-19 lockdown period and during the phased return to school. Questions focused on the strategies used to support mathematics learning. The results show that strategies focused on engaging caregivers through various technologies and getting resources into the home. WhatsApp, a free internet-based messaging service, was the most frequently used communication app across all types of schools for both messaging parents and sending instructional material and support in the form of videos, pictures and text messages. Department issued workbooks and teacher designed work packs were key resources sent to homes. Differences are evident in the range of use of different technologies across wealthier and poorer schools. Primary teachers' voices inform possible ways forward for the purpose of managing young student mathematical learning gaps and meeting ongoing learning needs.
ABSTRACT
We present a model for Professional Development (PD) for in-service generalist primary teachers of science. The Remote Classroom Modelling (RCM) model is specifically designed to address salient challenges in the context of professional isolation. We share the principles that supported the design of this PD prototype, and the insights and lessons learned from a pilot of the model. We employed open-ended questionnaires, individual interviews and focus group interviews using a qualitative exploratory study to capture the experiences of teachers and students involved in this trial. Our findings suggest that the model supports primary teachers in developing: (1) their technological, pedagogical, and content knowledge, (2) their leadership, and (3) their resourcefulness in science. Our analysis reveals two important factors underpinning the successful implementation of this model: participant engagement and expert support. We discuss the applicability of this model in different settings and propose an agenda to progress the development of the RCM.
ABSTRACT
Resumen El objetivo del estudio fue explorar el estado psíquico de profesores de educación primaria de varios centros públicos y concertados de la Comunidad de Madrid. Se evaluó la sintomatología ansiosa y depresiva y el síndrome de burnout, mediante la Escala HADS y el Cuestionario de Burnout del Profesorado. Los resultados indicaron que, aunque los docentes de colegios concertados reportan más sintomatología ansiosa, los profesores de colegios públicos presentan mayor presencia del síndrome de burnout en las escalas de cuestiones organizacionales, supervisión y reconocimiento. Se evidencia que los profesores de educación primaria son profesionales de alto riesgo, a pesar de que los estudios se han centrado mayoritariamente en educación secundaria.
Abstract The study objective was to explore the psychic state of Primary Education teachers of several public and concerted centers of the community of Madrid. We evaluated anxiety and depression symptoms and burnout syndrome using the HADS scale and the Burnout Questionnaire of teachers. The results indicated that, although concerted schools teachers report more symptoms anxious, teachers of public schools have a greater presence of the Burnout syndrome in the scales of organizational issues, supervision and recognition. It is evident that the primary education teachers are high-risk professionals, despite the fact that the studies have focused mainly in Secondary Education.
