English in Primary Education: Concepts, Research, Practice

To explore the current situation of burnout among English teachers in primary and secondary schools in Henan Province and analyze its influencing factors, this study conducted a questionnaire survey among 210 English teachers in primary and secondary schools in Henan Province, and used the data statistical software SPSS for analysis. The results show that the overall burnout of English teachers in primary and secondary schools in the province has reached a medium level, and there are significant differences in burnout among teachers of different ages, teaching experience, marital statuses, and professional titles. Therefore, education policymakers and school administrators need to pay timely attention and take appropriate measures to improve the situation.

PurposeThere is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5–11-year olds) and secondary school teachers (11–18-year-olds) in England through a qualitative survey. This comparison enables to think about the influence of policy on creative writing in primary and secondary schools as well as what professional development could look like for these teachers to improve the teaching of creative writing.Design/methodology/approachA qualitative survey exploring the creative writing and redrafting pedagogies and conceptualisations was responded to by primary school teachers (n = 18) and secondary school teachers (n = 19). Taking an ecological view of creative writing and teacher identity, the authors undertake a comparative analysis of the survey data using the 5A’s theory of creativity (Glaveanu, 2013) and a view of professional identity existing within “landscapes of practice” (Wenger-Trayner, Wenger-Trayner, 2015). This enables to illuminate how and why creative writing is contextually afforded, or otherwise, in primary and secondary landscapes of practice.FindingsThis analysis demonstrates how the redrafting of creative writing is marginalised in both landscapes of practice and how redrafting is largely conceptualised as a technical rather than critical or creative action. The authors show how teachers, particularly in primary school, aim for their pupils to produce “products” rather than engaging in the “process” of creative writing. This analysis also shows that whilst creative writing is overall more marginalised in the secondary school landscape, it is often taught through process approaches. In both landscapes of practice, the re-drafting of creative writing is largely taught through product approaches.Research limitations/implicationsThis research is potentially skewed by the fact that we recruited our participants through networks relating the teaching of English, including creative writing. What is worrying about this limitation, however, is that the picture of creative writing in schools in England probably leans more to a product approach than the picture this research has uncovered.Practical implicationsProfessional development for teachers in both landscapes is needed in relation to pedagogical actions for creative writing and its redrafting. Some of the key differences we have outlined in conceptualisations and practices between primary and secondary schools landscapes, notably the overuse of product-based teaching actions in primary landscapes, and some of the differences we have outlined within discrete landscapes of practice, notably how some primary school teachers feel more confident to challenge the product-based approach, with one conceptualising redrafting as “creative”, indicate that professional development should involve teachers working across schools.Social implicationsPolicy needs to be reformed to move away from the technicist view of creative writing held in both landscapes of practice. Linked to this, the way creative writing is assessed as a product in secondary schools needs to change – the re-introduction of portfolio-based coursework (Bishop, 1990) would provide the affordance of redrafting as an action central to creative writing processes.Originality/valueTo the best of the authors’ knowledge, this is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.

This paper sought to comparatively interrogate the extent of achievement of quantitativevis-à-vis Quality education in Kenya. It also critically appraised the effect of various resources on the quality of Primary school education in Kenya. Globally, basic knowledge is recognized as the cornerstone of any country with a stable economy. Bearing in mind the role played by school in development, the UN general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study was to analyze the influence of the democratization of education on the quality of primary school education. The paper examined the role played by UNESCO in the democratization of education globally and Africa in particular. The paper further assessed prospects that have arisen in Kenya due to the universalization of education. It further examined the challenges of universalization of education. It, therefore, focused on the issue of quality education after the attainment of EFA and UPE. It also analyzed difficulties that arise due to the upsurge of enrolment in primary schools and how they affect quality education in Kenya. Particular attention was given to the crises in inputs and processes that affect the output of quality primary education. These crises were reflected in class size, teacher establishment, and physical resources that influence quality education. The paper adopted a document analysis method. The analysis was drawn from international and local legal instruments on quantitative and qualitative primary school education. A regional analysis of the necessary education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education were also examined. The interrogation would help the policy formulators formulate education policies and the legal framework, which would promote quantitative and qualitative primary school education. The policy implementers would understand and appreciate education policies. These are the policies within which they operate and provide effective leadership in management practices. The practices are crucial in the implementation of quality education at primary school.level. This paper is significant to the field of comparative and international education since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. The study suggested the actualization of education policy guidelines to promote quality education in primary schools school. Inefficiency has infiltrated primary schools due to inadequate resources. It was, therefore, recommended that the government should come up with a clear policy to redress inefficiency in primary schools to improve the quality of primary education. It was further suggested that proper structures be put in place to enable implementation for the achievement of quality primary education. It was also recommended that the government of Kenya should consider allocating at least 25 percent of the national budget. Article visualizations:

Uspostavljanje modela filmske edukacije u srednjoj školi

This study discusses the application of mind mapping in English teaching in primary schools. Through literature review and case analysis, it is found that mind mapping plays an important role in improving the effect of English teaching in primary schools and students' interest in learning. Specifically, mind mapping can be applied to vocabulary, grammar, reading and writing teaching, which can help students improve their English listening, speaking, reading and writing ability, stimulate their interest in learning and cultivate their autonomous learning ability. Through the rational use of mind mapping, teachers can help students better master basic knowledge such as vocabulary and grammar, and improve their reading and writing abilities. At the same time, mind mapping can also cultivate students' thinking ability, autonomous learning ability and creativity. Therefore, in actual teaching, teachers should flexibly use mind maps to assist teaching according to the teaching content and the actual situation of students, so as to improve the effect and quality of English teaching in primary schools. Generally speaking, mind mapping has a broad application prospect in primary school English teaching, which is of great significance to improve the quality of primary school English teaching and students' English application ability. This study has extensive application value.

The investigation examines English proficiency levels across Taiwanese primary education, revealing a significant divergence in skills characterized by an M-shaped distribution among students in the fifth and sixth grades. To address this disparity, the study employs a performance evaluation method that combines importance–performance analysis (IPA) and the refined Kano model, aiming to identify and improve upon the current deficiencies in English language teaching. Further analytical depth is provided by applying a three-factor theory, which re-evaluates the traditional five-factor framework of the Kano model, informed by a survey of 443 respondents. The analysis identified that, out of twenty evaluative items, four are critical and demand targeted enhancement efforts. The paper has identified four items for enhancement to improve English language instruction quality. Specifically, it suggests that two items from the importance–performance analysis are critically under resourced and require immediate intervention. Additionally, the paper recognizes two items from the Kano model that also need focused improvement. The study recommends swift and targeted actions to address these areas, with the goal of raising the overall standard of teaching. Based on these findings, the study proposes a set of practical recommendations aimed at increasing the overall effectiveness of teaching and fostering an environment that enhances student motivation. The ultimate goal of this study is to support English teachers in primary schools by providing strategic insights that can lead to the enhancement of teaching practices and the amelioration of English language education deficiencies.

The rapid development of Artificial Intelligence (AI) technology has made education enter a new era, and it also puts forward new requirements and challenges to the professional development of Information Technology(IT) teachers in primary and secondary schools. The study analyzes the connotation and status of the application of Artificial Intelligence technology in the field of education and Artificial Intelligence Education in primary and secondary schools, the impact of artificial intelligence education applications on the professional development of Information Technology teachers in primary and secondary schools, the connection between Artificial Intelligence Education and the development of Information Technology teachers in primary and secondary schools. Then, based on the above analysis, strategies for the professional development of Information Technology teachers in primary and secondary schools are proposed, which mainly include internal strategies for teachers themselves and external strategies for national policies, local policies, local education bureaus, schools, and corporate institutions. Hope that these strategies can promote the professional development of Information Technology teachers in primary and secondary schools.

Situational approach is widely used in English teaching. Up to now it has great achievements in the English teaching of primary schools. Under the circumstances, based on a teaching experiment and a questionnaire survey, the author is to discover the main points we should pay attention to when applying the situational teaching method to English teaching in primary schools. Focusing on primary school English teaching, this study aims to explore how to create effective situational teaching approach in primary school English learning by creating effective situations, such as intuitive teaching method, the description method, the using of multimedia, the play method, the song method. The research results showed that situational teaching method is valuable to English learning and teaching.

In 2013, the Japanese government announced the “English Education Reform Plan Corresponding to Globalisation,” which was to be fully implemented in 2020, the year of the Tokyo Olympics. The replacement of the existing “foreign language activities” offered in Grades 5 and 6 with “foreign languages” as a compulsory subject was part of this plan. According to the plan, homeroom teachers without any qualifications in foreign language teaching must teach English, possibly with the support of external personnel such as native speakers. Training teachers to improve their proficiency is not acknowledged, as the government’s responsibility, but “English language teaching” is one of the topics covered by the teaching licence renewal courses that teachers must take every ten years. This chapter examines the way PD for primary school teachers is addressed in educational policies and public documents, and argues that it embodies the problems surrounding primary English language teaching, and at the same time is constructed by the particular nature of PD within the Japanese education system.

Read Sukhomlinsky’s articles on labor and labor education, consult his important discussion on the status, value and organization of labor education, and find that Sukhomlinsky put forward in the teaching practice of labor education in primary and secondary schools that education should be combined with all-round development, that students should be promoted in collective labor, that long-term extracurricular group activities should be carried out, and that professional teachers should be equipped. At present, labor education in primary and secondary schools in China can learn from the practical enlightenment of Sukhomlinsky, such as labor education should be combined with production and all-round development, pay attention to collective, long-term and according to local conditions, and pay attention to multi-channel specialization to promote the construction of teachers. Sukhomlinsky’s exploration in labor education has the role of leading labor education practice, in the new era of China’s primary and secondary school labor education, seriously study Sukhomlinsky’s labor education thought content, China’s primary and secondary school labor education is still of practical significance.

This study of 30 primary teachers of English in Germany used questionnaires to explore their critical reflections on coursebook usage in classrooms. The research questions were: What are primary school teachers’ perceptions of English language teaching materials? What materials are used by primary school English language teachers? What are their reasons for using certain materials? What characteristics define good language teaching materials for primary school English teachers? The participants mostly prefer implementing their own self-designed materials in combination with coursebooks. Given that preparing personal primary school teaching materials is quite time-consuming, the teachers’ arguments for their choice should be explored further to optimize English language teaching. Some argued that self-designed materials are more adjustable to the needs of their students and more authentic. The paper proposes some strategies for striking a balance between teaching English with and without a coursebook, such as making coursebook learning activities more interactive and raising awareness of effective coursebook selection. Different stakeholders can thus collect useful ideas for improvement, including teacher trainers, teachers, student teachers, school administrators, and publishers.

Russia’s integration into the global innovation sphere, characterized by the emergence of an information society, the transition to an economy based on knowledge, the value of human capital, has determined a new vector for the development of general education. It is faced with the strategic task of updating the content, teaching methods and achieving on this basis a new quality of education in the context of maintaining its fundamental nature and at the same time meeting the modern and innovative needs of society, the state and the individual. The solution to this problem is facilitated by the comprehension and implementation of new approaches to the continuity between primary and secondary schools, which ensure the recognition of their complementary, partner coexistence in the context of strategic lines of interconnection, coordination and complementarity of goals, updated content, organization and technologies of advanced education for the optimal formation of personal, meta-subject and subject results of students in the implementation of Federal State Educational Standard of Primary General Education and Federal State Educational Standard of Basic General Education. The article proposes one of the ways to solve this problem - to increase the professional competence of teachers of primary general education and teachers of mathematics of basic school in the field of implementing the continuity of mathematical education. The solution to the stated problem is impossible without special training of teachers of primary and secondary schools, which ensures the formation of readiness to implement the continuity of mathematical education of students in primary and secondary schools in the unity of motivational, technological and reflective components.

Primary and secondary school teachers play an important role in promoting the cultivation of students’ moral qualities and the formation of good behavioral habits, as well as helping students establish correct worldviews, outlooks on life and values. Cultivating good professional ethics among primary and secondary school teachers will be beneficial to the healthy physical and mental growth of primary and secondary school students and promote the healthy development of the education cause. During the period of social transformation, in the field of education, there are occasional phenomena of teachers in primary and secondary schools violating professional ethics. Therefore, it is extremely urgent to construct a good path for the construction of professional ethics. On this basis, the spirit of educators has emerged as the times require. Based on the “Code of Professional Ethics for Primary and Secondary School Teachers”, this study, under the guidance of the spirit of educators, analyzes the existing problems in the professional ethics of current primary and secondary school teachers and explores the paths for the construction of professional ethics from two perspectives, namely, the teachers themselves in primary and secondary schools and the external factors related to primary and secondary school teachers.

In order to quantitatively evaluate the competence of primary and secondary school teachers, a competency model of primary and secondary school teachers based on an improved machine learning algorithm is proposed. The fitting parameter analysis model of primary and secondary school teachers’ competency is constructed, and the fitting benefit degree parameter of primary and secondary school teachers’ competency is extracted based on the analysis results of reliability index parameters. The improved machine learning algorithm is used to carry out quantitative analysis and characteristic element analysis in the process of primary and secondary school teachers’ competency evaluation and determine the competency elements of the model. According to the machine learning model, the competency elements are conceptualized and classified, and the theoretical parameter analysis model of online teaching competency of primary and secondary school teachers is constructed to realize the assessment and quantitative analysis of primary and secondary school teachers’ competency. Factor analysis and reliability tests were performed using the KMO test and Bartlett test. The empirical simulation analysis results show that the reliability and accuracy of the evaluation of primary and secondary school teachers’ competence by this method are good, and the level of credibility is high.

Vocabulary is the cornerstone of English, so the effective accumulation of vocabulary is very important to learn English well. This also shows that the primary school English vocabulary teaching is particularly important. However, in the current primary school English vocabulary teaching, some students are still hindered in their learning. This is due to the rapid development of science and technology, such as the phenomenon of digital dementia children , primary school English teaching has had a great impact. So studying the classroom implications of digital dementia in children is particularly important.