Implications of the Social Subject Research Method for the Implementation of Ecological Civilization Education in Primary and Secondary Schools

Uspostavljanje modela filmske edukacije u srednjoj školi

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.

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.

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.

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.

Strengthening national common language education is a core initiative to enhance the promotion of the national common language. By conducting an in-depth analysis of the problems existing in national common language education in rural primary and secondary schools, and based on theories such as the "Four Entities" in education, the theory of comprehensive human development, and sociolinguistics, this paper proposes a "Three Chains, Four Entities, Three Links" teaching reform model for national common language education in rural primary and secondary schools. This model includes the construction of a progressive growth chain, a "Four Entities" education chain, and a key language chain. It aims to provide a comprehensive and systematic reform framework for promoting the national common language in rural areas, and put forward specific and feasible suggestions for future optimization paths and strategies.

Araştırmanın amacı, ilkokul ve ortaokul öğretmenlerinin örgütsel dışlanma ve örgütsel uyum algıları arasında anlamlı bir ilişkinin olup olmadığını ortaya koymaktır. Çalışmanın evrenini Bartın kent merkezinde yer alan 11’i ilkokul, 10’u ortaokul olmak üzere toplam 21 okul oluşturmaktadır. Evrendeki 21 okulun tamamına ulaşılmıştır. Araştırmanın örneklemi uygun örnekleme yöntemi ile ulaşılan 237 öğretmen oluşturmaktadır. Bu araştırma, tarama modelindedir. Tarama modeli nicel araştırma yöntemlerinden biridir. Tarama modeli var olan durumu olduğu gibi belirlemeye çalışan bir yöntemdir. Araştırmada ilkokul ve ortaokul öğretmenlerinin örgütsel dışlanma ve örgütsel uyum algıları arasındaki ilişki araştırıldığı için ilişkisel tarama modeli kullanılmıştır. Araştırmanın sonuçlarına göre; ilkokul öğretmenlerinin örgütsel dışlanma algılarının “çok düşük” düzeyde olduğu; örgütsel uyum düzeylerinin “yüksek” olduğu belirlenmiştir. Araştırma sonucunda ortaokul öğretmenlerinin örgütsel dışlanma algılarının “çok düşük” düzeyde olduğu; örgütsel uyum düzeylerinin “yüksek” olduğu belirlenmiştir. Araştırmada ilkokul öğretmenlerinin görüşlerine göre örgütsel dışlanma ve örgütsel uyum arasında negatif yönlü, orta düzeyde ve istatistiksel olarak anlamlı bir ilişki olduğu belirlenmiştir (R=-,394; p<0,050). Ortaokul öğretmenlerinin görüşlerine göre; örgütsel dışlanma ve örgütsel uyum algıları arasında negatif yönlü, düşük düzeyde ve istatistiksel olarak anlamlı bir ilişki olduğu belirlenmiştir (R=-,202; p<0,050).

Since the 2018 National Education Conference in China, physical education has gained importance as a whole, and the development of physical literacy education and teaching has been promoted. In order to ensure high-quality physical education teaching in primary and secondary schools in the new era, it is necessary to take core literacy as the guide to further improve the level of physical education in primary and secondary schools. This article emphasizes the importance of physical education in primary and secondary schools in the new era and analyzes the need of primary and secondary schools for core literacy-oriented physical education. On this basis, targeted suggestions are proposed from three aspects: new concept, new technology, and new evaluation.

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.

Under the background of the continuous advancement of educational reform, core literacy has become an important orientation in primary and secondary school education. As an important component of quality-oriented education, the reconstruction of music education’s curriculum content and the exploration of practical paths are of great significance. This article focuses on music education in primary and secondary schools under the guidance of core literacy. Firstly, it analyzes the requirements of core literacy for music education, and then discusses the problems existing in the current music education curriculum content in primary and secondary schools, such as outdated content and lack of systematicness. On this basis, strategies for reconstructing the course content were proposed, including integrating diverse music cultures and combining contemporary elements, etc. It expounds the practical paths, such as carrying out music club activities and making use of modern information technology. Through these studies, the aim is to provide useful references for improving the quality of music education in primary and secondary schools and cultivating students’ core music literacy.

“The new singing of ancient poetry” refers to a musical innovation form that takes the ancient poetry culture as the source of lyrics and rearranges the melody with modern music style and lasting appeal. It makes ancient poetry discourse from the perspective of music and breaks the barriers to understanding the ancient poetry culture. In recent years, Chinese ancient poetry has attracted more and more people's attention and love because of its unique value of recreation in music, and has become an important source of poetry and music. Through the discussion of the form of “new singing of ancient poetry”, this paper hopes to arouse some music educators in primary and secondary schools to pay attention to how to guide students to learn the music culture of ancient poetry, so that the traditional culture of ancient poetry can play its charm in music education of primary and secondary schools.

In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a publication platform for soundly based in-depth experiences that have been made around the world with concepts, approaches, or initiatives that aim at supporting this shift. For this purpose, the article format was kept as large as possible, enabling the authors to explain many facets of their concepts and experiences in detail. Regarding the structure of the articles, we had encouraged the authors to lean on the Darmstadt Model, a category system that was developed to support the development, improvement, and investigation of K-12 CSE across regional or national boundaries. This model could serve as a unifying framework that might provide a proper structure for a well-founded critical discussion about the future of K-12 CSE. Curriculum designers or policy stakeholders, who have to decide, which approach an upcoming national initiative should follow, could benefit from this discussion as well as researchers who are investigating K12 CSE in any regard. With this goal in mind, we have selected six extensive and two short case studies from the UK, New Zealand, USA/Israel, France, Sweden, Georgia (USA), Russia, and Italy that provide an in-depth analysis of K-12 CSE in their respective country or state.

Objective: To understand the awareness of influenza and influenza vaccine, influenza incidence, influenza vaccination status and intention and related factors in primary and secondary school teachers. Methods: Cross-sectional study design and stratified random sampling method were used to select 5 teachers from each of 51 primary schools and 40 middle schools in a district of Beijing from April 17 to 21, 2024. A questionnaire survey was conducted in the selected teachers with an estimated sample size of 1 040. The survey collected the information about their demographic characteristics, awareness of influenza and influenza vaccine, influenza incidence, influenza vaccination status and intention. Multivariate logistic regression model was used to analyze the factors related to influenza vaccination status and intention. Results: In the 975 primary and secondary school teachers, the awareness of susceptibility and severity of influenza and the benefits of influenza vaccination were high. In terms of safety of influenza vaccine, 48.00% (468/975) of the teachers believed that adverse reaction would occur after the vaccination. Influenza like illness occurred in 41.13% (401/975) of the teachers during 2023-2024, and in these teachers, 40.15% (161/401) asked for leave from work due to illness, 40.90% (164/401) sought medical care and 32.93% (54/164) were influenza virus positive. In the 975 teachers, 13.95% (136/975) were vaccinated against influenza during 2023-2024 and 34.46% (336/975) were willing to be vaccinated against influenza during 2024-2025. Multivariate logistic regression analysis showed that being teacher in charge of a class (aOR=1.58, 95%CI: 1.06-2.35), believing that influenza vaccination could effectively prevent influenza (aOR=1.99, 95%CI: 1.05-3.80), believing that teachers' vaccination could improve students' willingness to be vaccinated (aOR=1.98, 95%CI: 1.12-3.50) were the positive factors for teachers' vaccination, and worrying about adverse reactions after the vaccination (aOR=0.52, 95%CI: 0.34-0.80) was the negative factor. Doctors' recommendation (aOR=2.62, 95%CI: 1.41-4.86) and free influenza vaccination (aOR=10.26, 95%CI: 5.17-20.39) were positively correlated with teachers' intention to influenza vaccination. Conclusions: Primary and secondary school teachers in a district of Beijing had high awareness of influenza and influenza vaccine, but their awareness of influenza vaccine safety should be improved. The incidence of influenza-related infection was high in the primary and secondary school teachers. The influenza vaccination rate was low and the willingness to receive influenza vaccination in following year was not strong. For the better prevention and control of influenza in schools, it is necessary to strengthen the health education in primary and secondary school teachers to improve their awareness of influenza vaccine safety and vaccination rate.

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.

School-based sexual and reproductive health (SRH) education is often reported as being inadequate and/or inconsistent. The aims of this systematic review were to synthesise teachers’ perspectives on providing SRH education and their opinions about the support required to provide high-quality SRH education in primary and secondary schools. Seven international databases were searched for qualitative studies published since 2010 that reported on teachers’ experiences providing SRH education in such settings. Of the 2478 studies identified, 17 met the inclusion criteria. Study quality was assessed using the Mixed-Methods Appraisal Tool. Meta-ethnography was used for data analyses and syntheses. Findings signal how SRH education varied within and between schools. The adequacy of SRH education was linked to i) teachers’ confidence to provide such education, ii) school policies and environment, and iii) the priority given to SRH education. Within each of these themes were facilitators or barriers to the provision of good quality SRH education. Facilitators positively impacting on school-based SRH education included training (pre-service and in-service) for all teachers, supportive school environments, and the promotion of understanding of the importance of SRH within schools and in the broader context.