Teaching methods in primary education from the teacher’s point of view

Education around the World

Education is viewed differently in different places around the world. Despite differences in methodology, systems in different countries are similar in many ways. All industrialized countries place a high value on youth education, realizing that it is the most important investment in the future and a guarantee of economic, scientific, and cultural progress. Furthermore, practically every state provides individuals with a baseline degree of education, which includes primary and secondary school education. University education is frequently funded, and the state just regulates its level. Furthermore, the European Union adopted the Bologna Declaration in 1999 to allow students to pick their country of study. It guarantees creation of a unified European space for higher education. There are many common and different things. This paper aims at considering of methods in primary education in the Czech Republic from teachers’ point of view.

The Research Paper: “Teaching Methods in Primary Education from the Teacher’s Point of View” (2016)

The research paper “Teaching methods in primary education from the teacher’s point of view” (2016) was based on a survey, conducted for teachers of primary school. The main question of the research was: ”What is the current situation with Czech primary research and what benefits and disadvantages does it have?” There was no hypothesis in the study; however, several cognitive theories were used here. These are, for example, information theories. According to them, teaching is viewed as a kind of information process. The fact is that human cognitive activity is identified with the processes occurring in computers, for example. Also, the cognitive approach is within psychology and it seeks to describe the learning process with the help of basic mental functions such as memory, thinking and so forth.

Research Method and Findings

In order to conduct this research, a method of qualitative and quantitative survey was used and standard methodological procedure was the approach for information analysis. Observation was the quantitative part, so it was helpful for evaluation of teaching methods applied in the schools, where the participants worked. As a result, eight teaching methods and three organizational forms of education were determined. The research sample included 42 teachers of the 4th and 5th grade, and all of them specialized in Geography, History and Biology. A third-party observation of researchers, for example, does not involve the personal participation of observers in the process that they are studying. Additionally, the second method that was adopted is a written survey. It would cover more people. Nevertheless, such a survey has drawbacks. For example, applying to a questionnaire, one cannot take into account the reactions of the respondent to the content of her questions in advance and, based on it, change them.

Effective Research Methods

Undoubtedly, such methods are among the most effective for conducting research. When researchers observe the research participants, they draw objective conclusions. Additionally, since the subject would not know that he or she is being followed, he or she would behave naturally. Also, surveys are a very suitable method of research, especially if they are anonymous. The matter is that it is easier for people to express their thoughts and emotions in a non-colloquial manner. Such approaches help researchers to answer the main question of the study.

Teachers’ Thinking and Approach to Education

The researchers did not make any special forecasts before conducting this research. Nevertheless, they assumed they did not particularly like Czech teachers, based on other studies that had already been conducted before. According to the results, teachers make efforts on helping their students learn new useful information, explaining it in details at the same time. According to the researchers’ conclusion, it means that constructivist thinking is applied here. The principle of clarity, for instance, was applied as well. For this reason, it can be stated that teachers’ way of thinking directly corresponds to the modern paradigm of education.

Czech Teachers’ Focus on Data and Student Knowledge

Considering the results, it should also be concluded that teachers are focused on searching for data and deepen their students’ knowledge. As for all other aspects, most of them follow traditional patterns of teaching. According to the results, most teachers still prefer the methods in-between the transmissive and constructivist approach. It is interpretation. The researchers’ made a conclusion that the modern education system puts some pressure on the employees of schools, on teachers as well. Additionally, it was concluded that despite the pressure, teachers strive for basing their educating methods on their students’ activities, which is also reflected from the constructivist approach. Additionally, Czech teachers are confident that the presence of critical thinking in children’s minds is much more important than general knowledge. Teachers want their pupils to become independent, have the ability to evaluate events and be able to make personal conclusions.

Conclusion and Future Studies

Summing it up, it is worth noting that this study left speculation for researchers to conduct the following studies. For example, it was devoted to determining the types of activities that teachers prefer for training. Additionally, what are they guided by and what would they change in the educational system, as they are dissatisfied with it. Undoubtedly, analyzing of thinking and approaches to teaching these subjects cannot be said that this is the only accurate data and conclusions. These people have colleagues that are satisfied with everything and they do not consider themselves under pressure. Further research is needed to determine the position of Czech teachers.

References

Skutil, M. Havlíčková, K. and Matějíčková, R. (2016). ”Teaching Methods in Primary Education from the Teacher’s Point of View”. SHS Web of Conferences, 26. DOI: 10.1051/shsconf/20162601001.