The social-emotional skills of preschool children develop at a rapid pace. How this development occurs is closely related to the child’s environment. The social-emotional skills of the parents themselves play an important role in the development of a preschool child’s social-emotional skills and have a strong influence on the development of children’s prosocial behaviour and a reduction in behavioural problems (both internalised and externalised). The aim of this study is to find out how the indicators of social-emotional competence and behaviour of preschool children change after participating in the Promoting Mental Health at Schools programme, based on teachers’ assessments. What is the relationship between the social-emotional skills of parents (parents’ assessment) and the social-emotional skills and behaviour of their children (teachers’ assessment)? Do higher SE skills of parents (self-assessed) mediate the growth of children’s social-emotional skills (as assessed by teachers)? As part of the Erasmus+ research project “Promoting Mental Health at Schools” (PROMEHS), a quasi-experimental study was carried out with pre-test and post-test measurements in experimental and control groups. It was found that in the sample of Latvian pre-schoolers, the teachers from the experimental group noticed the decrease in children’s behavioural difficulties and increase in prosocial behaviour and social-emotional skills in the experimental group were rated slightly higher in comparison with control group. Teachers rated children’s social understanding and relationship skills higher when parents indicated that the relationship with their child was better. A higher level of social-emotional competence of parents correlated negatively with children’s conduct problems. This study did not find that parents played a statistically significant role as mediators in the promotion of children’s social-emotional competence during implementation of the programme.
{"title":"Changes in Social-Emotional Skills and Behaviour in Preschool Children after Participation in the Promoting Mental Health at Schools Program: The Social-Emotional Skills of Parents as a Mediator","authors":"I. Supe, B. Martinsone, C. Cefai, E. Conte","doi":"10.22364/atee.2022.56","DOIUrl":"https://doi.org/10.22364/atee.2022.56","url":null,"abstract":"The social-emotional skills of preschool children develop at a rapid pace. How this development occurs is closely related to the child’s environment. The social-emotional skills of the parents themselves play an important role in the development of a preschool child’s social-emotional skills and have a strong influence on the development of children’s prosocial behaviour and a reduction in behavioural problems (both internalised and externalised). The aim of this study is to find out how the indicators of social-emotional competence and behaviour of preschool children change after participating in the Promoting Mental Health at Schools programme, based on teachers’ assessments. What is the relationship between the social-emotional skills of parents (parents’ assessment) and the social-emotional skills and behaviour of their children (teachers’ assessment)? Do higher SE skills of parents (self-assessed) mediate the growth of children’s social-emotional skills (as assessed by teachers)? As part of the Erasmus+ research project “Promoting Mental Health at Schools” (PROMEHS), a quasi-experimental study was carried out with pre-test and post-test measurements in experimental and control groups. It was found that in the sample of Latvian pre-schoolers, the teachers from the experimental group noticed the decrease in children’s behavioural difficulties and increase in prosocial behaviour and social-emotional skills in the experimental group were rated slightly higher in comparison with control group. Teachers rated children’s social understanding and relationship skills higher when parents indicated that the relationship with their child was better. A higher level of social-emotional competence of parents correlated negatively with children’s conduct problems. This study did not find that parents played a statistically significant role as mediators in the promotion of children’s social-emotional competence during implementation of the programme.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132008257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sketching is one of the key activities that characterise the process of visualising ideas in the creation of design products and artworks. Sketching skills are necessary to record observations. In addition, sketching can be used to capture new information. In the new State basic education standard of Latvia, sketching has a noticeable place in both design and technologies and art. The study aimed to investigate the role of sketching in the general education of students – future teachers of primary school education, future design and technologies teachers, and future designers. A survey (n = 126) was used to achieve the aim. The results show that sketching is to a greater extent and more diversely taught in visual arts than in home economics and technologies. Almost a fifth of the respondents (19%) did not learn sketching in visual arts, and almost half (48%) – in home economics and technologies. Most respondents consider that a sketch is a rough idea for a work, a draft of a work, and its main characteristic is quickness. 43% associate sketching with drawing techniques. Students use sketching most in free sketching situations and in generating ideas for visual artworks. Students sketch equally to record observations and stylize them as well as to visualize design product ideas. Most students emphasise that sketching needs to be practised, it is a way to visualise thoughts and ideas, and it stimulates creativity. Most students believe that sketching has an impact on the result of product design (both speed and quality), and they also stress that sketching ideas makes it easier to choose which idea to pursue.
{"title":"Sketching – an Undervalued Tool in General Education","authors":"Māra Urdziņa-Deruma, Austra Celmiņa-Ķeirāne, Austra Avotiņa, Inguna Karlsone","doi":"10.22364/atee.2022.39","DOIUrl":"https://doi.org/10.22364/atee.2022.39","url":null,"abstract":"Sketching is one of the key activities that characterise the process of visualising ideas in the creation of design products and artworks. Sketching skills are necessary to record observations. In addition, sketching can be used to capture new information. In the new State basic education standard of Latvia, sketching has a noticeable place in both design and technologies and art. The study aimed to investigate the role of sketching in the general education of students – future teachers of primary school education, future design and technologies teachers, and future designers. A survey (n = 126) was used to achieve the aim. The results show that sketching is to a greater extent and more diversely taught in visual arts than in home economics and technologies. Almost a fifth of the respondents (19%) did not learn sketching in visual arts, and almost half (48%) – in home economics and technologies. Most respondents consider that a sketch is a rough idea for a work, a draft of a work, and its main characteristic is quickness. 43% associate sketching with drawing techniques. Students use sketching most in free sketching situations and in generating ideas for visual artworks. Students sketch equally to record observations and stylize them as well as to visualize design product ideas. Most students emphasise that sketching needs to be practised, it is a way to visualise thoughts and ideas, and it stimulates creativity. Most students believe that sketching has an impact on the result of product design (both speed and quality), and they also stress that sketching ideas makes it easier to choose which idea to pursue.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"34 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123489688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers’ learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers’ learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers’ experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers’ experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.
{"title":"Teachers’ Learning Experiences: Transforming Their Professional Activity During COVID-19 Pandemic","authors":"Līva Goba-Medne, Z. Rubene","doi":"10.22364/atee.2022.01","DOIUrl":"https://doi.org/10.22364/atee.2022.01","url":null,"abstract":"The COVID-19 pandemic has brought teachers professional and personal challenges, creating particularly stressful crisis-like conditions for their learning and development. The aim of this qualitative study is to conceptualise teachers’ learning experiences that have accompanied the transformations of their professional activity during the COVID-19 pandemic. Narrative interviews of teachers were conducted in Latvia in the spring/summer of 2022. They were coded and analysed according to thematic analysis method. This article entails the results of the first stage of the study. The study found that teachers’ learning experiences during the COVID-19 pandemic are characterised by the paradigm of transformative learning as overcoming. Thematic structure of the learning experiences was developed and comprises 4 themes (dealing with limitations, seeking support from community, learning on the go, drawing conclusions) as well as 13 subthemes, which describe teachers’ experiences in rich detail, revealing their complexity and variability. The article offers conclusions on the conceptualisations of teachers’ experiences, discusses support and conditions needed to benefit from the experience and points to the significant role of context, relationships, and dedication for teachers to have beneficial learning experiences accompanying the transformations of their professional activity during the COVID-19 pandemic.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127886437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers’ scientific knowledge and understanding of science are prominent in determining how teaching scientific literacy will be integrated in the curriculum. However, in previous literature in-service teachers’ understanding of scientific literacy has not been studied sufficiently. This qualitative study aims to close this gap and explore how Latvian secondary school teachers (N = 23) understand the concept of scientific literacy. In our study, we distinguished three dimensions of scientific literacy: procedural, affective, and conceptual. Our results indicate that teachers associate scientific literacy mainly with the aspects related to procedural dimension: having knowledge about conducting a scientific study, applying scientific methods, and having an understanding about scientific concepts and processes. Teachers do not perceive themselves as highly scientifically literate for a variety of reasons. For the teachers interviewed, features of scientific literacy overlap with media and information literacy and critical thinking. We conclude that the teachers’ understanding only partly covers the depth and breadth of the concept of scientific literacy, and differs depending on teachers’ previous education and school subject thought. The importance of teachers’ (further) education in developing their understanding of the concept of scientific literacy is discussed.
{"title":"Exploratory Study on Latvian Secondary School Teachers’ Understanding of the Concept of Scientific Literacy","authors":"Agnese Davidsone, V. Silkane","doi":"10.22364/atee.2022.12","DOIUrl":"https://doi.org/10.22364/atee.2022.12","url":null,"abstract":"Teachers’ scientific knowledge and understanding of science are prominent in determining how teaching scientific literacy will be integrated in the curriculum. However, in previous literature in-service teachers’ understanding of scientific literacy has not been studied sufficiently. This qualitative study aims to close this gap and explore how Latvian secondary school teachers (N = 23) understand the concept of scientific literacy. In our study, we distinguished three dimensions of scientific literacy: procedural, affective, and conceptual. Our results indicate that teachers associate scientific literacy mainly with the aspects related to procedural dimension: having knowledge about conducting a scientific study, applying scientific methods, and having an understanding about scientific concepts and processes. Teachers do not perceive themselves as highly scientifically literate for a variety of reasons. For the teachers interviewed, features of scientific literacy overlap with media and information literacy and critical thinking. We conclude that the teachers’ understanding only partly covers the depth and breadth of the concept of scientific literacy, and differs depending on teachers’ previous education and school subject thought. The importance of teachers’ (further) education in developing their understanding of the concept of scientific literacy is discussed.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121895241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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