- Author:
Mihaela Brumen
- E-mail:
mihaela.brumen@um.si
- Institution:
University of Maribor
- ORCID:
https://orcid.org/0000-0001-8147-3026
- Author:
Špela Kovač Sanda
- E-mail:
spela.kovacs@gmail.com
- Institution:
Bogojina Primary School
- Author:
Tomaž Bratina
- E-mail:
tomaz.bratina@um.si
- Institution:
University of Maribor
- ORCID:
https://orcid.org/0000-0002-8637-5529
- Year of publication:
2022
- Source:
Show
- Pages:
132-143
- DOI Address:
https://doi.org/10.15804/tner.22.67.1.10
- PDF:
tner/202201/tner6710.pdf
Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.
- Author:
Simona Prosen
- Institution:
University of Ljubljana
- Author:
Helena Smrtnik Vitulić
- Institution:
University of Ljubljana
- Author:
Olga Poljšak Škraban
- Institution:
University of Ljubljana
- Year of publication:
2013
- Source:
Show
- Pages:
75-85
- DOI Address:
https://doi.org/10.15804/tner.13.31.1.06
- PDF:
tner/201301/tner3106.pdf
The purpose of the study is to establish the types of emotions that are expressed by primary school teachers, their frequency, and the situations that trigger them. Teachers were observed by primary education students during their practical work at school. The observations of 108 teachers in 93 primary schools in Slovenia were analysed. The results show that teachers express a variety of emotions with the unpleasant ones prevailing. Anger was the most frequently expressed emotion. The situations that triggered emotions were varied. Among them, students’ discipline and academic achievement triggered the majority of pleasant and unpleasant emotions in teachers.
- Author:
Marta Flešková
- E-mail:
mfleskova@pdf.umb.sk
- Institution:
Matej Bel University, Banská Bystrica, Slovak Republic
- Year of publication:
2005
- Source:
Show
- Pages:
105-112
- DOI Address:
https://doi.org/10.15804/tner.05.6.2.10
- PDF:
tner/200502/tner610.pdf
In this article we examine the results of the research on social climate in the school classes for gifted children in comparison with regular classes of the 1st stage elementary school. The research sample was made up by 36 children from 3 classes for gifted children and 73 pupils from regular classes. The research has proved some dissimilarity among monitored school classes as to how they perceive social climate evaluated by means of the questionnaire My Class Inventory. Gifted children have more difficulties in relationships, they are more competitive, less satisfied, and they feel to burdened by learning than pupils from regular classes.
- Author:
Bing-Yuh Lu
- E-mail:
BenjaminEE@aol.tw
- Institution:
Catholic St. Mary’s Medicine, Nursing and Management College, Taiwan
- Author:
Ming-Li Tung
- E-mail:
BenjaminEE@aol.tw
- Institution:
Tungnan University, Taiwan
- Year of publication:
2012
- Source:
Show
- Pages:
161-171
- DOI Address:
https://doi.org/10.15804/tner.2012.27.1.13
- PDF:
tner/201201/tner2713.pdf
This study introduced the open educational resources (OER) aided learning in a computer aided classroom. The course materials included the OER, composed in English, and a textbook translated into Taiwan’s traditional Chinese. Furthermore, the OER improved students’ conceptual understanding of both language and professional knowledge. Finally, the conceptual color plate analysis was employed to evaluate the related factors among universities, students, and teachers. Based on the statistics of the previous OER studies, it is predictable that OER aided learning may be popular in the future. Besides, the library plays a very important role in life-long learning, and will be crucial in the future because advanced guides and indexing of digital contents and OER can give the self-learner a better tool for life-long learning.
- Author:
Adesoji A. Oni
- E-mail:
aoni@unilag.edu.ng
- Institution:
University of Lagos, Akoka-Yaba, Lagos, Nigeria.
- ORCID:
https://orcid.org/0000-0001-6774-2672
- Author:
Görkem Avcı
- E-mail:
gorkem.avci.35@gmail.com
- Institution:
Bartın University, Turkey
- ORCID:
https://orcid.org/0000-0002-4489-1613
- Year of publication:
2024
- Source:
Show
- Pages:
181-194
- DOI Address:
https://doi.org/10.15804/tner.2024.77.3.14
- PDF:
tner/202403/tner7714.pdf
This study examined knowledge management and teacher job performance in public secondary schools. The study adopted a descriptive survey research design. A multi-stage sampling procedure was used to select 400 respondents for the study. The data obtained through the instrument were analysed using percentage and Pearson Moment Correlation Coefficient statistical tools. The study’s findings showed that knowledge support, knowledge competency, knowledge sharing, knowledge mapping, and knowledge infrastructure are related to teachers’ job performance. The study’s findings recommended that school principals should encourage knowledge sharing by organising strategies for teachers to share knowledge among themselves; promote collaborative teaching and supervise its effectiveness; cultivate a good practice of accurate record keeping as this will enhance organisational knowledge mapping.