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Analysis of Elementary School Teachers' Needs to Implement Good Teaching Practices

  • Journal of Studies on Schools and Teaching
  • Abbr : JSST
  • 2024, 9(2), pp.219-240
  • DOI : 10.23041/jsst.2024.9.2.010
  • Publisher : Education Research Institute at CNUE
  • Research Area : Social Science > Education
  • Received : July 3, 2024
  • Accepted : August 30, 2024
  • Published : August 30, 2024

Parkheejin 1

1매안초등학교

Accredited

ABSTRACT

The purpose of this study is to identify the elementary school teachers' needs in order for them to implement the good teaching practices. For this purpose, a measurement tool of 7 factors and 21 questions was constructed through the analysis of previous research and literature related to good teaching practices, and data as to the importance and implementation level of good teaching practices were collected from 339 elementary school teachers. Based on this data, we statistically analyzed the paired sample t-tests, Borich’s needs assessment formula, and the Locus for Focus model to determine the priorities of the good teaching practices. The results of the study are as follows: First, elementary school teachers tend to rate their implementation levels of the good teaching practice lower compared to the importance levels of good teaching practices. The differences between the importance and implementation levels were statistically significant across all 7 factors. Second, the analysis using Borich's needs assessment revealed the following priority factors in implementing good teaching practices: consideration of the students' interests and readiness; development of necessary competencies for the future society needs; assessment of the students' learning and growth; high teaching efficacy; systematization and structuring of the teaching-learning process; active interaction and participation; flexibility and diversity of the teaching-learning methods. Third, the priority analysis has indicated that the development of the necessary competencies for the future society and consideration of the students' interests and readiness to learn are the most urgent factors which require attention, followed by assessment of students' learning and growth'. This study provides basic data , which may enhance the teaching expertise of elementary school teachers.

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