Enhancing Professional Speech Culture Among Primary School Teachers: Pedagogical Strategies And Outcomes
Keywords:
Junior Schoolchild, Teacher Of Primary General Education, Communicative Competence/Competence, Pedagogical Technology, Diagnostics, Criteria And IndicatorsAbstract
This study investigates the critical role of professional speech culture in primary education, addressing a significant knowledge gap in the methods for developing these skills among primary school teachers. Employing a mixed-method approach, the research combines qualitative interviews with educators and quantitative analysis of student performance metrics to assess the impact of enhanced speech culture on educational outcomes. The findings reveal that teachers with a well-developed professional speech culture significantly improve student engagement and comprehension. These results underscore the necessity for targeted professional development programs focused on communication skills, with implications for curriculum design and teacher training strategies to foster more effective learning environments in primary education.
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L. Bosova, “Program, learn and play: A course of extracurricular activities in scratch programming for students in grades 3-6,” Teach. Coding K-12 Sch. Res. Appl., pp. 113–126, 2023, doi: 10.1007/978-3-031-21970-2_8.
B. Abdullaeva, “Psychological and pedagogical conditions of formation of research competences in younger schoolboys,” J. Adv. Res. Dyn. Control Syst., vol. 12, no. 6, pp. 1154–1158, 2020, doi: 10.5373/JARDCS/V12I6/S20201150.
G. Zhakparova, “Formation of cognitive abilities of junior school children based on interdisciplinary connection,” Humanit. Soc. Sci. Rev., vol. 7, no. 4, pp. 1053–1060, 2019, doi: 10.18510/hssr.2019.74144.
C. Rapanta, “Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity,” Postdigital Sci. Educ., vol. 2, no. 3, pp. 923–945, 2020, doi: 10.1007/s42438-020-00155-y.
J. König, “Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany,” Eur. J. Teach. Educ., vol. 43, no. 4, pp. 608–622, 2020, doi: 10.1080/02619768.2020.1809650.
R. A. Rasheed, “Challenges in the online component of blended learning: A systematic review,” Comput. Educ., vol. 144, 2020, doi: 10.1016/j.compedu.2019.103701.
R. P. Singh, “Internet of things (IoT) applications to fight against COVID-19 pandemic,” Diabetes Metab. Syndr. Clin. Res. Rev., vol. 14, no. 4, pp. 521–524, 2020, doi: 10.1016/j.dsx.2020.04.041.
G. Falloon, “From digital literacy to digital competence: the teacher digital competency (TDC) framework,” Educ. Technol. Res. Dev., vol. 68, no. 5, pp. 2449–2472, 2020, doi: 10.1007/s11423-020-09767-4.
O. Zawacki-Richter, “Systematic review of research on artificial intelligence applications in higher education – where are the educators?,” Int. J. Educ. Technol. High. Educ., vol. 16, no. 1, 2019, doi: 10.1186/s41239-019-0171-0.
J. Tondeur, “Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence,” Educ. Technol. Res. Dev., vol. 65, no. 3, pp. 555–575, 2017, doi: 10.1007/s11423-016-9481-2.
C. K. Chiu, “Classification of topological quantum matter with symmetries,” Rev. Mod. Phys., vol. 88, no. 3, 2016, doi: 10.1103/RevModPhys.88.035005.
M. Al-Emran, “Investigating attitudes towards the use of mobile learning in higher education,” Comput. Human Behav., vol. 56, pp. 93–102, 2016, doi: 10.1016/j.chb.2015.11.033.
B. A. Wills, “Wills’ mineral processing technology: An introduction to the practical aspects of ore treatment and mineral recovery,” Wills’ Miner. Process. Technol. An Introd. to Pract. Asp. Ore Treat. Miner. Recover., pp. 1–498, 2015.
M. Bers, “Computational thinking and tinkering: Exploration of an early childhood robotics curriculum,” Comput. Educ., vol. 72, pp. 145–157, 2014, doi: 10.1016/j.compedu.2013.10.020.
Asmolov , A.G., Burmenskaya , G.V., Volodarskaya, I.V., Kabanova, O.A., Salmina, N.G., Molchanov, S.V. Formation of universal educational activities in primary school: from action to thought. Manual for teachers / Ed. A.G. Asmolov. – 2nd ed. – M.: Education, 2011. – 159 p. – (Second generation standards).
Geykhman , L.K. Interactive teaching of communication (general pedagogical approach): dis . Dr. ped . Sciences / L.K. Geykhman . – Ekaterinburg, 2003.
James, D. (2015). "Professional development of primary school teachers: practice and prospects." Publishing house "Education".
Harrison, M. (2019). "Communication skills of primary school teachers: theory and practice." Publishing house "Pedagogy".
Listoforova , K. A. Formation of professional speech culture of primary school teachers / K. A. Listoforova . — Text: immediate // Young scientist. — 2016.
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Published
2024-07-28
How to Cite
Ibragimova Munisa Sanatovna. (2024). Enhancing Professional Speech Culture Among Primary School Teachers: Pedagogical Strategies And Outcomes. Central Asian Journal of Social Sciences and History, 5(4), 154–159. Retrieved from https://cajssh.casjournal.org/index.php/CAJSSH/article/view/1110
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