Pub Date : 2025-04-12DOI: 10.1016/j.tate.2025.105036
Hao Xu
This study explores how male pre-service teachers construct their masculinity in a predominantly female educational environment. Using a six-year multiple-case study, it examines how participants navigated gender expectations, revealing both resistance to and reinforcement of traditional gender norms. Findings show distinct yet intersecting trajectories: strategic adaptation, gender fusion, and identity exploration, each shaped by social expectations, institutional norms, and personal agency. The study contributes to gender research in teacher education by highlighting the paradoxes of masculinity construction and calls for inclusive teacher education programmes that critically engage with gender diversity and identity development.
{"title":"From male pre-service teachers to pre-service male teachers: Constructing masculinity in teacher education","authors":"Hao Xu","doi":"10.1016/j.tate.2025.105036","DOIUrl":"10.1016/j.tate.2025.105036","url":null,"abstract":"<div><div>This study explores how male pre-service teachers construct their masculinity in a predominantly female educational environment. Using a six-year multiple-case study, it examines how participants navigated gender expectations, revealing both resistance to and reinforcement of traditional gender norms. Findings show distinct yet intersecting trajectories: strategic adaptation, gender fusion, and identity exploration, each shaped by social expectations, institutional norms, and personal agency. The study contributes to gender research in teacher education by highlighting the paradoxes of masculinity construction and calls for inclusive teacher education programmes that critically engage with gender diversity and identity development.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105036"},"PeriodicalIF":4.0,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143821383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-11DOI: 10.1177/14687984251333544
Marie Tejero Hughes, Carmille Talley
The representation of disability in children’s literature is an essential area of study since children’s literature can impact the perceptions and attitudes of young children towards disability. A comprehensive exploration of this subject can reveal complex and nuanced narratives that significantly influence the development of inclusive and diverse educational environments. This study examined how disability is represented in young children’s books, which are frequently recommended. A detailed coding methodology was employed to identify the key features of the books featuring characters with disabilities, illuminating their specific traits and the manners in which they represent disability. The findings showed that most of the books recommended were categorized as realistic fiction and focused on a single character with a disability. Moreover, this study also provided valuable insights into the portrayals of characters with disabilities, as interpreted by a panel of critical friends identifying as individuals with disabilities. Their insights emphasized both commendable representations in the books reviewed and the demand for more sophisticated portrayals in children’s books. These findings are a significant addition to the existing conversation on the representation of disability in children’s literature, emphasizing the necessity for precise, inclusive, and diverse depictions that encourage empathy, comprehension, and acceptance among young readers.
{"title":"Disabilities in children’s literature: Is the representation accurate and authentic?","authors":"Marie Tejero Hughes, Carmille Talley","doi":"10.1177/14687984251333544","DOIUrl":"https://doi.org/10.1177/14687984251333544","url":null,"abstract":"The representation of disability in children’s literature is an essential area of study since children’s literature can impact the perceptions and attitudes of young children towards disability. A comprehensive exploration of this subject can reveal complex and nuanced narratives that significantly influence the development of inclusive and diverse educational environments. This study examined how disability is represented in young children’s books, which are frequently recommended. A detailed coding methodology was employed to identify the key features of the books featuring characters with disabilities, illuminating their specific traits and the manners in which they represent disability. The findings showed that most of the books recommended were categorized as realistic fiction and focused on a single character with a disability. Moreover, this study also provided valuable insights into the portrayals of characters with disabilities, as interpreted by a panel of critical friends identifying as individuals with disabilities. Their insights emphasized both commendable representations in the books reviewed and the demand for more sophisticated portrayals in children’s books. These findings are a significant addition to the existing conversation on the representation of disability in children’s literature, emphasizing the necessity for precise, inclusive, and diverse depictions that encourage empathy, comprehension, and acceptance among young readers.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-11DOI: 10.1007/s11165-025-10250-4
Alexander Volfson, Moshe Fisher, Haim Eshach, Yuval Ben-Abu
Discussions and arguments are a central component of science and its development. Therefore, it is very important to integrate them into science teaching. Various studies show that the use of arguments and discussions in science classes significantly improves students’ conceptual understanding compared to other learning methods. Jewish literature has for many centuries been a tradition of learning through the approach of discussions and arguments. This approach is the central guiding principle in learning the Talmud and designs the authentic structure of Talmudic texts. In the present study, we bring the Talmud to physics class. Since, students frequently misconceptualize the nature of heat we chose to respond the challenge and developed a unique Physics Talmud Page (PTP) about the concept of heat. We examined how learning physics by Whole-Class Dialogic Discussions (WCDD) based on the PTP was expressed in students’ argumentation skills. The participants in this study included 101 first-degree engineering students who studied a course in mechanics and heat in two respective groups: the experimental group (N = 51) and the control group (N = 50). In this work we conclude that students in the experimental group demonstrated remarkable improvement in their overall argumentation abilities, showing enhanced capacity to construct compelling arguments, develop thoughtful counter-arguments, and effectively utilize textual evidence to support their reasoning—clear evidence that the Talmudic learning approach significantly strengthens critical scientific discourse skills.
{"title":"Physics, Talmud and Argumentation Skills Meet in Whole-Class Dialogic Discussions","authors":"Alexander Volfson, Moshe Fisher, Haim Eshach, Yuval Ben-Abu","doi":"10.1007/s11165-025-10250-4","DOIUrl":"https://doi.org/10.1007/s11165-025-10250-4","url":null,"abstract":"<p>Discussions and arguments are a central component of science and its development. Therefore, it is very important to integrate them into science teaching. Various studies show that the use of arguments and discussions in science classes significantly improves students’ conceptual understanding compared to other learning methods. Jewish literature has for many centuries been a tradition of learning through the approach of discussions and arguments. This approach is the central guiding principle in learning the Talmud and designs the authentic structure of Talmudic texts. In the present study, we bring the Talmud to physics class. Since, students frequently misconceptualize the nature of heat we chose to respond the challenge and developed a unique Physics Talmud Page (PTP) about the concept of heat. We examined how learning physics by Whole-Class Dialogic Discussions (WCDD) based on the PTP was expressed in students’ argumentation skills. The participants in this study included 101 first-degree engineering students who studied a course in mechanics and heat in two respective groups: the experimental group (<i>N</i> = 51) and the control group (<i>N</i> = 50). In this work we conclude that students in the experimental group demonstrated remarkable improvement in their overall argumentation abilities, showing enhanced capacity to construct compelling arguments, develop thoughtful counter-arguments, and effectively utilize textual evidence to support their reasoning—clear evidence that the Talmudic learning approach significantly strengthens critical scientific discourse skills.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"108 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-11DOI: 10.1016/j.learninstruc.2025.102135
Xiaoyue Wang , Cixiao Wang
Background
Collaborative problem-solving (CPS) ability is the core quality necessary for students' current study and future work. The performance of CPS in practical teaching contexts is affected by a combination of multiple factors. Revealing the mechanism of complex and diverse group characteristics on CPS level is a breakthrough in current research.
Aims
The paper intends to integrate structural, motivational, and interactive characteristics of groups to explore their synergistic pathways in influencing the effectiveness of CPS within groups.
Sample
Participants were 129 primary school students.
Methods
This study created guided problem-solving scenarios. Students worked in groups of 5–6, conducted two rounds of scientific inquiry activities, and completed a group worksheet and a reflective questionnaire.
Results
This paper found that the learning performance of scientific inquiry groups is the result of the synergistic effect of various group characteristics. Groups with high-quality performance demonstrate three driving patterns: high morale groups riven by high information interaction, heterogeneous groups driven by high motivation and information interaction, and heterogeneous groups driven by interpersonal interaction. Moreover, the characteristics of interpersonal interaction or information interaction are essential to achieve high-quality group performance. High-quality group performance can't be separated from the group characteristics of heterogeneity, learning motivation or self-efficacy.
Conclusions
For cultivating CPS skills., teachers should comprehensively consider multiple group characteristics and create favorable group conditions through group design. They should also promote collaborative communication through value guidance and rule establishment., and enhance the effectiveness of information interaction by designing external learning support, thereby improving group learning performance.
{"title":"How can scientific inquiry groups improve learning performance? ——Analysis based on the combination of NCA and fsQCA","authors":"Xiaoyue Wang , Cixiao Wang","doi":"10.1016/j.learninstruc.2025.102135","DOIUrl":"10.1016/j.learninstruc.2025.102135","url":null,"abstract":"<div><h3>Background</h3><div>Collaborative problem-solving (CPS) ability is the core quality necessary for students' current study and future work. The performance of CPS in practical teaching contexts is affected by a combination of multiple factors. Revealing the mechanism of complex and diverse group characteristics on CPS level is a breakthrough in current research.</div></div><div><h3>Aims</h3><div>The paper intends to integrate structural, motivational, and interactive characteristics of groups to explore their synergistic pathways in influencing the effectiveness of CPS within groups.</div></div><div><h3>Sample</h3><div>Participants were 129 primary school students.</div></div><div><h3>Methods</h3><div>This study created guided problem-solving scenarios. Students worked in groups of 5–6, conducted two rounds of scientific inquiry activities, and completed a group worksheet and a reflective questionnaire.</div></div><div><h3>Results</h3><div>This paper found that the learning performance of scientific inquiry groups is the result of the synergistic effect of various group characteristics. Groups with high-quality performance demonstrate three driving patterns: high morale groups riven by high information interaction, heterogeneous groups driven by high motivation and information interaction, and heterogeneous groups driven by interpersonal interaction. Moreover, the characteristics of interpersonal interaction or information interaction are essential to achieve high-quality group performance. High-quality group performance can't be separated from the group characteristics of heterogeneity, learning motivation or self-efficacy.</div></div><div><h3>Conclusions</h3><div>For cultivating CPS skills., teachers should comprehensively consider multiple group characteristics and create favorable group conditions through group design. They should also promote collaborative communication through value guidance and rule establishment., and enhance the effectiveness of information interaction by designing external learning support, thereby improving group learning performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102135"},"PeriodicalIF":4.7,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-11DOI: 10.1016/j.learninstruc.2025.102140
Mary McCaslin
{"title":"Can you have your cake and eat it too?","authors":"Mary McCaslin","doi":"10.1016/j.learninstruc.2025.102140","DOIUrl":"10.1016/j.learninstruc.2025.102140","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102140"},"PeriodicalIF":4.7,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-11DOI: 10.1016/j.tate.2025.105022
Farhad Ghiasvand , Haniye Seyri
Artificial intelligence (AI) technologies are quickly revolutionizing various aspects of second/foreign language (L2) education with their promising potentials to offer personalized, adaptive, and instant feedback. Despite such technical capacities, the role of AI in how language teachers (re)define their professional selves has remained a notable gap so far. To unveil that synergy, framed in the post-structuralist perspective, this study examined 15 Iranian English as a foreign language (EFL) teachers' identity (re)construction in light of AI through collaborative reflection and narrative frame. The results of thematic analysis revealed that AI contributed to language teacher identity (LTI) (re)construction in six areas. It “caused teacher role transformation”, “triggered pedagogical alignment and development”, “made L2 education data-driven, personalized, and collaborative”, “enhanced teachers’ professional expertise and knowledge base”, “spurred teachers to be self-reflective practitioners”, and “made teachers tech-savvy in the shifting world”, hence (re)shaping LTI. The findings are discussed and practical implications are presented to EFL teachers and teacher educators.
{"title":"A collaborative reflection on the synergy of Artificial Intelligence (AI) and language teacher identity reconstruction","authors":"Farhad Ghiasvand , Haniye Seyri","doi":"10.1016/j.tate.2025.105022","DOIUrl":"10.1016/j.tate.2025.105022","url":null,"abstract":"<div><div>Artificial intelligence (AI) technologies are quickly revolutionizing various aspects of second/foreign language (L2) education with their promising potentials to offer personalized, adaptive, and instant feedback. Despite such technical capacities, the role of AI in how language teachers (re)define their professional selves has remained a notable gap so far. To unveil that synergy, framed in the post-structuralist perspective, this study examined 15 Iranian English as a foreign language (EFL) teachers' identity (re)construction in light of AI through collaborative reflection and narrative frame. The results of thematic analysis revealed that AI contributed to language teacher identity (LTI) (re)construction in six areas. It “caused teacher role transformation”, “triggered pedagogical alignment and development”, “made L2 education data-driven, personalized, and collaborative”, “enhanced teachers’ professional expertise and knowledge base”, “spurred teachers to be self-reflective practitioners”, and “made teachers tech-savvy in the shifting world”, hence (re)shaping LTI. The findings are discussed and practical implications are presented to EFL teachers and teacher educators.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105022"},"PeriodicalIF":4.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-11DOI: 10.1017/s0265051725000099
Katya Davisson
In the words of Eric Lewis, “approaching Afrological musics from the theoretical perspective of a Western aesthetic…yields not only a lack of understanding…but can have pernicious political and social results.” In this paper, I demonstrate the relevance of this statement to the British Music classroom. In Part One, I outline the current state of the UK’s Model Music Curriculum and seek to identify its underlying ideology. Part Two offers a survey of how the universal understanding of music as a series of autonomous products generates a prescribed set of criteria for musical evaluation. By ascribing idiosyncratically European notions to our evaluation of music on a universal scale, we are left with an incomplete understanding and appreciation of music not conceived according to this ideology. Looking to the future, Part Three suggests how we might approach music in a fair and germane way via a transfer of emphasis from the musical product to the people involved in the musical process. I name this an outside-in approach to music, and consider it a universally applicable and fruitful mode of musical analysis—people are, after all, the common denominator for music-making. By beginning with the social and cultural conditions in which musicians create, students are equipped with a multiplicity of lenses through which they can better appreciate the value and beauty of musical cultures both near and far.
{"title":"The common denominator: the case for an anthropocentric music education","authors":"Katya Davisson","doi":"10.1017/s0265051725000099","DOIUrl":"https://doi.org/10.1017/s0265051725000099","url":null,"abstract":"<p>In the words of Eric Lewis, “approaching Afrological musics from the theoretical perspective of a Western aesthetic…yields not only a lack of understanding…but can have pernicious political and social results.” In this paper, I demonstrate the relevance of this statement to the British Music classroom. In Part One, I outline the current state of the UK’s Model Music Curriculum and seek to identify its underlying ideology. Part Two offers a survey of how the universal understanding of music as a series of autonomous products generates a prescribed set of criteria for musical evaluation. By ascribing idiosyncratically European notions to our evaluation of music on a universal scale, we are left with an incomplete understanding and appreciation of music not conceived according to this ideology. Looking to the future, Part Three suggests how we might approach music in a fair and germane way via a transfer of emphasis from the musical product to the people involved in the musical process. I name this an outside-in approach to music, and consider it a universally applicable and fruitful mode of musical analysis—people are, after all, the common denominator for music-making. By beginning with the social and cultural conditions in which musicians create, students are equipped with a multiplicity of lenses through which they can better appreciate the value and beauty of musical cultures both near and far.</p>","PeriodicalId":54192,"journal":{"name":"British Journal of Music Education","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-10DOI: 10.1016/j.ecresq.2025.03.007
Abigail J. Anderson , Christina M. Rodriguez
Parental psychological distress is a commonly examined risk factor for the emergence of child problem behaviors, but the factors that may influence that relationship—like parental social support satisfaction and coping skills—have not been adequately explored. The current longitudinal study examined the association between maternal and paternal psychological distress in relation to subsequent perceived child externalizing behaviors, considering these two parental resources as moderators. The sample included a racially and socioeconomically diverse group of first-time mothers and their partners. Mothers and fathers reported their current psychological distress, social support satisfaction, and problem-focused coping at child age 6 months, 18 months, and 4 years of age, as well as reporting on child externalizing behaviors in the last two waves. For mothers, both social support satisfaction and coping at 18 months moderated the relationship between their psychological distress and subsequent perceived child externalizing behaviors. Specifically, higher coping self-efficacy predicted lower perceived child externalizing behaviors at lower levels of maternal psychological distress but did not buffer at higher distress levels. Further, lower levels of social support satisfaction exacerbated the link between maternal psychological distress and child externalizing behaviors, whereas higher social support satisfaction buffered this association. No significant interactions were observed for fathers. Results of this study emphasize the distinct relations among these variables for mothers and fathers, while highlighting potentially interactive processes involved in understanding the emergence of parent-reported children's externalizing behaviors.
{"title":"Potential moderators of the association between parental psychological distress and perceived child externalizing behaviors","authors":"Abigail J. Anderson , Christina M. Rodriguez","doi":"10.1016/j.ecresq.2025.03.007","DOIUrl":"10.1016/j.ecresq.2025.03.007","url":null,"abstract":"<div><div>Parental psychological distress is a commonly examined risk factor for the emergence of child problem behaviors, but the factors that may influence that relationship—like parental social support satisfaction and coping skills—have not been adequately explored. The current longitudinal study examined the association between maternal and paternal psychological distress in relation to subsequent perceived child externalizing behaviors, considering these two parental resources as moderators. The sample included a racially and socioeconomically diverse group of first-time mothers and their partners. Mothers and fathers reported their current psychological distress, social support satisfaction, and problem-focused coping at child age 6 months, 18 months, and 4 years of age, as well as reporting on child externalizing behaviors in the last two waves. For mothers, both social support satisfaction and coping at 18 months moderated the relationship between their psychological distress and subsequent perceived child externalizing behaviors. Specifically, higher coping self-efficacy predicted lower perceived child externalizing behaviors at lower levels of maternal psychological distress but did not buffer at higher distress levels. Further, lower levels of social support satisfaction exacerbated the link between maternal psychological distress and child externalizing behaviors, whereas higher social support satisfaction buffered this association. No significant interactions were observed for fathers. Results of this study emphasize the distinct relations among these variables for mothers and fathers, while highlighting potentially interactive processes involved in understanding the emergence of parent-reported children's externalizing behaviors.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 229-237"},"PeriodicalIF":3.2,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative study investigated the impact of explicit instruction, collaborative reflective tasks, and constructive feedback on the criticality of student teachers' (STs') reflections over time. The participants were 26 STs who were engaged in a second language teacher education (SLTE) programme at a research university in Istanbul, Turkey. Data were collected through written reflective reports (n = 26) and a semi-structured interview (n = 13). The findings showed a progression from superficial reflections to more critical reflections (CR) over one semester. Specifically, STs demonstrated more features of improved problematisation, reasoning and deeper analysis ability of their beliefs and practices. In conclusion, this study highlighted that well-planned instructional activities and a supportive learning environment can positively influence the development of STs' CR.
{"title":"Going Beyond Descriptive Writing: Enhancing Pre-Service English Language Teachers' Critical Reflection With Guidance","authors":"İzel Yenisoy, Sibel Tatar","doi":"10.1111/ejed.70095","DOIUrl":"https://doi.org/10.1111/ejed.70095","url":null,"abstract":"<div>\u0000 \u0000 <p>This qualitative study investigated the impact of explicit instruction, collaborative reflective tasks, and constructive feedback on the criticality of student teachers' (STs') reflections over time. The participants were 26 STs who were engaged in a second language teacher education (SLTE) programme at a research university in Istanbul, Turkey. Data were collected through written reflective reports (<i>n</i> = 26) and a semi-structured interview (<i>n</i> = 13). The findings showed a progression from superficial reflections to more critical reflections (CR) over one semester. Specifically, STs demonstrated more features of improved problematisation, reasoning and deeper analysis ability of their beliefs and practices. In conclusion, this study highlighted that well-planned instructional activities and a supportive learning environment can positively influence the development of STs' CR.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143809825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-10DOI: 10.1016/j.ijedudev.2025.103276
Mustafa Akıncıoğlu
English-medium instruction (EMI) has often been implemented through ill-thought-out institutional/national strategic decisions, typically driven by the internationalisation of higher education. In this context, EMI research seems to be condensed on problem identification and trends, focusing on English language issues, pedagogical challenges, and stakeholder perceptions. This narrow focus appears to have reached a saturation point, underscoring the need for a reform-driven approach—one that prioritises structural transformation and problem-solving. Addressing this gap, this political normative paper argues that the professionalisation of EMI at the tertiary level represents the way forward. Situated within the broader contexts of global capitalism and neoliberalism, this paper takes a Critical EMI stance to examine the role of EMI in higher education. It proposes a structured, solution-oriented approach, grounded in three interrelated critical concepts: multilingualism, universities as sites for liberation, and English as an international language. EMI policy and quality are structured around three cyclic stages, with academic learning outcomes at the core. Rather than offering a rigid framework, this paper introduces the EMI Professionalisation Framework (EMI ProF) as a guiding political normative model informed by prior research to drive the EMI reform and support the professionalisation agenda. Key definitions of EMI quality, professionalisation of EMI, EMI professionals, and EMI content-teacher competence are provided.
{"title":"Reforming EMI in higher education: The EMI ProF as a political normative framework for policy, quality, and professionalisation","authors":"Mustafa Akıncıoğlu","doi":"10.1016/j.ijedudev.2025.103276","DOIUrl":"10.1016/j.ijedudev.2025.103276","url":null,"abstract":"<div><div>English-medium instruction (EMI) has often been implemented through ill-thought-out institutional/national strategic decisions, typically driven by the internationalisation of higher education. In this context, EMI research seems to be condensed on problem identification and trends, focusing on English language issues, pedagogical challenges, and stakeholder perceptions. This narrow focus appears to have reached a saturation point, underscoring the need for a reform-driven approach—one that prioritises structural transformation and problem-solving. Addressing this gap, this political normative paper argues that the professionalisation of EMI at the tertiary level represents the way forward. Situated within the broader contexts of global capitalism and neoliberalism, this paper takes a Critical EMI stance to examine the role of EMI in higher education. It proposes a structured, solution-oriented approach, grounded in three interrelated critical concepts: multilingualism, universities as sites for liberation, and English as an international language. EMI policy and quality are structured around three cyclic stages, with academic learning outcomes at the core. Rather than offering a rigid framework, this paper introduces the EMI Professionalisation Framework (EMI ProF) as a guiding political normative model informed by prior research to drive the EMI reform and support the professionalisation agenda. Key definitions of EMI quality, professionalisation of EMI, EMI professionals, and EMI content-teacher competence are provided.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103276"},"PeriodicalIF":2.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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