教育学最新文献

英文中文

IF： -

Long in the tooth for creativity? Differences in divergent thinking between young and older adults

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-04-17 DOI: 10.1016/j.tsc.2025.101847

Vicente Alfonso-Benlliure, Irene Checa, Juan C. Meléndez

Young and older adults require creative skills in their daily lives to solve problems professionally and personally. The capacity for creative thinking is influenced by various changes that occur throughout the life cycle. The objectives of this study include testing the measurement invariance of the PIC-A test and exploring whether significant differences in creative thinking exist between young and older adults. 210 young adults and 131 older adults participated in the study (341 subjects in total). First, a confirmatory factor analysis (CFA) was conducted with the full sample, followed by CFAs for each age subgroup. Subsequently, a multi-group of measurement invariance routine was tested with configural, metric and scalar invariance. The 2-factor CFA model for the full sample showed adequate fit (χ2=42.537; df =13; p<.001, CFI =0.967; RMSEA = 0.082 [.055–0.109]; SRMR = 0.050) although the Graphic Originality test did not exhibit a significant loading on the Graphic Creativity Factor and was not removed from the model for consistency with the original scale. The model fit indices for the young adult and older adult groups were acceptable. Results showed age-related differences in both narrative and graphic creativity, with higher scores in the young adult group. Finally, the study provides hypothetical explanations for differences in divergent thinking performance in light of theories such as inhibition, assimilationaccommodation, and socioemotional theory. For example, the role of potential distractors, the old adults reduced tendency to take risks, or their preference for practical and emotionally satisfying responses when solving problems.

{"title":"Long in the tooth for creativity? Differences in divergent thinking between young and older adults","authors":"Vicente Alfonso-Benlliure, Irene Checa, Juan C. Meléndez","doi":"10.1016/j.tsc.2025.101847","DOIUrl":"10.1016/j.tsc.2025.101847","url":null,"abstract":"<div><div>Young and older adults require creative skills in their daily lives to solve problems professionally and personally. The capacity for creative thinking is influenced by various changes that occur throughout the life cycle. The objectives of this study include testing the measurement invariance of the PIC-A test and exploring whether significant differences in creative thinking exist between young and older adults. 210 young adults and 131 older adults participated in the study (341 subjects in total). First, a confirmatory factor analysis (CFA) was conducted with the full sample, followed by CFAs for each age subgroup. Subsequently, a multi-group of measurement invariance routine was tested with configural, metric and scalar invariance. The 2-factor CFA model for the full sample showed adequate fit (χ2=42.537; df =13; <em>p</em><.001, CFI =0.967; RMSEA = 0.082 [.055–0.109]; SRMR = 0.050) although the Graphic Originality test did not exhibit a significant loading on the Graphic Creativity Factor and was not removed from the model for consistency with the original scale. The model fit indices for the young adult and older adult groups were acceptable. Results showed age-related differences in both narrative and graphic creativity, with higher scores in the young adult group. Finally, the study provides hypothetical explanations for differences in divergent thinking performance in light of theories such as inhibition, assimilationaccommodation, and socioemotional theory. For example, the role of potential distractors, the old adults reduced tendency to take risks, or their preference for practical and emotionally satisfying responses when solving problems.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101847"},"PeriodicalIF":3.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-17 DOI: 10.1016/j.edurev.2025.100685

Weiqi Xu, Fan Ouyang

With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely learning about robotics, learning through robotics, learning from robotics, and learning with robotics. In learning about robotics, educational robotics are merely the learning objects or contents by learners. In learning through robotics, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In learning from robotics, educational robotics act as tutors to convey and deliver knowledge and information to learners. In learning with robotics, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.

{"title":"Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships","authors":"Weiqi Xu, Fan Ouyang","doi":"10.1016/j.edurev.2025.100685","DOIUrl":"10.1016/j.edurev.2025.100685","url":null,"abstract":"<div><div>With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely <em>learning about robotics</em>, <em>learning through robotics</em>, <em>learning from robotics</em>, and <em>learning with robotics</em>. In <em>learning about robotics</em>, educational robotics are merely the learning objects or contents by learners. In <em>learning through robotics</em>, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In <em>learning from robotics</em>, educational robotics act as tutors to convey and deliver knowledge and information to learners. In <em>learning with robotics</em>, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100685"},"PeriodicalIF":9.6,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850145","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}

引用次数: 0

Associations of state-funded prekindergarten with early elementary literacy and absences

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2025-04-17 DOI: 10.1016/j.ecresq.2025.04.001

Mary Bratsch-Hines , Kevin Bastian , Michael Little , Lora Cohen-Vogel , Margaret Burchinal , Ellen Peisner-Feinberg

Publicly funded prekindergarten (pre-K) has received substantial investments in recent decades. A robust literature base has shown that pre-K, in general, tends to be associated with shorter-term rather than longer-term impacts. Yet, these findings are not definitive across varying state contexts and student demographic groups. The current study examined state administrative literacy and absence data in kindergarten and first grade for 455 students in North Carolina's publicly funded pre-K program and 225 of their non-pre-K peers. State datasets were paired with data from an in-depth longitudinal study starting in the 2016–17 school year. Student-level characteristics (family income, maternal education, race/ethnicity, multilingual learner, and disability status) were examined as possible moderators. We found pre-K attendance was associated with higher kindergarten entry literacy scores, but these advantages diminished over time. The following groups of students continued to see some longer-term benefits of pre-K: students whose mothers had a high school diploma or less and Latine students. Pre-K was associated with fewer days absent in kindergarten and first grade, with no evidence of moderation.

{"title":"Associations of state-funded prekindergarten with early elementary literacy and absences","authors":"Mary Bratsch-Hines , Kevin Bastian , Michael Little , Lora Cohen-Vogel , Margaret Burchinal , Ellen Peisner-Feinberg","doi":"10.1016/j.ecresq.2025.04.001","DOIUrl":"10.1016/j.ecresq.2025.04.001","url":null,"abstract":"<div><div>Publicly funded prekindergarten (pre-K) has received substantial investments in recent decades. A robust literature base has shown that pre-K, in general, tends to be associated with shorter-term rather than longer-term impacts. Yet, these findings are not definitive across varying state contexts and student demographic groups. The current study examined state administrative literacy and absence data in kindergarten and first grade for 455 students in North Carolina's publicly funded pre-K program and 225 of their non-pre-K peers. State datasets were paired with data from an in-depth longitudinal study starting in the 2016–17 school year. Student-level characteristics (family income, maternal education, race/ethnicity, multilingual learner, and disability status) were examined as possible moderators. We found pre-K attendance was associated with higher kindergarten entry literacy scores, but these advantages diminished over time. The following groups of students continued to see some longer-term benefits of pre-K: students whose mothers had a high school diploma or less and Latine students. Pre-K was associated with fewer days absent in kindergarten and first grade, with no evidence of moderation.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 250-261"},"PeriodicalIF":3.2,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838620","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}

引用次数: 0

The musical actions of mobile youth

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education

Pub Date : 2025-04-17 DOI: 10.1177/02557614251331675

Gabriela Ocádiz

In this paper, I explore how newcomer youth navigated identity, agency, and adaptation through music education at the Youth Music Program (YMP) in Canada. By analyzing their musical actions, this paper challenges dominant vulnerability narratives and highlights students’ creative and adaptive capacities. Drawing on critical ethnography and sociological perspectives on musical agency, findings suggest that participatory music-making fosters belonging, identity negotiation, and social inclusion. Through improvisation, composition, and collective performance, students demonstrated flexible mobility and cultural integration. I conclude by underscoring the role of music education in shaping social interactions and reimagining belonging in the Canadian context of human mobility.

引用次数: 0

Identifying Emergent Bilinguals at Risk for Reading Difficulties: A Systematic Review of Criterion-Validity of Existing Assessments

IF 3 2区教育学 Q1 EDUCATION, SPECIAL

Journal of Learning Disabilities

Pub Date : 2025-04-17 DOI: 10.1177/00222194251331533

Jialin Lai, Marianne Rice, Juan F. Quinonez-Beltran, Ramona T. Pittman, R. Malatesha Joshi

Existing language and literacy assessments have been widely validated and applied among monolingual students to identify those at risk for difficulties in reading, yet for emergent bilingual students (EBs), the effectiveness of current assessments to identify potential reading difficulties remains unknown. The present systematic review aimed to examine the criterion validity of assessments conducted among EBs to predict reading achievement in their second language (L2), in addition to the status quo of research methods (i.e., participant and assessment characteristics). A literature search yielded 23 studies that targeted preschool to fifth-grade EBs. Results suggest that decoding, reading fluency, and phonological awareness assessments presented close to satisfactory evidence of criterion validity, whereas assessments of other skills, such as reading comprehension, rapid automatized naming, letter knowledge, and verbal memory, showed weaker validity. Included studies showed homogenous profiles of EBs, indicating a lack of evidence for EBs from various language backgrounds. Existing assessments involved various domains of literacy, including code-related skills, oral language, and domain-general cognitive skills. These assessments also varied across aspects of standardization and language of administration. Limitations and suggestions for future research are discussed.

{"title":"Identifying Emergent Bilinguals at Risk for Reading Difficulties: A Systematic Review of Criterion-Validity of Existing Assessments","authors":"Jialin Lai, Marianne Rice, Juan F. Quinonez-Beltran, Ramona T. Pittman, R. Malatesha Joshi","doi":"10.1177/00222194251331533","DOIUrl":"https://doi.org/10.1177/00222194251331533","url":null,"abstract":"Existing language and literacy assessments have been widely validated and applied among monolingual students to identify those at risk for difficulties in reading, yet for emergent bilingual students (EBs), the effectiveness of current assessments to identify potential reading difficulties remains unknown. The present systematic review aimed to examine the criterion validity of assessments conducted among EBs to predict reading achievement in their second language (L2), in addition to the status quo of research methods (i.e., participant and assessment characteristics). A literature search yielded 23 studies that targeted preschool to fifth-grade EBs. Results suggest that decoding, reading fluency, and phonological awareness assessments presented close to satisfactory evidence of criterion validity, whereas assessments of other skills, such as reading comprehension, rapid automatized naming, letter knowledge, and verbal memory, showed weaker validity. Included studies showed homogenous profiles of EBs, indicating a lack of evidence for EBs from various language backgrounds. Existing assessments involved various domains of literacy, including code-related skills, oral language, and domain-general cognitive skills. These assessments also varied across aspects of standardization and language of administration. Limitations and suggestions for future research are discussed.","PeriodicalId":48189,"journal":{"name":"Journal of Learning Disabilities","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143841239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of Structural Reflection-Promoting Mechanism-Based Peer Assessment on Students' Vocal Music Learning Performance and Perceptions

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-04-16 DOI: 10.1111/jcal.70036

Chen-Chen Liu, Hai-Jie Wang, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang, Kai Chen

Background

Vocal music education is a skill-oriented course. Students not only need to improve their skills through repeated practice, but also need to learn self-reflection on their singing skills to achieve improvement in their vocal music performance. To promote students' reflection, previous studies have introduced peer assessment (PA) in vocal music courses, allowing learners to evaluate the work of others to promote self-reflection and innovate traditional patterns of vocal music instruction.

Objective

Studies have indicated that, without proper scaffolding, learners with limited knowledge often have difficulty providing high quality comments and sometimes even provide no feedback to their peers. To solve this problem, the current study integrated the structural reflection-promoting mechanism into PA in a vocal music course at a university.

Method

To verify the effects of the proposed approach, a quasi-experimental study was conducted to investigate the effectiveness of the approach with a total of 22 students recruited as the experimental group and 23 students as the control group.

Results and Conclusions

The findings showed that the approach greatly improved the vocal music performance of the experimental group students, as well as their learning attitudes, self-efficacy and critical thinking. Furthermore, the interview was conducted to investigate learners' perceptions of and learning experience with the proposed approach.

{"title":"Effects of Structural Reflection-Promoting Mechanism-Based Peer Assessment on Students' Vocal Music Learning Performance and Perceptions","authors":"Chen-Chen Liu, Hai-Jie Wang, Gwo-Jen Hwang, Yun-Fang Tu, Youmei Wang, Kai Chen","doi":"10.1111/jcal.70036","DOIUrl":"https://doi.org/10.1111/jcal.70036","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Vocal music education is a skill-oriented course. Students not only need to improve their skills through repeated practice, but also need to learn self-reflection on their singing skills to achieve improvement in their vocal music performance. To promote students' reflection, previous studies have introduced peer assessment (PA) in vocal music courses, allowing learners to evaluate the work of others to promote self-reflection and innovate traditional patterns of vocal music instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Studies have indicated that, without proper scaffolding, learners with limited knowledge often have difficulty providing high quality comments and sometimes even provide no feedback to their peers. To solve this problem, the current study integrated the structural reflection-promoting mechanism into PA in a vocal music course at a university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To verify the effects of the proposed approach, a quasi-experimental study was conducted to investigate the effectiveness of the approach with a total of 22 students recruited as the experimental group and 23 students as the control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings showed that the approach greatly improved the vocal music performance of the experimental group students, as well as their learning attitudes, self-efficacy and critical thinking. Furthermore, the interview was conducted to investigate learners' perceptions of and learning experience with the proposed approach.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143836174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling teacher identity development: A case study of AI curriculum implementation in a rural middle school computer science class

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2025-04-16 DOI: 10.1016/j.tate.2025.105032

Keunjae Kim, Kyungbin Kwon

This study investigates how a CS teacher's professional identity develops during the implementation of an AI curriculum in a rural middle school. Addressing teachers' challenges with limited AI training, it focuses on identity dimensions of participation, self-categorization, and confidence. Data sources include classroom video observations and teacher interviews, analyzed using content analysis and Latent Dirichlet Allocation (LDA). The study finds that modeling, collaboration, and self-reflection strategies increase teacher participation and confidence, supporting positive self-categorization as an independent AI educator. The findings highlight the importance of targeted support to foster teacher identity development and preparedness in AI-integrated K-12 STEM + C education.

引用次数: 0

Unpacking Beliefs and Engagement in AI-Assisted Chinese Learning: A Latent Profile Analysis of Malaysian Chinese as a Foreign Language Learners

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education

Pub Date : 2025-04-16 DOI: 10.1111/ejed.70101

Xiuwen Zhai, Wu Chen

Artificial intelligence (AI) has profoundly impacted education, yet its influence on Chinese language education remains underexplored. This study investigates the distinct latent profiles of Chinese as a foreign language learners in Malaysia regarding their beliefs and engagement in AI-assisted Chinese learning. Using latent profile analysis, three profiles were identified: Enthusiastic but Limited Belief, Moderate Belief and Engagement, and Strong Belief and Engagement. Chi-square analyses revealed significant demographic differences across these groups in gender, AI learning experience, AI learning frequency, and trust levels in AI tools. These findings provide insights into the diverse learner profiles in Malaysia and emphasise the importance of addressing the specific needs of each group to optimise their engagement in AI-assisted Chinese learning environments.

引用次数: 0

Research on the upgrading of university library platform service from the perspective of digitalization

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-04-16 DOI: 10.1016/j.ijedudev.2025.103269

Xiaotian Zhou

University libraries are currently undergoing an intelligent transformation and are shouldering the crucial mission of engaging in undergraduate education. Employing methods such as investigative research, case analysis, and logical reasoning (deduction and induction), and building upon existing experiences and accomplishments in library intelligent construction, this study puts forward a novel approach. Specifically, through three major innovations, four modules - Party Building Culture, Historical Regional Culture, Reading Promotion and Training, and Virtual Library - are to be constructed to comprehensively enhance and expand the digital platform services of university libraries. This initiative aims to drive digital transformation, boost reader participation efficiency, promote traditional culture, and heighten patriotic sentiment. Moreover, it explores practical pathways and implementation plans for digitalization, striving to establish a shared - future community and a healthy digital ecological environment within the digital realm of university readers. Simultaneously, this paper anticipates and contemplates the operation mechanisms and development trends of digital guiding scenarios and educational models, thereby offering valuable theoretical and practical references for the construction of intelligent libraries in the new era.

{"title":"Research on the upgrading of university library platform service from the perspective of digitalization","authors":"Xiaotian Zhou","doi":"10.1016/j.ijedudev.2025.103269","DOIUrl":"10.1016/j.ijedudev.2025.103269","url":null,"abstract":"<div><div>University libraries are currently undergoing an intelligent transformation and are shouldering the crucial mission of engaging in undergraduate education. Employing methods such as investigative research, case analysis, and logical reasoning (deduction and induction), and building upon existing experiences and accomplishments in library intelligent construction, this study puts forward a novel approach. Specifically, through three major innovations, four modules - Party Building Culture, Historical Regional Culture, Reading Promotion and Training, and Virtual Library - are to be constructed to comprehensively enhance and expand the digital platform services of university libraries. This initiative aims to drive digital transformation, boost reader participation efficiency, promote traditional culture, and heighten patriotic sentiment. Moreover, it explores practical pathways and implementation plans for digitalization, striving to establish a shared - future community and a healthy digital ecological environment within the digital realm of university readers. Simultaneously, this paper anticipates and contemplates the operation mechanisms and development trends of digital guiding scenarios and educational models, thereby offering valuable theoretical and practical references for the construction of intelligent libraries in the new era.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103269"},"PeriodicalIF":2.8,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833120","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}

引用次数: 0

Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers 研究初始师范教育项目中的实习：了解职前教师专业发展的各个层面

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-04-15 DOI: 10.1016/j.stueduc.2025.101461

Wanruo Shi , Abhinava Barthakur , Vitomir Kovanović , Helen Stephenson , George Siemens , Xibin Han

Practicums represent vital opportunities for the professional development of pre-service teachers. However, there are limited studies examining the dimensions of professional development and other external factors that influence the outcome of practicums. This study fills this research gap by providing a large-scale evaluation of the data from several years of practicums in an initial teacher education program. Using structural equation modelling, we explored the interplay of professional knowledge, professional practice, and professional engagement across practicum stages, revealing their mutually reinforcing nature. We also investigated the role of socio-economic status (SES) of the schools in which the practicums were undertaken. Our findings highlight a dynamic evolution of the practicum process. Initially, the practicum’s outcome is primarily impacted by professional knowledge, gradually shifting influence towards professional practice. In the final stages, the role of professional engagement became most prominent. Additionally, the SES of the practicum school influences the relative importance of professional knowledge and professional practice, with practicums at lower socioeconomic schools emphasizing professional practice. The educational and practical implications of our work are further discussed.

{"title":"Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers","authors":"Wanruo Shi , Abhinava Barthakur , Vitomir Kovanović , Helen Stephenson , George Siemens , Xibin Han","doi":"10.1016/j.stueduc.2025.101461","DOIUrl":"10.1016/j.stueduc.2025.101461","url":null,"abstract":"<div><div>Practicums represent vital opportunities for the professional development of pre-service teachers. However, there are limited studies examining the dimensions of professional development and other external factors that influence the outcome of practicums. This study fills this research gap by providing a large-scale evaluation of the data from several years of practicums in an initial teacher education program. Using structural equation modelling, we explored the interplay of professional knowledge, professional practice, and professional engagement across practicum stages, revealing their mutually reinforcing nature. We also investigated the role of socio-economic status (SES) of the schools in which the practicums were undertaken. Our findings highlight a dynamic evolution of the practicum process. Initially, the practicum’s outcome is primarily impacted by professional knowledge, gradually shifting influence towards professional practice. In the final stages, the role of professional engagement became most prominent. Additionally, the SES of the practicum school influences the relative importance of professional knowledge and professional practice, with practicums at lower socioeconomic schools emphasizing professional practice. The educational and practical implications of our work are further discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101461"},"PeriodicalIF":2.6,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

首页上一页

下一页尾页

类型

教育学最新文献

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

全部 CHEM EDUC RES PRACT Anat. Sci. Educ. Sci. Edu. Biochem. Mol. Biol. Educ. 中国临床心理学杂志中国心理卫生杂志 COMPUT EDUC Educ Res Early Education and Development Gender and Education HEMATOL-AM SOC HEMAT INT J EDUC TECHNOL H Int. J. Perform. Anal. Sport International Journal of Science and Mathematics Education Intervention in School and Clinic 重庆理工大学学报(自然科学版) Journal of Computing in Higher Education Journal of College Student Development 广州大学学报(综合版) 湖北第二师范学院学报湖北理工学院学报嘉应学院学报东北农业大学学报 journal of physical education 山东工业大学学报(社会科学版) Journal of Teacher Education 天津职业院校联合学报云南财经大学学报 Med. Educ. MED TEACH 实验室研究与探索 Review of Educational Research Revista De Educacion 科技视界体育科技上海精神医学 Teaching in Higher Education 大学化学 Urban Education Analysis in Theory and Applications Aera Open ECNU Review of Education Regional Sustainability Innovation (Camb) Curriculum Matters Studies in Higher Education E-Learning Cadmo Transcultural Studies Zeitschrift Fur Soziologie Der Erziehung Und Sozialisation Chinese Journal of Applied Linguistics Kedi Journal of Educational Policy Revista Latinoamericana De Investigacion En Matematica Educativa-Relime English in Australia Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje Journal of Continuing Higher Education English in Education Journal of Professional Capital and Community Education As Change Frontiers of Education in China International Journal for Lesson and Learning Studies Knowledge Management & E-Learning-An International Journal Australian Journal of Adult Learning South African Journal for Research in Sport Physical Education and Recreation Ride-The Journal of Applied Theatre and Performance Ried-Revista Iberoamericana De Educacion a Distancia English Teaching-Practice and Critique Revista Espanola De Pedagogia Journal of Beliefs & Values-Studies in Religion & Education Innovation in Language Learning and Teaching International Journal of Art & Design Education Irish Educational Studies Literacy Vocations and Learning PAEDAGOGICA HISTORICA High Ability Studies Movimento British Journal of Religious Education Zeitschrift Fur Padagogik Journal of Baltic Science Education J Spec Educ Technol Ensenanza De Las Ciencias Early Years (Stoke-on-Trent) International Journal of Music Education Research in Science & Technological Education Exceptionality Educacion Xx1 Educational Assessment Evaluation and Accountability Australian Journal of Education Journal of Agricultural Education & Extension Australasian Journal of Early Childhood Studies in Continuing Education Music Education Research Math. Thinking Learn. Theory and Research in Social Education Learning Culture and Social Interaction Education Finance and Policy History of Education Teaching Sociology Sport Exercise Perform. Psychol.

﹀