The article deals with one aspect of a larger scale and long-term grounded theory research to explore and define the concept of the sustainable team management in educational institution. This article seeks the answers to research questions: what constitutes the management of educational institutions, and which sustainable development initiatives are implemented in the management of educational institutions. This article aims to explore the concept of the sustainable team management of educational institution, as well as to coin the elements of the sustainable development of organization, which could serve as a basis to improve sustainable team management in educational institution. The data were collected by the content analysis of the sustainable team management initiatives reflected on 47 homepages of educational institutions; case studies regarding the implementation of sustainable team management in educational sector and 12 interviews with school administration on the state of the art of sustainable team management. Research sample was 59 educational institutions: 17 primary schools, 29 secondary schools, and 13 state gymnasiums with broad geographical representation – the schools in the capital city, cities, small towns, and countryside. Sustainable team management supports principals and their teams in leading their educational institutions towards sustainability, also, achieves institutional goals and cultivates a culture where collaboration, appreciation, and teamwork are valued. According to the data of the study, the institutions insufficiently implement the sustainable development initiatives in the education management process of the educational institution that does not meet state policy and vision, also, in order to implement sustainable development initiatives in educational institutions, attract funding from Erasmus+ or other projects. There is also a lack of the uniform understanding of sustainability among the members of education management team. The authors admit that the concept of sustainable team management in an educational institution needs to be defined at the national level.
{"title":"The Notion of Sustainable Team Management in Educational Institution","authors":"Anna Kvelde, Indra Odiņa","doi":"10.22364/atee.2022.22","DOIUrl":"https://doi.org/10.22364/atee.2022.22","url":null,"abstract":"The article deals with one aspect of a larger scale and long-term grounded theory research to explore and define the concept of the sustainable team management in educational institution. This article seeks the answers to research questions: what constitutes the management of educational institutions, and which sustainable development initiatives are implemented in the management of educational institutions. This article aims to explore the concept of the sustainable team management of educational institution, as well as to coin the elements of the sustainable development of organization, which could serve as a basis to improve sustainable team management in educational institution. The data were collected by the content analysis of the sustainable team management initiatives reflected on 47 homepages of educational institutions; case studies regarding the implementation of sustainable team management in educational sector and 12 interviews with school administration on the state of the art of sustainable team management. Research sample was 59 educational institutions: 17 primary schools, 29 secondary schools, and 13 state gymnasiums with broad geographical representation – the schools in the capital city, cities, small towns, and countryside. Sustainable team management supports principals and their teams in leading their educational institutions towards sustainability, also, achieves institutional goals and cultivates a culture where collaboration, appreciation, and teamwork are valued. According to the data of the study, the institutions insufficiently implement the sustainable development initiatives in the education management process of the educational institution that does not meet state policy and vision, also, in order to implement sustainable development initiatives in educational institutions, attract funding from Erasmus+ or other projects. There is also a lack of the uniform understanding of sustainability among the members of education management team. The authors admit that the concept of sustainable team management in an educational institution needs to be defined at the national level.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121897884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mentoring in initial teacher education programmes is believed to play one of the primary roles in student teachers’ professional development, as it enhances the professional learning of student teachers in the context of their classroom and school experience. The purpose of the article is to explore mentors’ perceptions of their readiness, expectations, and relationship with student teachers during one-year clinical teaching practice. The article defines and discusses mentoring in an initial teacher education programme at a Czech university and reports the findings of a qualitative study which was conducted in a group of mentors who provided mentoring to student English language teachers during their one-year clinical practice. The clinical teaching practice is conducted in selected schools at primary and lower-secondary levels of education and mentors, student teachers, and university teacher educators communicate and cooperate closely. The study offers insights into the mentors’ perceptions of various aspects of mentoring, including the relationship of the mentors and the student English language teachers in the specific clinical practice model. The findings of the study are interpreted in the light of the proposed reform of initial teacher education in the Czech Republic and as such might be recognised by the education community and policymakers.
{"title":"Mentors’ Perceptions of Supervising Student English Language Teachers During One-Year Clinical Practice","authors":"M. Černá, Irena Reimannová","doi":"10.22364/atee.2022.33","DOIUrl":"https://doi.org/10.22364/atee.2022.33","url":null,"abstract":"Mentoring in initial teacher education programmes is believed to play one of the primary roles in student teachers’ professional development, as it enhances the professional learning of student teachers in the context of their classroom and school experience. The purpose of the article is to explore mentors’ perceptions of their readiness, expectations, and relationship with student teachers during one-year clinical teaching practice. The article defines and discusses mentoring in an initial teacher education programme at a Czech university and reports the findings of a qualitative study which was conducted in a group of mentors who provided mentoring to student English language teachers during their one-year clinical practice. The clinical teaching practice is conducted in selected schools at primary and lower-secondary levels of education and mentors, student teachers, and university teacher educators communicate and cooperate closely. The study offers insights into the mentors’ perceptions of various aspects of mentoring, including the relationship of the mentors and the student English language teachers in the specific clinical practice model. The findings of the study are interpreted in the light of the proposed reform of initial teacher education in the Czech Republic and as such might be recognised by the education community and policymakers.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122340608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children’s participation in high-quality early childhood education and care (hereinafter ECEC) institutions and inclusive pedagogical practice represent an important compensatory mechanism that significantly reduces the risk of children’s social exclusion. The role of ECEC is to contribute to the reduction or possible elimination of the risks of social exclusion (hereinafter RSE) of children and the consequences of their unfavourable actions through systematic preventive action. The scientific project “Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions” (MORENEC, hereafter the Project MORENEC), funded by the Croatian Science Foundation, is focused on issues arising from this topic. This research is an integral part of the Project, and its goal is to analyse how Croatian ECEC institutions contribute to the prevention of the RSE of children in order to prevent unfavourable developmental outcomes. The data were collected on a sample of 65 ECEC institutions, which is representative for Croatia. The obtained results indicate an uneven practice of preventing the RSE in Croatian ECEC institutions. Various methods, programmes and techniques are used to prevent the RSE of children. Only a third of ECEC institutions implement comprehensive, structured preventive programs, and only a fifth of institutions offer different forms of support for parents. The authors conclude that systematic support for children and families at RSE in the Croatian ECEC system, has not yet fully taken root. The findings point to the need to improve the preventive capacities of the Croatian ECEC system, with an emphasis on expanding the offer of science-based programmes led by educated staff, which includes various forms of support for children at RSE and their family members.
{"title":"Support to Children at Risk of Social Exclusion as a Component of Inclusive Education in Croatian Early Childhood Education and Care Institutions","authors":"Dejana Bouillet, M. Panić","doi":"10.22364/atee.2022.52","DOIUrl":"https://doi.org/10.22364/atee.2022.52","url":null,"abstract":"Children’s participation in high-quality early childhood education and care (hereinafter ECEC) institutions and inclusive pedagogical practice represent an important compensatory mechanism that significantly reduces the risk of children’s social exclusion. The role of ECEC is to contribute to the reduction or possible elimination of the risks of social exclusion (hereinafter RSE) of children and the consequences of their unfavourable actions through systematic preventive action. The scientific project “Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions” (MORENEC, hereafter the Project MORENEC), funded by the Croatian Science Foundation, is focused on issues arising from this topic. This research is an integral part of the Project, and its goal is to analyse how Croatian ECEC institutions contribute to the prevention of the RSE of children in order to prevent unfavourable developmental outcomes. The data were collected on a sample of 65 ECEC institutions, which is representative for Croatia. The obtained results indicate an uneven practice of preventing the RSE in Croatian ECEC institutions. Various methods, programmes and techniques are used to prevent the RSE of children. Only a third of ECEC institutions implement comprehensive, structured preventive programs, and only a fifth of institutions offer different forms of support for parents. The authors conclude that systematic support for children and families at RSE in the Croatian ECEC system, has not yet fully taken root. The findings point to the need to improve the preventive capacities of the Croatian ECEC system, with an emphasis on expanding the offer of science-based programmes led by educated staff, which includes various forms of support for children at RSE and their family members.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124703138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The workplace participation of individuals with high-functioning autism (HFA) continues to be a challenge. The purpose of this article is to explore the experiences of young people with HFA in finding and keeping a job, with a particular focus on existing barriers to employment. Research seeks to answer two research questions. First, what barriers to employment and to keeping a job are identified by some young adults with HFA and their mothers during the job-seeking process? Second, what are the ways to overcome those barriers? In this this small-scale qualitative research three individuals with HFA with employment experience and their mothers participated in semi-structured interviews to reflect upon their job-seeking and job-finding experiences. The results show that the identified barriers that young people with HFA faced both when looking for a job and when in the working environment were successfully overcome, and they cannot really be considered as barriers or limitations for particular individual. However, we found several obstacles that were common to people with HFA. Obstacles both in finding and keeping a job that were directly related to the disorder were identified, for example, in the occurrence of sudden changes at work, unpredictability, uncertainty, and multitasking. There were identified effective ways to overcome difficulties and specific characteristics which are common for people with ASDs which can even be an advantage in employment are discussed.
{"title":"Barriers to Employment for Young Adults with High-Functioning Autism (HFA)","authors":"Dita Nīmante, Egija Laganovska","doi":"10.22364/atee.2022.64","DOIUrl":"https://doi.org/10.22364/atee.2022.64","url":null,"abstract":"The workplace participation of individuals with high-functioning autism (HFA) continues to be a challenge. The purpose of this article is to explore the experiences of young people with HFA in finding and keeping a job, with a particular focus on existing barriers to employment. Research seeks to answer two research questions. First, what barriers to employment and to keeping a job are identified by some young adults with HFA and their mothers during the job-seeking process? Second, what are the ways to overcome those barriers? In this this small-scale qualitative research three individuals with HFA with employment experience and their mothers participated in semi-structured interviews to reflect upon their job-seeking and job-finding experiences. The results show that the identified barriers that young people with HFA faced both when looking for a job and when in the working environment were successfully overcome, and they cannot really be considered as barriers or limitations for particular individual. However, we found several obstacles that were common to people with HFA. Obstacles both in finding and keeping a job that were directly related to the disorder were identified, for example, in the occurrence of sudden changes at work, unpredictability, uncertainty, and multitasking. There were identified effective ways to overcome difficulties and specific characteristics which are common for people with ASDs which can even be an advantage in employment are discussed.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129709955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the entry into force of the principles of democracy in modern society, inclusive education that means the right of all people to education, ensuring the presence, participation and progress and, above all, equal opportunities of all pupils, is becoming important. There are more and more children in the country who are being diagnosed with autism spectrum disorder, but their fate is determined not by the disorder itself, but by psychological, social and pedagogical rehabilitation. It is necessary to provide a child with special educational needs with the opportunity to use the services of specialists, help one constructively so that (s)he becomes as involved in the life of society as possible, could develop one’s personality and improve spiritually (Convention on the Rights of the Child, 1989; Lithuania’s Progress Strategy “Lithuania 2030” 2012). The aim is to reveal teachers’ attitude about the possibilities of the implementation of equal opportunities for children with autism spectrum disorder in the pre-school education institution. To achieve the aim, a qualitative study using an in-depth interview method, was conducted. The qualitative content analysis was used to process the research data. The findings of the research revealed that teachers believe that opportunities to ensure equal rights for children with autism are limited: it is difficult to ensure the safety of children; teachers do not have assistants; premises are not fully adapted; it is hard to change the established negative attitude of other people. Nevertheless, teachers provide individualized education opportunities for children with autism spectrum disorder; provide them with appropriate and safe means of education; create a separate space in the group, communicate and cooperate with children’s parents, thus ensuring more effective education; involve the child in social activities.
{"title":"Implementation of Equal Opportunities for Children with Autism Spectrum Disorder in Pre-School Education Institution","authors":"Rasa Braslauskienė, Reda Jacynė","doi":"10.22364/atee.2022.53","DOIUrl":"https://doi.org/10.22364/atee.2022.53","url":null,"abstract":"With the entry into force of the principles of democracy in modern society, inclusive education that means the right of all people to education, ensuring the presence, participation and progress and, above all, equal opportunities of all pupils, is becoming important. There are more and more children in the country who are being diagnosed with autism spectrum disorder, but their fate is determined not by the disorder itself, but by psychological, social and pedagogical rehabilitation. It is necessary to provide a child with special educational needs with the opportunity to use the services of specialists, help one constructively so that (s)he becomes as involved in the life of society as possible, could develop one’s personality and improve spiritually (Convention on the Rights of the Child, 1989; Lithuania’s Progress Strategy “Lithuania 2030” 2012). The aim is to reveal teachers’ attitude about the possibilities of the implementation of equal opportunities for children with autism spectrum disorder in the pre-school education institution. To achieve the aim, a qualitative study using an in-depth interview method, was conducted. The qualitative content analysis was used to process the research data. The findings of the research revealed that teachers believe that opportunities to ensure equal rights for children with autism are limited: it is difficult to ensure the safety of children; teachers do not have assistants; premises are not fully adapted; it is hard to change the established negative attitude of other people. Nevertheless, teachers provide individualized education opportunities for children with autism spectrum disorder; provide them with appropriate and safe means of education; create a separate space in the group, communicate and cooperate with children’s parents, thus ensuring more effective education; involve the child in social activities.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128963679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is about an investigation of Turkish high school English as a Foreign Language (EFL) learners’ use of online dictionaries during asynchronous web-based collaborative writing (CW) activity. 26 groups of three EFL learners (N = 78, 16 years) were involved in a-two-hour CW task in English outside the classroom setting in a Facebook group. Data were gathered from 78 online researcher-participant interviews and 8,700 discussion threads collected from 26 groups. The study’s findings revealed that 80% of participants used their mobile phones to undertake the activity, so they preferred online English dictionaries with mobile applications. Participants with high English proficiency mainly used online English dictionaries to search for the collocations of words to vivify their sentences. Also, those participants directed their group members to use the online dictionaries to independently identify their vocabulary mistakes and validate their existing vocabulary knowledge. Participants who had low English proficiency mainly used online bilingual dictionaries (Turkish-English) to look up the unknown words and then got their group partners to verify their use in their collaborative writing pieces. Additionally, Google Translate was utilised by those participants to serve a purpose of an online dictionary. This study provides useful insights for researchers and EFL teachers about how online dictionaries were used during the web-based collaborative writing process.
{"title":"The Use of Online Dictionaries During Web-Based Collaborative Writing Among EFL Learners","authors":"Hasan Selcuk, L. Daniela","doi":"10.22364/atee.2022.32","DOIUrl":"https://doi.org/10.22364/atee.2022.32","url":null,"abstract":"This study is about an investigation of Turkish high school English as a Foreign Language (EFL) learners’ use of online dictionaries during asynchronous web-based collaborative writing (CW) activity. 26 groups of three EFL learners (N = 78, 16 years) were involved in a-two-hour CW task in English outside the classroom setting in a Facebook group. Data were gathered from 78 online researcher-participant interviews and 8,700 discussion threads collected from 26 groups. The study’s findings revealed that 80% of participants used their mobile phones to undertake the activity, so they preferred online English dictionaries with mobile applications. Participants with high English proficiency mainly used online English dictionaries to search for the collocations of words to vivify their sentences. Also, those participants directed their group members to use the online dictionaries to independently identify their vocabulary mistakes and validate their existing vocabulary knowledge. Participants who had low English proficiency mainly used online bilingual dictionaries (Turkish-English) to look up the unknown words and then got their group partners to verify their use in their collaborative writing pieces. Additionally, Google Translate was utilised by those participants to serve a purpose of an online dictionary. This study provides useful insights for researchers and EFL teachers about how online dictionaries were used during the web-based collaborative writing process.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127906504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to present how reflective writing contributed as a means for teachers’ professional development in the context of an action research project where a group of teachers engaged themselves on approaching diversity issues in their settings. During the preparation phase, participants were systematically involved in a variety of educational activities and workshops in order to approach reflective writing. At the next phase of the research, they were, thus, asked to carefully observe their contexts and their own practice and keep written records both from important “flash-points” they identified in their classroom and from the anti-bias sessions they conducted. As part of the process, they were invited to reflect on and submit copies of their records. Their writings were then discussed and commented on during feedback group meetings, where all participants shared their views and experiences in order to enrich their understandings. The different research data collected were analysed using qualitative and quantitative content analysis. According to the results, reflective writing proved an effective and powerful means for teacher professional evolution, although a number of significant challenges teachers were faced with were recognised. In order to overcome difficulties, individual and team support proved valuable allies. The small community of learning and practice that was gradually created seemed to have led to participants reconsidering their pedagogical perceptions, in the light of their critical interaction. The results of the study could contribute to the discussion about the significance of using reflective writing for teachers’ professional evolution.
{"title":"Reflective Writing as a Means Towards Teacher Professional Development","authors":"Evangelia Kosmidou, M. Sfyroera","doi":"10.22364/atee.2022.02","DOIUrl":"https://doi.org/10.22364/atee.2022.02","url":null,"abstract":"The aim of this study is to present how reflective writing contributed as a means for teachers’ professional development in the context of an action research project where a group of teachers engaged themselves on approaching diversity issues in their settings. During the preparation phase, participants were systematically involved in a variety of educational activities and workshops in order to approach reflective writing. At the next phase of the research, they were, thus, asked to carefully observe their contexts and their own practice and keep written records both from important “flash-points” they identified in their classroom and from the anti-bias sessions they conducted. As part of the process, they were invited to reflect on and submit copies of their records. Their writings were then discussed and commented on during feedback group meetings, where all participants shared their views and experiences in order to enrich their understandings. The different research data collected were analysed using qualitative and quantitative content analysis. According to the results, reflective writing proved an effective and powerful means for teacher professional evolution, although a number of significant challenges teachers were faced with were recognised. In order to overcome difficulties, individual and team support proved valuable allies. The small community of learning and practice that was gradually created seemed to have led to participants reconsidering their pedagogical perceptions, in the light of their critical interaction. The results of the study could contribute to the discussion about the significance of using reflective writing for teachers’ professional evolution.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"8 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124359615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The effects of music education on cognitive abilities have raised great interest among scholars of education and learning. According to literature, the use of music in pedagogical practices enhances learning processes with positive impact on the intellectual and social development of students. The main objective of this study was to explore the personal experience with music of teachers-in-training while participating in a musical intervention. The intervention, included both theoretical and practical modules, was delivered during a Digital Storytelling (DST) course. Specifically, our main aim was to investigate possible relationships between the personality openness dimension of teachers-in-training, the role of music in their personal life, and rewards they perceived associated with music. 818 teachers-in-training attending the DST class in an online specialisation course at the University of Foggia were enrolled. After their informed consent was obtained, they completed an online survey including three self-report questionnaires: The Big Five Inventory (BFI; John et al., 1991), The Brief Music Experience Questionnaire (Brief-MEQ; Werner et al., 2006 and the Barcelona Music Reward Questionnaire (BMRQ; Mas-Herrero et al., 2013). The research study was approved by the Institutional Review Board of the University of Foggia. In order to test the associations among the studied variables, correlations (Pearson’s r) and a CFA analysis were conducted using the SPSS software. Results showed that teachers who reported to positively use music daily (r = .67), especially enjoy in sharing music with other people, and teachers who reported to use music as a reward in terms of special connection with it (r = .64), also reported higher levels of openness (originality, curiosity, reflective thinking, imagination, invention, giving values to artistic and aesthetic experiences). Our results highlight the importance of including music in learning processes as a possible mediator able to enhance teachers and students’ socio-emotional and cognitive skills.
音乐教育对认知能力的影响引起了教育与学习学者的极大兴趣。根据文献，在教学实践中使用音乐可以提高学习过程，对学生的智力和社会发展有积极的影响。本研究的主要目的是探讨在职教师在参与音乐干预时的个人音乐体验。该干预包括理论和实践模块，在数字讲故事(DST)课程中交付。具体来说，我们的主要目的是调查在职教师的人格开放性维度、音乐在他们个人生活中的作用以及他们认为与音乐相关的奖励之间可能存在的关系。818名在职教师参加了福贾大学在线专业课程的DST课程。在获得他们的知情同意后，他们完成了一项在线调查，包括三份自我报告问卷:大五量表(BFI);John et al.， 1991)， Brief Music Experience Questionnaire (Brief- meq;Werner et al.， 2006和巴塞罗那音乐奖励问卷(BMRQ;Mas-Herrero et al.， 2013)。这项研究得到了福贾大学机构审查委员会的批准。为了检验研究变量之间的相关性，使用SPSS软件进行相关性(Pearson’s r)和CFA分析。结果显示，那些每天积极使用音乐的教师(r = 0.67)，尤其喜欢与他人分享音乐，而那些将音乐作为与音乐特殊联系的奖励的教师(r = 0.64)，也报告了更高水平的开放性(独创性，好奇心，反思性思维，想象力，发明，赋予艺术和审美体验价值)。我们的研究结果强调了在学习过程中包括音乐作为一种可能的中介的重要性，这种中介能够提高教师和学生的社会情感和认知技能。
{"title":"Use of Music and Openness in a Group of Teachers-in-Training Receiving a Musical Intervention","authors":"G. Toto, B. Ragni, P. Limone","doi":"10.22364/atee.2022.37","DOIUrl":"https://doi.org/10.22364/atee.2022.37","url":null,"abstract":"The effects of music education on cognitive abilities have raised great interest among scholars of education and learning. According to literature, the use of music in pedagogical practices enhances learning processes with positive impact on the intellectual and social development of students. The main objective of this study was to explore the personal experience with music of teachers-in-training while participating in a musical intervention. The intervention, included both theoretical and practical modules, was delivered during a Digital Storytelling (DST) course. Specifically, our main aim was to investigate possible relationships between the personality openness dimension of teachers-in-training, the role of music in their personal life, and rewards they perceived associated with music. 818 teachers-in-training attending the DST class in an online specialisation course at the University of Foggia were enrolled. After their informed consent was obtained, they completed an online survey including three self-report questionnaires: The Big Five Inventory (BFI; John et al., 1991), The Brief Music Experience Questionnaire (Brief-MEQ; Werner et al., 2006 and the Barcelona Music Reward Questionnaire (BMRQ; Mas-Herrero et al., 2013). The research study was approved by the Institutional Review Board of the University of Foggia. In order to test the associations among the studied variables, correlations (Pearson’s r) and a CFA analysis were conducted using the SPSS software. Results showed that teachers who reported to positively use music daily (r = .67), especially enjoy in sharing music with other people, and teachers who reported to use music as a reward in terms of special connection with it (r = .64), also reported higher levels of openness (originality, curiosity, reflective thinking, imagination, invention, giving values to artistic and aesthetic experiences). Our results highlight the importance of including music in learning processes as a possible mediator able to enhance teachers and students’ socio-emotional and cognitive skills.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116936769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Earlier research has shown that teachers do not feel sufficiently prepared to develop entrepreneurial competences in the classroom, both theoretically and practically, and that the lack of pedagogical entrepreneurship competences hinders the development of entrepreneurial skills in the learning processes. The aim of this study is to analyse the extent to which entrepreneurial skills are emphasised in current teacher preparation programs and to identify differences between Latvian and Finnish educational programs. Curricula and course outlines from five teacher education programs in two different contexts were analysed. Deductive qualitative content analysis was based on 14 pedagogical entrepreneurship components identified in the previous studies. The results indicate that there are major differences between the programs how entrepreneurial skills were emphasised in the curricula and course outlines. In the data from Latvia, 10 from 14 components of pedagogical entrepreneur were acknowledged fully or partly at least in one of the four programs’ curricula and course outlines. In addition, four components were not identified in any of the programs’ curricula. In contrast, in the Finnish teacher education program, all 14 components of pedagogical entrepreneurship were acknowledged fully or partly in the analysed curriculum and course outlines. This bears consequences for what kind of opportunities to learn pedagogical entrepreneurship students have during their teacher education studies. Based on the research findings, more attention should be paid to entrepreneurship competences in teacher education curricula.
{"title":"Pedagogical Entrepreneurship in Teacher Education Curricula. Comparison of Latvian and Finnish Teacher Education Programs","authors":"Agnese Slišāne, Heidi Hyytenen","doi":"10.22364/atee.2022.05","DOIUrl":"https://doi.org/10.22364/atee.2022.05","url":null,"abstract":"Earlier research has shown that teachers do not feel sufficiently prepared to develop entrepreneurial competences in the classroom, both theoretically and practically, and that the lack of pedagogical entrepreneurship competences hinders the development of entrepreneurial skills in the learning processes. The aim of this study is to analyse the extent to which entrepreneurial skills are emphasised in current teacher preparation programs and to identify differences between Latvian and Finnish educational programs. Curricula and course outlines from five teacher education programs in two different contexts were analysed. Deductive qualitative content analysis was based on 14 pedagogical entrepreneurship components identified in the previous studies. The results indicate that there are major differences between the programs how entrepreneurial skills were emphasised in the curricula and course outlines. In the data from Latvia, 10 from 14 components of pedagogical entrepreneur were acknowledged fully or partly at least in one of the four programs’ curricula and course outlines. In addition, four components were not identified in any of the programs’ curricula. In contrast, in the Finnish teacher education program, all 14 components of pedagogical entrepreneurship were acknowledged fully or partly in the analysed curriculum and course outlines. This bears consequences for what kind of opportunities to learn pedagogical entrepreneurship students have during their teacher education studies. Based on the research findings, more attention should be paid to entrepreneurship competences in teacher education curricula.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115078271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global pandemic that started in 2020 brought a variety of challenges in many spheres of life. Higher education was not an exception, as all classes were moved to online environments. One of the main challenges became the one of academic integrity, since students’ knowledge and skills were tested online as well. This paper will discuss a case study carried out at Vytautas Magnus University (Lithuania) in 2021 that involved Lithuanian students of English as a Foreign Language (EFL) who filled in an anonymous questionnaire with open ended and closed ended questions. The study aimed to find out if the students had cheated in any form of EFL assessment (tests, midterm tests, examinations, etc.) online during the pandemic. They were also asked to indicate the ways in which they had cheated and explain why they had behaved this way. The results showed that eighty percent of all the students had engaged in “digital cheating” in one way or another but provided a variety of reasons to justify such a dishonest behaviour. For example, they wanted to obtain good grades, check the spelling of some words online or translate unknown words (which they should have learned). However, not all students perceived such a behaviour as dishonest. They indicated that what they had done could not be seen as a "big crime".
始于2020年的全球大流行给生活的许多领域带来了各种挑战。高等教育也不例外，因为所有的课程都转移到了网络环境中。其中一个主要的挑战是学术诚信，因为学生的知识和技能也在网上进行测试。本文将讨论2021年在立陶宛维陶塔斯马格努斯大学(Vytautas Magnus University)进行的一项案例研究，该研究涉及立陶宛英语作为外语(EFL)的学生，他们填写了一份匿名问卷，其中有开放式和封闭式问题。这项研究的目的是找出学生在流感大流行期间是否在任何形式的在线英语评估(测试、期中测试、考试等)中作弊。他们还被要求指出他们作弊的方式，并解释他们这样做的原因。结果显示，80%的学生都以这样或那样的方式参与了“数字作弊”，但他们提供了各种理由来为这种不诚实的行为辩护。例如，他们想取得好成绩，在网上检查一些单词的拼写或翻译不认识的单词(他们应该学过)。然而，并不是所有的学生都认为这种行为是不诚实的。他们指出，他们所做的不能被视为“重大罪行”。
{"title":"Why Do Students of English Cheat Online and How Do They Do It?","authors":"Aurelija Daukšaitė-Kolpakovienė","doi":"10.22364/atee.2022.29","DOIUrl":"https://doi.org/10.22364/atee.2022.29","url":null,"abstract":"The global pandemic that started in 2020 brought a variety of challenges in many spheres of life. Higher education was not an exception, as all classes were moved to online environments. One of the main challenges became the one of academic integrity, since students’ knowledge and skills were tested online as well. This paper will discuss a case study carried out at Vytautas Magnus University (Lithuania) in 2021 that involved Lithuanian students of English as a Foreign Language (EFL) who filled in an anonymous questionnaire with open ended and closed ended questions. The study aimed to find out if the students had cheated in any form of EFL assessment (tests, midterm tests, examinations, etc.) online during the pandemic. They were also asked to indicate the ways in which they had cheated and explain why they had behaved this way. The results showed that eighty percent of all the students had engaged in “digital cheating” in one way or another but provided a variety of reasons to justify such a dishonest behaviour. For example, they wanted to obtain good grades, check the spelling of some words online or translate unknown words (which they should have learned). However, not all students perceived such a behaviour as dishonest. They indicated that what they had done could not be seen as a \"big crime\".","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130246189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：