European Journal of Education最新文献

The present study sought to assess the psychometric properties of the Iranian adaptation of the Vietnam Teacher Resilience Scale for Asia (VITRS), referred to as the Iranian Teachers' Resilience Scale (ITRS) and to examine its measurement invariance across middle and high school teachers in Iran. In total, 700 participants completed the questionnaires, with the sample randomly split into two groups of 350. The first group was used for exploratory factor analysis (EFA) and the second for confirmatory factor analysis (CFA). The teachers responded to the ITRS and the study evaluated CFA, EFA, exploratory graph analysis (EGA), as well as different types of validity (face, content, construct and convergent) and reliability. The sample was split into two subgroups for EFA and CFA. EFA revealed a four-factor structure explaining 72.05% of the variance and CFA confirmed a good fit for both first-order and second-order models (CFI = 0.966, RMSEA = 0.063). Convergent validity was supported with AVE and CR values above 0.5 and 0.7, respectively. Reliability was acceptable, with internal consistency above 0.7. Measurement invariance indicated consistency across middle and high school teachers. Finally, EGA supported the four-factor structure, with a three-dimensional solution emerging as the most stable. The ITRS demonstrated solid psychometric properties, including strong reliability and validity, making it a useful tool for assessing resilience among teachers. Its measurement invariance across different educational levels ensures its practical applicability in diverse teaching contexts.

This study examined the profiles of 437 South Korean high school students, defined by their scores on four subscales of perfectionism (i.e., organisation, personal standards, concern for mistakes, and doubts about actions) from a person-centered perspective. We then assessed the mean differences across class memberships in the levels of task disengagement, test anxiety, and depression. Latent profile analysis identified four distinct profiles of individuals: non-perfectionist, average-mixed perfectionist, adaptive perfectionist, and high-mixed perfectionist. Adaptive perfectionists exhibited the most adaptive features across academic and psychological indicators, whereas high-mixed perfectionists exhibited the most maladaptive features. Compared with adaptive perfectionists, non-perfectionists and average-mixed perfectionists pursued mastery goals to a lesser extent, leading to increased task disengagement and depression. Implications for the role of mastery goals in designing interventions to support students' efforts to engage in tasks and decrease test anxiety and depression were suggested. Directions for future research were also discussed.

Recently, there has been a significant increase in research on Generative Artificial Intelligence (GenAI) in the domain of second language (L2) education. Given the limited resources, it is essential for GenAI research to focus on key areas. However, there is still uncertainty about which topics should be prioritised. Research priorities are often shaped by individual researchers' personal interests, which can skew the focus of many studies. Additionally, stakeholder perspectives on these topics can vary widely. Therefore, this study employs the Q methodology to reveal the consensus among different stakeholder groups. To this end, a total of 19 participants, including six researchers, six teachers and seven students, engaged in a Q-sort exercise involving 34 statements. Through KADE software, the subsequent Centroid Factor Analysis and varimax rotation were used to extract patterns. The analysis revealed three common perspectives across stakeholder groups: psychological factors of teachers and students, multiple scenarios of measurement and the improvement of L2 competence. These findings provide valuable insights that can inform and refine research agendas in GenAI for L2 education, optimising the allocation of resources.

With the advent of chatGPT, burgeoning research have been conducted to explore AI technologies' impact on the EFL teaching and learning. However, little is known about how language teachers navigate the shifting education landscape and develop the digital literacy in the AI era. This preliminary qualitative study aims to investigate the processes of how 9 Chinese EFL teachers in a university-based professional learning community improve their digital literacy, and reveal the factors influencing their digital literacy improvement. To achieve the research objectives, triangle data have been collected including the community meeting records, interviews of participants, class observations, and the participants' reflective journals. In the data analysis section, thematic analysis method has been employed. The findings indicate three distinct types of digital literacy improving processes for the novice teachers, the veteran teachers, and the lead teachers in the heterogeneous and interactive community. Meanwhile, these processes were influenced by the community factors such as artefacts, mediated activities, and social interactions, and the individual factors such as years of teaching experience, teaching subjects, teachers' belief about AI, teachers' theoretical base and research experience. Accordingly, implications are presented to EFL teachers, teacher educators and administrators.

The contemporary capitalist practice, a neoliberal version, promotes the model of a public university as a profitable enterprise providing high-quality educational services. This means a situation in which public higher education is subject to market pressures, including the narrative of irreversible privatisation and marketisation. It is also the occurrence of academic capitalism, associated with three specific processes: commercialisation, capitalisation and financialisation. Such neoliberal ideas mean enormous changes in the orientation of teaching and the organisation of higher education institutions for universities. At the same time, these changes are related to the roles and functions of women in academia, considering also the discrimination and violence against them. On this basis, the article aims to reflect on the differences and similarities between the Italian and Polish academic systems by attempting to reconstruct the socio-economic and political framework, also in the EU, considering the gender gap.

PhotoVoice invites students to capture photos of concerning issues, elaborate on them in writing, and share the photos and written accounts with the community, hoping for change. Inspired by critical pedagogy, it challenges teaching English as a set of linguistic skills/standards detached from students' life challenges. As a teacher-educator and pedagogical advisor, I invited 18 Palestinian-Israeli third-year English studentteachers to implement ‘PhotoVoice’ in their English practice-teaching contexts. They worked with small groups of school children on the PhotoVoice projects and reflected on the whole process in their portfolios. Thematic analysis of their reflections illuminated that the process was emotionally charged and changed their views of themselves as teachers. This innovative method for improving literacy skills while promoting change has significant implications for practitioners and policymakers, underscoring the need for fostering a more engaging approach to language education that connects literacy teaching with social action. It is especially important for minoritized students who are often offered limited opportunities to experience empowering pedagogies.