Pub Date : 2022-09-18DOI: 10.1177/10283153221126247
Xingzi Xu
Despite a vast body of scholarship delving into international students’ educational experience during the COVID-19 pandemic, little is known about the doctoral group's perception from a sociomaterial perspective. Utilizing a group of Chinese international doctoral students while drawing on semi-structured interviews, the article unpacks what and how matter and human forces are entangled with one another as bricolages to shape a disrupted doctoral trajectory. It reveals that, within working and social spaces, human agency and non-human matter mediate, forge and produce a doctoral trajectory embedded within a complex lived experience of responding to shifting dynamics during the pandemic. It also shows how doctoral students aligned material and social assemblages to construct sociomaterial bricolages that facilitate a restoration of relative stability. The study contributes to the literature of international doctoral education with a nuanced disclosure of its navigation as a continual process of mobilization, negotiation and construction emerging from the performative flow of sociomaterial practices. It concludes that a doctoral trajectory represents network operations of experiencing and accounting for, not just what humans do with matter, but what matter does to human thinking and action.
{"title":"A Sociomaterial Investigation into Chinese International Students’ Navigation of a Doctoral Trajectory During COVID-19","authors":"Xingzi Xu","doi":"10.1177/10283153221126247","DOIUrl":"https://doi.org/10.1177/10283153221126247","url":null,"abstract":"Despite a vast body of scholarship delving into international students’ educational experience during the COVID-19 pandemic, little is known about the doctoral group's perception from a sociomaterial perspective. Utilizing a group of Chinese international doctoral students while drawing on semi-structured interviews, the article unpacks what and how matter and human forces are entangled with one another as bricolages to shape a disrupted doctoral trajectory. It reveals that, within working and social spaces, human agency and non-human matter mediate, forge and produce a doctoral trajectory embedded within a complex lived experience of responding to shifting dynamics during the pandemic. It also shows how doctoral students aligned material and social assemblages to construct sociomaterial bricolages that facilitate a restoration of relative stability. The study contributes to the literature of international doctoral education with a nuanced disclosure of its navigation as a continual process of mobilization, negotiation and construction emerging from the performative flow of sociomaterial practices. It concludes that a doctoral trajectory represents network operations of experiencing and accounting for, not just what humans do with matter, but what matter does to human thinking and action.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43639722","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 : 2022-09-16DOI: 10.1177/10283153221126245
Betul Bulut-Sahin, Yaşar Kondakçı
The internationalization of higher education (IHE) has become a key policy issue for governments, a research field for scholars, a strategic priority for universities, and a career orientation for administrative staff. Yet, with recent social, political, and economic trends heavily embellished by globalization and neoliberalism, the term IHE has resulted in conflicting perspectives. Although there are numerous analyses on IHE, these analyses seldom focus on conflicts among different constituencies of the university (leaders, academics, administrative staff). This study aims at exploring the perspectives of key constituencies on the common conception and practice of IHE. The study was designed as basic qualitative research in which the data set was collected from four flagship universities in Türkiye. The results indicated a variety of academic, economic, political, and socio-cultural conflicts by different constituencies. These conflicts are mostly related to the association of IHE with neoliberal values while the progressive values remain invisible.
{"title":"Conflicting Perspectives on the Internationalization of Higher Education: Evidence from the Turkish Case","authors":"Betul Bulut-Sahin, Yaşar Kondakçı","doi":"10.1177/10283153221126245","DOIUrl":"https://doi.org/10.1177/10283153221126245","url":null,"abstract":"The internationalization of higher education (IHE) has become a key policy issue for governments, a research field for scholars, a strategic priority for universities, and a career orientation for administrative staff. Yet, with recent social, political, and economic trends heavily embellished by globalization and neoliberalism, the term IHE has resulted in conflicting perspectives. Although there are numerous analyses on IHE, these analyses seldom focus on conflicts among different constituencies of the university (leaders, academics, administrative staff). This study aims at exploring the perspectives of key constituencies on the common conception and practice of IHE. The study was designed as basic qualitative research in which the data set was collected from four flagship universities in Türkiye. The results indicated a variety of academic, economic, political, and socio-cultural conflicts by different constituencies. These conflicts are mostly related to the association of IHE with neoliberal values while the progressive values remain invisible.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"834 - 852"},"PeriodicalIF":2.4,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46460255","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 : 2022-09-16DOI: 10.1177/10283153221126246
Johanna (Jo) Doyle, D. Edwards, Amanda Haddow
Over the past 30 years, mixed methods research has become an increasingly popular tool in the social sciences. Mixed methods research can capture a diverse range of perspectives and levels of complexities not always possible with the use of a single methodological approach. It has been effectively implemented in a range of contexts to explore program outcomes and investigate research questions. This paper explores the application of a mixed methods approach in the evaluation of large-scale, long running international development scholarship programs. The particular focus is on a project implemented to consolidate evidence relating to the long-term outcomes of alumni who completed higher education in Australia as part of an Australian development scholarship. In reflecting on five years of implementation, the paper describes the benefits, complexities and challenges of this approach, with the aim of informing others embarking on large-scale, long-term program evaluations.
{"title":"Applying Mixed Methods Research in Large-scale Programs – Tracing the Long-term Outcomes of Development Scholarship Alumni","authors":"Johanna (Jo) Doyle, D. Edwards, Amanda Haddow","doi":"10.1177/10283153221126246","DOIUrl":"https://doi.org/10.1177/10283153221126246","url":null,"abstract":"Over the past 30 years, mixed methods research has become an increasingly popular tool in the social sciences. Mixed methods research can capture a diverse range of perspectives and levels of complexities not always possible with the use of a single methodological approach. It has been effectively implemented in a range of contexts to explore program outcomes and investigate research questions. This paper explores the application of a mixed methods approach in the evaluation of large-scale, long running international development scholarship programs. The particular focus is on a project implemented to consolidate evidence relating to the long-term outcomes of alumni who completed higher education in Australia as part of an Australian development scholarship. In reflecting on five years of implementation, the paper describes the benefits, complexities and challenges of this approach, with the aim of informing others embarking on large-scale, long-term program evaluations.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46015621","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 : 2022-08-25DOI: 10.1177/10283153221121397
Georgiana Mihut
Despite the potential for mutual learning, improvement of service provision, and the advancement of policy, research on first-generation migrant students and research on international students have remained stubbornly separate. This paper makes the case that education research would benefit from leveraging data on international students and that internationalization research and practice should more often include first-generation migrant students. To explore the benefits of this proposition, this article explores differences in the experiences of Irish-born domestic students, first-generation migrant students, and international students at Irish higher education institutions, using Eurostudent VI data collected in 2016. These comparisons show that first-generation migrant students report lower levels of preparation for the domestic labor market than both Irish-born domestic students and international students. International students are faring well on other indicators too, as they report higher levels of academic satisfaction and feeling more prepared for the international labor market than both first-generation migrant students and domestic students. Results also suggest that the academic satisfaction of the three groups of students is shaped by both common as well as divergent factors, indicating that interventions aimed to support each group may require additional tailoring. However, limitations of both quantitative and qualitative approaches to documenting the experiences of international students need to be considered as findings from this study and similar studies are used. By comparing the experiences of the three groups of students, this paper highlights the experience of first-generation migrant students, often overlooked in international higher education studies.
{"title":"Learning from Each-Other: Comparing the Experiences of First-Generation Migrant, International, and Domestic Students at Irish Universities","authors":"Georgiana Mihut","doi":"10.1177/10283153221121397","DOIUrl":"https://doi.org/10.1177/10283153221121397","url":null,"abstract":"Despite the potential for mutual learning, improvement of service provision, and the advancement of policy, research on first-generation migrant students and research on international students have remained stubbornly separate. This paper makes the case that education research would benefit from leveraging data on international students and that internationalization research and practice should more often include first-generation migrant students. To explore the benefits of this proposition, this article explores differences in the experiences of Irish-born domestic students, first-generation migrant students, and international students at Irish higher education institutions, using Eurostudent VI data collected in 2016. These comparisons show that first-generation migrant students report lower levels of preparation for the domestic labor market than both Irish-born domestic students and international students. International students are faring well on other indicators too, as they report higher levels of academic satisfaction and feeling more prepared for the international labor market than both first-generation migrant students and domestic students. Results also suggest that the academic satisfaction of the three groups of students is shaped by both common as well as divergent factors, indicating that interventions aimed to support each group may require additional tailoring. However, limitations of both quantitative and qualitative approaches to documenting the experiences of international students need to be considered as findings from this study and similar studies are used. By comparing the experiences of the three groups of students, this paper highlights the experience of first-generation migrant students, often overlooked in international higher education studies.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45576709","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 : 2022-08-25DOI: 10.1177/10283153221121387
K. Lauridsen, J. Gregersen-Hermans
Providing targeted professional competence development for educators involved in planning, managing, and teaching internationalized higher education programmes is still a relatively rare phenomenon. This article provides an example of such a continuing professional development (CPD) programme and of how the effect and value of it may be evidenced. It is demonstrated how key academic staff were able to develop their knowledge, skills, and attitudes, and how some of them were able to set in motion and support change processes in their own higher education institutions (HEIs). The aim of the paper is therefore to show that, with a well-described CPD programme that has clearly defined, measurable, and achievable learning goals, and with a mixed method approach of quantitative and qualitative data sets, it is possible to evidence the value of the programme not only for the participants, but also for their institutions.
{"title":"Change Happens Through People: Evidencing the Value of Professional Development for Educators Involved in Internationalised Programmes","authors":"K. Lauridsen, J. Gregersen-Hermans","doi":"10.1177/10283153221121387","DOIUrl":"https://doi.org/10.1177/10283153221121387","url":null,"abstract":"Providing targeted professional competence development for educators involved in planning, managing, and teaching internationalized higher education programmes is still a relatively rare phenomenon. This article provides an example of such a continuing professional development (CPD) programme and of how the effect and value of it may be evidenced. It is demonstrated how key academic staff were able to develop their knowledge, skills, and attitudes, and how some of them were able to set in motion and support change processes in their own higher education institutions (HEIs). The aim of the paper is therefore to show that, with a well-described CPD programme that has clearly defined, measurable, and achievable learning goals, and with a mixed method approach of quantitative and qualitative data sets, it is possible to evidence the value of the programme not only for the participants, but also for their institutions.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"760 - 778"},"PeriodicalIF":2.4,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42534651","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 : 2022-08-24DOI: 10.1177/10283153221121386
Anne C. Campbell, Thi Nguyen, Maia Stewart
In international education, climate change is an increasingly prominent consideration. International mobility contributes to global carbon emissions yet provides students with skills and knowledge to address climate change. Based on interviews with 17 individuals working in international education, this qualitative study illuminates how international educators view climate change: both as a threat and an opportunity for the field. When considering and mitigating international education's carbon emissions, interviewees reported mostly negative emotions: feeling stuck, frustrated, and overwhelmed. Interviewees also noted difficulties in logically and ethically reconciling the relationship, especially with student mobility as a key component of international education, providing several rationales for expanding international education to promote social and environmental justice. Notably, interviewees called for a reimagining of the field with more virtual exchanges and less air travel. Findings aim to inform higher education internationalization efforts – and student mobility specifically – in a time of climate crisis.
{"title":"Promoting International Student Mobility for Sustainability? Navigating Conflicting Realities and Emotions of International Educators","authors":"Anne C. Campbell, Thi Nguyen, Maia Stewart","doi":"10.1177/10283153221121386","DOIUrl":"https://doi.org/10.1177/10283153221121386","url":null,"abstract":"In international education, climate change is an increasingly prominent consideration. International mobility contributes to global carbon emissions yet provides students with skills and knowledge to address climate change. Based on interviews with 17 individuals working in international education, this qualitative study illuminates how international educators view climate change: both as a threat and an opportunity for the field. When considering and mitigating international education's carbon emissions, interviewees reported mostly negative emotions: feeling stuck, frustrated, and overwhelmed. Interviewees also noted difficulties in logically and ethically reconciling the relationship, especially with student mobility as a key component of international education, providing several rationales for expanding international education to promote social and environmental justice. Notably, interviewees called for a reimagining of the field with more virtual exchanges and less air travel. Findings aim to inform higher education internationalization efforts – and student mobility specifically – in a time of climate crisis.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"621 - 637"},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42497173","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 : 2022-08-24DOI: 10.1177/10283153221121394
Chen Chen, F. Vanclay
Transnational higher education is big business. However, it is unclear what transnational universities must do to behave in a responsible way or to gain a social licence to operate. Examining the University of Nottingham Ningbo China (UNNC) and Xi'an Jiaotong-Liverpool University (XJTLU), we discuss what universities could do to gain approval from host communities. They have to meet home and host country regulations, and the expectations of local communities and other stakeholders. Consideration of their social licence and of the negative and positive social impacts they create will contribute to their reputation and ability to access local knowledge. To earn a social licence to operate and grow, universities must understand and respond to their local context, share benefits with local communities, and have effective community engagement practices. In the universities we studied, there was limited information provided to community stakeholders and poor stakeholder engagement. However, high levels of trust from residents existed, partly because of the good reputation of universities generally.
{"title":"Universities Need a Social License to Operate and Grow: Reflecting on the University-Community Engagement of two Transnational Universities","authors":"Chen Chen, F. Vanclay","doi":"10.1177/10283153221121394","DOIUrl":"https://doi.org/10.1177/10283153221121394","url":null,"abstract":"Transnational higher education is big business. However, it is unclear what transnational universities must do to behave in a responsible way or to gain a social licence to operate. Examining the University of Nottingham Ningbo China (UNNC) and Xi'an Jiaotong-Liverpool University (XJTLU), we discuss what universities could do to gain approval from host communities. They have to meet home and host country regulations, and the expectations of local communities and other stakeholders. Consideration of their social licence and of the negative and positive social impacts they create will contribute to their reputation and ability to access local knowledge. To earn a social licence to operate and grow, universities must understand and respond to their local context, share benefits with local communities, and have effective community engagement practices. In the universities we studied, there was limited information provided to community stakeholders and poor stakeholder engagement. However, high levels of trust from residents existed, partly because of the good reputation of universities generally.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"798 - 816"},"PeriodicalIF":2.4,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46956463","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 : 2022-08-15DOI: 10.1177/10283153221121395
Savo Heleta
In 2019, the South African government approved the Department of Higher Education and Training's (DHET) Policy Framework for Internationalisation of Higher Education in South Africa. The framework provides policy guidelines universities will need to follow when developing institutional internationalisation policies. Using critical discourse analysis, this review posits that the DHET missed an opportunity to rethink internationalisation in line with critical debates and scholarship on transformation and decolonisation of knowledge. Instead of aligning internationalisation of higher education in South Africa with progressive visions of contextually relevant and decolonised education, the framework reflects dominant Eurocentric approaches, practices and definitions of internationalisation. As such, DHET’s framework fails to provide a much-needed guide for development of institutional policies that can contribute to higher education internationalisation in South Africa becoming more authentically international and embracing a more representative set of global knowledges and ways of knowing in a horizontal, pluralistic and non-hegemonic way.
{"title":"Critical Review of the Policy Framework for Internationalisation of Higher Education in South Africa","authors":"Savo Heleta","doi":"10.1177/10283153221121395","DOIUrl":"https://doi.org/10.1177/10283153221121395","url":null,"abstract":"In 2019, the South African government approved the Department of Higher Education and Training's (DHET) Policy Framework for Internationalisation of Higher Education in South Africa. The framework provides policy guidelines universities will need to follow when developing institutional internationalisation policies. Using critical discourse analysis, this review posits that the DHET missed an opportunity to rethink internationalisation in line with critical debates and scholarship on transformation and decolonisation of knowledge. Instead of aligning internationalisation of higher education in South Africa with progressive visions of contextually relevant and decolonised education, the framework reflects dominant Eurocentric approaches, practices and definitions of internationalisation. As such, DHET’s framework fails to provide a much-needed guide for development of institutional policies that can contribute to higher education internationalisation in South Africa becoming more authentically international and embracing a more representative set of global knowledges and ways of knowing in a horizontal, pluralistic and non-hegemonic way.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"817 - 833"},"PeriodicalIF":2.4,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41327509","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}
The current study sought to launch a guideline for how the staff and the administration members treat students respectfully in the different educational stages. Given the importance of effective communication in the educational process and achieving the goals of learning efficiently, there is a need to develop practical guidelines for how all members of the educational system deal with students since they are the target group of the educational process.Considering the recent global changes and the successive effects on the educational system, the practices within the education system have been similarly affected. Some students refrained from completing their scientific studies due to maltreatment by the administration or some staff members in many educational institutions. Accordingly, the motivation and passion for scientific research and learning decreased. Hence, it requires interventions by those in charge of the educational system to set ethical and academic adjustments for the staff members and administration. They should be more attractive elements for students for learning and scientific research than be factors for reluctance and expulsion outside the educational organization.Consequently, preparing a guideline that includes practices and moral situations for dealing with the students at various educational levels may be purposeful in improving dealing with their students with respect.
{"title":"A Guideline to Respecting the Staff Members and the Administration to Students in the Educational Stages and Its Impact on Their Motivation for Academic Achievement--A Qualitative Study","authors":"Fatma El Zhraa Salem Mahmoud","doi":"10.5296/jse.v12i3.20043","DOIUrl":"https://doi.org/10.5296/jse.v12i3.20043","url":null,"abstract":"The current study sought to launch a guideline for how the staff and the administration members treat students respectfully in the different educational stages. Given the importance of effective communication in the educational process and achieving the goals of learning efficiently, there is a need to develop practical guidelines for how all members of the educational system deal with students since they are the target group of the educational process.Considering the recent global changes and the successive effects on the educational system, the practices within the education system have been similarly affected. Some students refrained from completing their scientific studies due to maltreatment by the administration or some staff members in many educational institutions. Accordingly, the motivation and passion for scientific research and learning decreased. Hence, it requires interventions by those in charge of the educational system to set ethical and academic adjustments for the staff members and administration. They should be more attractive elements for students for learning and scientific research than be factors for reluctance and expulsion outside the educational organization.Consequently, preparing a guideline that includes practices and moral situations for dealing with the students at various educational levels may be purposeful in improving dealing with their students with respect.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"68 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85860610","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}
Edmund Anamboi Aduko, Emmanuel Issah Azuuga, Adakudugu Edward Apenen, Anthony Baawuo
The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive relationship between math and science teachers’ self-efficacy and their ability to teach math and science. The findings also found that math and science teachers’ scores on the MSSEB scale for mathematics and science self-efficacy beliefs were generally higher than their scores on the SETMS scale for self-efficacy for teaching mathematics and science. The ability to effectively explain math /science concepts to students received the lowest mean rating in comparison to others. Teachers' self-efficacy beliefs and self-efficacy can be important considerations for teacher professional development training as a powerful intervening factor for teacher effectiveness and student performance outcomes.
{"title":"Assessing Mathematics and Science Self-Efficacy Beliefs for Teaching","authors":"Edmund Anamboi Aduko, Emmanuel Issah Azuuga, Adakudugu Edward Apenen, Anthony Baawuo","doi":"10.5296/jse.v12i3.20010","DOIUrl":"https://doi.org/10.5296/jse.v12i3.20010","url":null,"abstract":"The study used a questionnaire survey to collect quantitative data from respondents. The independent variables of interest were level of math and science self-efficacy beliefs, as well as self-efficacy for teaching math and science. The questionnaire survey was voluntarily completed by 60 teachers, comprising 45 male and 15 female. The respondents ranged in age from 19 to 38 years. The findings of the study revealed that the mathematics and science teachers at the basic school had high level of self-efficacy beliefs. The study further discovered that though not strong, there is a positive relationship between math and science teachers’ self-efficacy and their ability to teach math and science. The findings also found that math and science teachers’ scores on the MSSEB scale for mathematics and science self-efficacy beliefs were generally higher than their scores on the SETMS scale for self-efficacy for teaching mathematics and science. The ability to effectively explain math /science concepts to students received the lowest mean rating in comparison to others. Teachers' self-efficacy beliefs and self-efficacy can be important considerations for teacher professional development training as a powerful intervening factor for teacher effectiveness and student performance outcomes.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"9 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74786122","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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