Pub Date : 2024-01-03DOI: 10.1177/10567879231224741
Olga Andreyeva, G. Tleuzhanova, Larissa Kharitonova, Natalya Mirza
The purpose of this research is to identify the key problems involved in preparing students for teaching special disciplines in English and conducting experiments to introduce pedagogical conditions into teaching, taking into account the interdisciplinary integration of linguistic and professional disciplines. The object of our research is the pedagogical process in the multilingual groups of specialties of natural and mathematical cycle of Karaganda Buketov University. In the process of assessing the quality of knowledge and levels of English proficiency, we identified the groups with a low level of knowledge, analyzed the possible reasons for low indicators, and conducted a pedagogical experiment.
{"title":"Preparing Students for Professional Activities in English","authors":"Olga Andreyeva, G. Tleuzhanova, Larissa Kharitonova, Natalya Mirza","doi":"10.1177/10567879231224741","DOIUrl":"https://doi.org/10.1177/10567879231224741","url":null,"abstract":"The purpose of this research is to identify the key problems involved in preparing students for teaching special disciplines in English and conducting experiments to introduce pedagogical conditions into teaching, taking into account the interdisciplinary integration of linguistic and professional disciplines. The object of our research is the pedagogical process in the multilingual groups of specialties of natural and mathematical cycle of Karaganda Buketov University. In the process of assessing the quality of knowledge and levels of English proficiency, we identified the groups with a low level of knowledge, analyzed the possible reasons for low indicators, and conducted a pedagogical experiment.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":"37 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388725","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}
Pub Date : 2023-12-28DOI: 10.1177/10567879231222860
Sholpan A. Yessimova, L. A. Khassenova, Gulmira R. Mombekova, Aigul A. Shadiyeva
The relevance of the study is due to the need of researching the academic mobility of graduates of higher educational institutions as the main factor in increasing their competitiveness in the labor market. The purpose of the study is to determine the role of academic mobility in increasing the competitiveness of university graduates. To conduct the research, empirical, deductive, and inductive methods were used, which helped to identify measures that contribute to improving the competitiveness of university graduates in the labor market. It is determined that participation in the academic mobility program increases the competitiveness of university graduates in the labor market.
{"title":"Academic Mobility as a Factor of Increasing the Competitiveness of University Graduates","authors":"Sholpan A. Yessimova, L. A. Khassenova, Gulmira R. Mombekova, Aigul A. Shadiyeva","doi":"10.1177/10567879231222860","DOIUrl":"https://doi.org/10.1177/10567879231222860","url":null,"abstract":"The relevance of the study is due to the need of researching the academic mobility of graduates of higher educational institutions as the main factor in increasing their competitiveness in the labor market. The purpose of the study is to determine the role of academic mobility in increasing the competitiveness of university graduates. To conduct the research, empirical, deductive, and inductive methods were used, which helped to identify measures that contribute to improving the competitiveness of university graduates in the labor market. It is determined that participation in the academic mobility program increases the competitiveness of university graduates in the labor market.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139148048","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}
Pub Date : 2023-11-30DOI: 10.1177/10567879231217474
Sonali Guliya, Kalpana Rawat, Mansi Jain, S. Vats, F. Kashoo, G. Kapoor, A. Chahal
Inclusive Education (IE) offers opportunity to provide accessible education for all, regardless of physical or mental disabilities. It underscores the idea that children with special needs should be seamlessly integrated into mainstream education system without discrimination. Challenges such as shortage of trained teachers, well-designed curriculum, resources, adequate infrastructure, awareness, positive attitude, effective strategies, and supportive policies hinder the expansion of IE in developing economies like India. The present need of the hour is, to prepare resilient, effective, and competent educators, who can successfully champion and implement IE. This article aims to investigate and spotlight the obstacles hindering the promotion of IE and also proposes ideas for developing strategies to make IE an integral part of the Indian Education System.
{"title":"Fostering Inclusivity in Education: Unleashing the Potential of Inclusive Education in India","authors":"Sonali Guliya, Kalpana Rawat, Mansi Jain, S. Vats, F. Kashoo, G. Kapoor, A. Chahal","doi":"10.1177/10567879231217474","DOIUrl":"https://doi.org/10.1177/10567879231217474","url":null,"abstract":"Inclusive Education (IE) offers opportunity to provide accessible education for all, regardless of physical or mental disabilities. It underscores the idea that children with special needs should be seamlessly integrated into mainstream education system without discrimination. Challenges such as shortage of trained teachers, well-designed curriculum, resources, adequate infrastructure, awareness, positive attitude, effective strategies, and supportive policies hinder the expansion of IE in developing economies like India. The present need of the hour is, to prepare resilient, effective, and competent educators, who can successfully champion and implement IE. This article aims to investigate and spotlight the obstacles hindering the promotion of IE and also proposes ideas for developing strategies to make IE an integral part of the Indian Education System.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":"118 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199485","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}
Pub Date : 2023-11-30DOI: 10.1177/10567879231217457
M. H. Arefian
Teachers’ professional development has been a widely discussed matter in the literature. Thus, a diverse range of frameworks was introduced to enhance teachers’ knowledge, experience, and skills. One such significant tool to boost teachers’ knowledge and competence can be collaborative action research (CAR). Although action research and collaborative professional development received sufficient scholarly investigation separately, CAR, which is not been explored in Iran, can have numerous implications and benefits. The current study explored Iranian in-service language teachers’ perceptions of the implementation of CAR, motivating them to reflect in a professional community of practice (CoP). Thus, ten teachers were selected through purposive sampling, and data were analyzed thematically. The result indicated that teachers gained personal, social, and professional benefits from CAR in a CoP and became motivated to reflect on their practices regularly through CAR. Moreover, teachers became systematic, reflective, collaborative, creative, curious, supportive, agentic, engaged, and conscious, which can be the foundations for motivating reflective practices. This study encourages teachers, teacher educators, and stakeholders to incorporate CAR in a CoP in order to motivate teachers’ reflective practices for professional development.
教师的专业发展一直是文献中广泛讨论的问题。因此，为提高教师的知识、经验和技能，引入了多种多样的框架。合作行动研究（CAR）就是这样一种提高教师知识和能力的重要工具。虽然行动研究和协作式专业发展分别得到了学术界的充分研究，但伊朗尚未对协作式行动研究（CAR）进行探讨，而协作式行动研究（CAR）可以产生许多影响和益处。本研究探讨了伊朗在职语言教师对实施 CAR 的看法，促使他们在专业实践社区（CoP）中进行反思。因此，通过有目的的抽样选取了 10 名教师，并对数据进行了专题分析。结果表明，教师从专业实践社区中获得了个人、社会和专业方面的益处，并通过专业实践社区定期反思自己的教学实践。此外，教师变得系统化、反思性、协作性、创造性、好奇心、支持性、代理性、参与性和自觉性，这些都是激励反思实践的基础。本研究鼓励教师、教师教育者和相关人员在合作 伙伴关系中纳入 CAR，以激励教师的反思实践，促进专业发展。
{"title":"Motivating Teachers to Reflect in a Professional Community of Practice Through Collaborative Action Research","authors":"M. H. Arefian","doi":"10.1177/10567879231217457","DOIUrl":"https://doi.org/10.1177/10567879231217457","url":null,"abstract":"Teachers’ professional development has been a widely discussed matter in the literature. Thus, a diverse range of frameworks was introduced to enhance teachers’ knowledge, experience, and skills. One such significant tool to boost teachers’ knowledge and competence can be collaborative action research (CAR). Although action research and collaborative professional development received sufficient scholarly investigation separately, CAR, which is not been explored in Iran, can have numerous implications and benefits. The current study explored Iranian in-service language teachers’ perceptions of the implementation of CAR, motivating them to reflect in a professional community of practice (CoP). Thus, ten teachers were selected through purposive sampling, and data were analyzed thematically. The result indicated that teachers gained personal, social, and professional benefits from CAR in a CoP and became motivated to reflect on their practices regularly through CAR. Moreover, teachers became systematic, reflective, collaborative, creative, curious, supportive, agentic, engaged, and conscious, which can be the foundations for motivating reflective practices. This study encourages teachers, teacher educators, and stakeholders to incorporate CAR in a CoP in order to motivate teachers’ reflective practices for professional development.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139206705","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}
Pub Date : 2023-11-28DOI: 10.1177/10567879231217458
Silvani Dismas, Ibrahimu Nzima, Aurelia Kimaro
This study focuses on investigation of district school quality assurance officers’ (DSQAOs) understanding of competence-based curriculum (CBC) and how they conduct CBC quality assurance in secondary schools in Tanzania. The study employed interpretive paradigm, qualitative approach, a case study design, and was guided by Bernstein's theory of the pedagogic device. Forty (40) respondents were purposively and conveniently selected including DSQAOs (n = 12), head of schools (n = 4), and teachers (n = 24). Data generation methods were semi-structured interviews, participant-assisted drawings, and documentary review; while content and thematic analyses were employed. Findings revealed that DSQAOs had varied understandings of CBC. Some understood CBC as a curriculum that supported students’ studies and learning environment. Others understood it as a curriculum that supported students’ acquisition of competences needed in their daily life; while others failed to explain its meaning. Moreover, DSQAOs conducted classroom observations and gave feedbacks for improving teaching and learning activities in schools. However, DSQAOs’ use of harsh language to teachers, limited time during school visit, inadequate report writing, and lack of clear conceptualization of CBC concepts hindered effective support to teachers. The study concludes that in order to conduct effective CBC quality assurance in schools, selection of competent DSQAOs and regular trainings are imperative.
{"title":"Competence-Based Curriculum in Tanzania: District School Quality Assurance Officers’ Understanding and Practices","authors":"Silvani Dismas, Ibrahimu Nzima, Aurelia Kimaro","doi":"10.1177/10567879231217458","DOIUrl":"https://doi.org/10.1177/10567879231217458","url":null,"abstract":"This study focuses on investigation of district school quality assurance officers’ (DSQAOs) understanding of competence-based curriculum (CBC) and how they conduct CBC quality assurance in secondary schools in Tanzania. The study employed interpretive paradigm, qualitative approach, a case study design, and was guided by Bernstein's theory of the pedagogic device. Forty (40) respondents were purposively and conveniently selected including DSQAOs (n = 12), head of schools (n = 4), and teachers (n = 24). Data generation methods were semi-structured interviews, participant-assisted drawings, and documentary review; while content and thematic analyses were employed. Findings revealed that DSQAOs had varied understandings of CBC. Some understood CBC as a curriculum that supported students’ studies and learning environment. Others understood it as a curriculum that supported students’ acquisition of competences needed in their daily life; while others failed to explain its meaning. Moreover, DSQAOs conducted classroom observations and gave feedbacks for improving teaching and learning activities in schools. However, DSQAOs’ use of harsh language to teachers, limited time during school visit, inadequate report writing, and lack of clear conceptualization of CBC concepts hindered effective support to teachers. The study concludes that in order to conduct effective CBC quality assurance in schools, selection of competent DSQAOs and regular trainings are imperative.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139215528","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}
Pub Date : 2023-11-19DOI: 10.1177/10567879231214489
Sai Manogna Bommakanti, Swamy Tnvr
Moonlighting, the practice of taking on additional employment beyond one's primary job, is prevalent in higher education institutions. This study explored how the ethical climate of these institutions relates to teachers’ moonlighting intentions, considering gender as well. Surveying 189 teachers from various institutes, the research revealed a significant negative relationship between institutional ethical climate and moonlighting intentions. When the ethical climate is strong, moonlighting intentions decrease. Notably, gender showed no significant correlation with moonlighting intentions. These findings underscore the importance of a positive ethical climate in higher education to reduce moonlighting intentions among teachers.
{"title":"Breaking the Moonlighting Cycle: How Ethical Climate in Higher Education Can Curb Secondary Employment Intentions Among Teachers","authors":"Sai Manogna Bommakanti, Swamy Tnvr","doi":"10.1177/10567879231214489","DOIUrl":"https://doi.org/10.1177/10567879231214489","url":null,"abstract":"Moonlighting, the practice of taking on additional employment beyond one's primary job, is prevalent in higher education institutions. This study explored how the ethical climate of these institutions relates to teachers’ moonlighting intentions, considering gender as well. Surveying 189 teachers from various institutes, the research revealed a significant negative relationship between institutional ethical climate and moonlighting intentions. When the ethical climate is strong, moonlighting intentions decrease. Notably, gender showed no significant correlation with moonlighting intentions. These findings underscore the importance of a positive ethical climate in higher education to reduce moonlighting intentions among teachers.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139260250","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}
Pub Date : 2023-11-14DOI: 10.1177/10567879231213058
M. A. Dejenie, Amare Sahle Abebe, Dawit Asrat Getehun
This review was conducted to assess the status and contribution of positive youth development. This review considered the philosophy, theoretical models, and existing research methods of positive youth development. The purpose of the review was to indicate the models used, methods applied, and identify the gaps. Our analysis of the existing literature showed that the strength-based perspective, particularly, the developmental asset model has been given much attention in the literature. In addition, literature revealed that developmental assets indicated to predict thriving outcomes and well-being. On the other hand, well-being predicted thriving outcomes too. However, the mediation role of well-being in the relationship between experience to assets and thriving outcome needs further investigation.
{"title":"Theoretical Relationships among Developmental Assets, Well-Being and Thriving: Scoping Review of the Strength-Based Perspective","authors":"M. A. Dejenie, Amare Sahle Abebe, Dawit Asrat Getehun","doi":"10.1177/10567879231213058","DOIUrl":"https://doi.org/10.1177/10567879231213058","url":null,"abstract":"This review was conducted to assess the status and contribution of positive youth development. This review considered the philosophy, theoretical models, and existing research methods of positive youth development. The purpose of the review was to indicate the models used, methods applied, and identify the gaps. Our analysis of the existing literature showed that the strength-based perspective, particularly, the developmental asset model has been given much attention in the literature. In addition, literature revealed that developmental assets indicated to predict thriving outcomes and well-being. On the other hand, well-being predicted thriving outcomes too. However, the mediation role of well-being in the relationship between experience to assets and thriving outcome needs further investigation.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139276618","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}
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