Pub Date : 2023-06-21DOI: 10.1080/11356405.2023.2206300
Lijie Liu, Fan Li
ABSTRACT Research intends to identify: features of ideological culture within China’s education sector; the most effective theory of ideology, capable of developing the individuals’ worldviews and values, revealing their civic-minded self-awareness; the dominant personality traits that can most effectively influence the moulding of civic-minded attitudes and social responsibility among China’s residents. This research project included an experiment conducted to determine the effectiveness of various theories of ideology in China’s education sector. As the experiment’s findings suggest, traditional Confucianism was identified as the most productive ideology (51.2%). The research findings may be used in the study of various ideologies, such as liberalism and neoliberalism, socialism, feminism, communism and social democracy, applicable to existing systems of ideological culture education in the globalization settings (within the context of pedagogical and psychotherapeutic activities, as well as in order to improve methods of teaching general subjects and education levels among students).
{"title":"The vision of ideological culture in contemporary Chinese education: preserving society and state (La perspectiva de la cultura ideológica en la educación china contemporánea: preservar la sociedad y el estado)","authors":"Lijie Liu, Fan Li","doi":"10.1080/11356405.2023.2206300","DOIUrl":"https://doi.org/10.1080/11356405.2023.2206300","url":null,"abstract":"ABSTRACT Research intends to identify: features of ideological culture within China’s education sector; the most effective theory of ideology, capable of developing the individuals’ worldviews and values, revealing their civic-minded self-awareness; the dominant personality traits that can most effectively influence the moulding of civic-minded attitudes and social responsibility among China’s residents. This research project included an experiment conducted to determine the effectiveness of various theories of ideology in China’s education sector. As the experiment’s findings suggest, traditional Confucianism was identified as the most productive ideology (51.2%). The research findings may be used in the study of various ideologies, such as liberalism and neoliberalism, socialism, feminism, communism and social democracy, applicable to existing systems of ideological culture education in the globalization settings (within the context of pedagogical and psychotherapeutic activities, as well as in order to improve methods of teaching general subjects and education levels among students).","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"10 1","pages":"774 - 815"},"PeriodicalIF":1.1,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86583178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1080/11356405.2023.2200585
Angela Avagimyan, L. Tugelbayeva, G. Shagivaleeva, I. Savchenko
ABSTRACT There are some problems, like poor academic performance, adaptation to a new cultural environment and a question of conflict resolution, in today’s multicultural classrooms. This study relied on observation and interviews. It was attended by 275 students and 65 teachers. The teachers involved in the experiment were asked to make reports and were interviewed. The results showed that 86% of teachers have a positive attitude towards multicultural education, versus 2% negative and 12% neutral; 69% of teachers reported that they do not see significant differences between groups that contain foreign students and those that do not. A model to develop basic conflict resolution competencies in teachers to deal with a multicultural student environment has been described in the study. The model consists of three stages: theoretical, practical and real cases. The results of the research can be useful for students, teachers, administrations of universities and schools, psychologists, parents, etc.
{"title":"Strategies for resolving conflicts in the multicultural educational environment (Estrategias de resolución de conflictos en entornos educativos multiculturales)","authors":"Angela Avagimyan, L. Tugelbayeva, G. Shagivaleeva, I. Savchenko","doi":"10.1080/11356405.2023.2200585","DOIUrl":"https://doi.org/10.1080/11356405.2023.2200585","url":null,"abstract":"ABSTRACT There are some problems, like poor academic performance, adaptation to a new cultural environment and a question of conflict resolution, in today’s multicultural classrooms. This study relied on observation and interviews. It was attended by 275 students and 65 teachers. The teachers involved in the experiment were asked to make reports and were interviewed. The results showed that 86% of teachers have a positive attitude towards multicultural education, versus 2% negative and 12% neutral; 69% of teachers reported that they do not see significant differences between groups that contain foreign students and those that do not. A model to develop basic conflict resolution competencies in teachers to deal with a multicultural student environment has been described in the study. The model consists of three stages: theoretical, practical and real cases. The results of the research can be useful for students, teachers, administrations of universities and schools, psychologists, parents, etc.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"24 1","pages":"562 - 587"},"PeriodicalIF":1.1,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84411414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.1080/11356405.2023.2200593
Mitsuko Matsumoto, Karmele Mendoza-Pérez, Beatriz Macías-Gómez-Estern, David Poveda
It is acknowledged that fewer children from families at social risk and/or socio-economic disadvantage participate in Early Childhood Education and Care (ECEC) across Europe. The article examines who among these families has special difficulties in accessing the first cycle of ECEC for infants 0–3 years of age (0–3 ECEC) in Spain. It presents a model that reveals diverse strategies taken by families in relation to 0–3 ECEC and a particular segment of families who are served ‘worst’ by the current system and whose access to 0–3 ECEC is especially hindered. In the analysis, we also highlight gender; gender appears as a fundamental dimension to understand the forms of participation (or non-participation) in 0–3 ECEC within families at risk of social exclusion. The article is based on a study in which we conducted 35 semi-structured interviews with families at social risk as well as group discussions with a total of 40 family and education professionals in five metropolitan areas of Spain.
{"title":"Families at social risk and access to 0–3 Early Childhood Education and Care in Spain: a model to understand diverse conditions in the current system (<i>Familias en situación de riesgo social y acceso a la educación preescolar de 0 a 3 años en España: Un modelo para comprender las situaciones diversas en el sistema actual</i>)","authors":"Mitsuko Matsumoto, Karmele Mendoza-Pérez, Beatriz Macías-Gómez-Estern, David Poveda","doi":"10.1080/11356405.2023.2200593","DOIUrl":"https://doi.org/10.1080/11356405.2023.2200593","url":null,"abstract":"It is acknowledged that fewer children from families at social risk and/or socio-economic disadvantage participate in Early Childhood Education and Care (ECEC) across Europe. The article examines who among these families has special difficulties in accessing the first cycle of ECEC for infants 0–3 years of age (0–3 ECEC) in Spain. It presents a model that reveals diverse strategies taken by families in relation to 0–3 ECEC and a particular segment of families who are served ‘worst’ by the current system and whose access to 0–3 ECEC is especially hindered. In the analysis, we also highlight gender; gender appears as a fundamental dimension to understand the forms of participation (or non-participation) in 0–3 ECEC within families at risk of social exclusion. The article is based on a study in which we conducted 35 semi-structured interviews with families at social risk as well as group discussions with a total of 40 family and education professionals in five metropolitan areas of Spain.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135184015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-23DOI: 10.1080/11356405.2023.2200590
David Baidoo-Anu, Kenneth Gyamerah, Inuusah Mahama, Ernest Ofori-Sasu
{"title":"Towards classroom inclusivity: exploring K-12 teachers’ sensitivity to cultural diversity (Hacia la inclusividad en el aula: explorando la sensibilidad a la diversidad cultural del profesorado de K-12)","authors":"David Baidoo-Anu, Kenneth Gyamerah, Inuusah Mahama, Ernest Ofori-Sasu","doi":"10.1080/11356405.2023.2200590","DOIUrl":"https://doi.org/10.1080/11356405.2023.2200590","url":null,"abstract":"","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"33 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88430823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/11356405.2023.2177008
J. Miao, T. Lepeyko
ABSTRACT Globalization significantly impacts social characteristics of the educational environment, which is becoming increasingly multicultural not only on university campuses but also in the online space, which makes it necessary for teachers to develop intercultural competence and sensitivity. The study aimed to investigate the peculiarities of Chinese college teachers’ intercultural sensitivity development. 96 teachers took part in the study. A communicative training aimed at increasing intercultural sensitivity was developed and its indicators were measured in dynamics, before and after the training. The research methodology was based on socio-cultural, group and personal factors of intercultural competence. The Intercultural Sensitivity Scale by Hukhlaev and Chibisova, modified by Logashchenko, and the Ethnonational Attitudes Scale by Hukhlaev, Kuznetsov and Tkachenko were used. Passing the communicative training had a positive impact on the intercultural sensitivity of the studied teachers, contributing to the formation of their optimal and adequate attitude to intercultural differences and a more tolerant attitude towards representatives of other ethnic groups.
{"title":"Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)","authors":"J. Miao, T. Lepeyko","doi":"10.1080/11356405.2023.2177008","DOIUrl":"https://doi.org/10.1080/11356405.2023.2177008","url":null,"abstract":"ABSTRACT Globalization significantly impacts social characteristics of the educational environment, which is becoming increasingly multicultural not only on university campuses but also in the online space, which makes it necessary for teachers to develop intercultural competence and sensitivity. The study aimed to investigate the peculiarities of Chinese college teachers’ intercultural sensitivity development. 96 teachers took part in the study. A communicative training aimed at increasing intercultural sensitivity was developed and its indicators were measured in dynamics, before and after the training. The research methodology was based on socio-cultural, group and personal factors of intercultural competence. The Intercultural Sensitivity Scale by Hukhlaev and Chibisova, modified by Logashchenko, and the Ethnonational Attitudes Scale by Hukhlaev, Kuznetsov and Tkachenko were used. Passing the communicative training had a positive impact on the intercultural sensitivity of the studied teachers, contributing to the formation of their optimal and adequate attitude to intercultural differences and a more tolerant attitude towards representatives of other ethnic groups.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"2 1","pages":"450 - 473"},"PeriodicalIF":1.1,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79653254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/11356405.2023.2177007
Gulnar Khazhgaliyeva, Alena Gura, Olga Eremeeva, Ekaterina Belyaeva
ABSTRACT The paper determines the conditions of online learners’ social adjustment in a multicultural environment. The issue of finding an approach that would ensure adaptability and stability of personality in an entropic environment, as well as successful development and interaction in a multicultural space, gains newfound relevance. 177 students of the Yelabuga Institute of Kazan Federal University took part in the study. The developed course was delivered to the experimental group. The Student Adaptation to College Questionnaire was used to collect data. Improvements in the experimental group’s social adjustment indicators, derived in the course of statistical analysis of data, suggest the effectiveness of the methods used. Experimental validity of the effectiveness reveals the prospects for further research and implementation of the technology in the universities’ educational systems. The obtained data and coordination of conclusions with available research stipulate the need to study the issue of creation of unified competence and online training of instructors for a multicultural education system. The current article is quite relevant for further research on students’ adaptation in a multicultural environment, which is appropriate in a rapidly globalizing world, where everyone today needs a sufficient level of intercultural competence.
{"title":"Social adjustment of online learners in a multicultural environment (Ajuste social de los estudiantes de un programa en línea en un entorno multicultural)","authors":"Gulnar Khazhgaliyeva, Alena Gura, Olga Eremeeva, Ekaterina Belyaeva","doi":"10.1080/11356405.2023.2177007","DOIUrl":"https://doi.org/10.1080/11356405.2023.2177007","url":null,"abstract":"ABSTRACT The paper determines the conditions of online learners’ social adjustment in a multicultural environment. The issue of finding an approach that would ensure adaptability and stability of personality in an entropic environment, as well as successful development and interaction in a multicultural space, gains newfound relevance. 177 students of the Yelabuga Institute of Kazan Federal University took part in the study. The developed course was delivered to the experimental group. The Student Adaptation to College Questionnaire was used to collect data. Improvements in the experimental group’s social adjustment indicators, derived in the course of statistical analysis of data, suggest the effectiveness of the methods used. Experimental validity of the effectiveness reveals the prospects for further research and implementation of the technology in the universities’ educational systems. The obtained data and coordination of conclusions with available research stipulate the need to study the issue of creation of unified competence and online training of instructors for a multicultural education system. The current article is quite relevant for further research on students’ adaptation in a multicultural environment, which is appropriate in a rapidly globalizing world, where everyone today needs a sufficient level of intercultural competence.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"24 1","pages":"309 - 341"},"PeriodicalIF":1.1,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81289561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/11356405.2023.2180245
G. An, Mingwei. Shan
ABSTRACT Studying foreign languages for medical students is an indispensable requirement in today’s job market. The purpose of the study is to establish the advantages and effectiveness of using multimedia tools in teaching medical English. The study included 133 second-year medical students (79 young men and 54 young women) aged 19 to 21 years. At the end of the study, the total score for the final test in the experimental group was 38.6% higher compared to the baseline. In the control group, it was 21.2% higher with a statistically significant intergroup difference. The final score for writing and grammar in the experimental group increased by 29.9 and 21.9% compared to the baseline and the control group, respectively. The use of multimedia tools in teaching English to medical students is highly effective and contributes to improved speaking, listening skills and long-term memorization of new information. Multimedia tools also increase the interest and motivation of medical students in learning English.
{"title":"The application of medical professional English multimedia teaching in clinical education (Enseñanza multimedia del inglés médico profesional en la educación sanitaria)","authors":"G. An, Mingwei. Shan","doi":"10.1080/11356405.2023.2180245","DOIUrl":"https://doi.org/10.1080/11356405.2023.2180245","url":null,"abstract":"ABSTRACT Studying foreign languages for medical students is an indispensable requirement in today’s job market. The purpose of the study is to establish the advantages and effectiveness of using multimedia tools in teaching medical English. The study included 133 second-year medical students (79 young men and 54 young women) aged 19 to 21 years. At the end of the study, the total score for the final test in the experimental group was 38.6% higher compared to the baseline. In the control group, it was 21.2% higher with a statistically significant intergroup difference. The final score for writing and grammar in the experimental group increased by 29.9 and 21.9% compared to the baseline and the control group, respectively. The use of multimedia tools in teaching English to medical students is highly effective and contributes to improved speaking, listening skills and long-term memorization of new information. Multimedia tools also increase the interest and motivation of medical students in learning English.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"23 1","pages":"474 - 500"},"PeriodicalIF":1.1,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80862165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/11356405.2023.2180244
Deok-ho Jang, H. Han, David Kellogg
ABSTRACT Spinoza believed that minds were merely ideas, and ‘ideas of ideas’ held by bodies. Vygotsky presented it the other way around: bodies are minds that act on the environment and on themselves. In this paper, we combine these two perspectives to tackle three questions teachers, parents and adolescents themselves often have. First, what role do interests and concepts play? Second, what about emotion? Third, what does love have to do with sex? To answer, we analyse some telling classroom anecdotes, seek a synthesis of Spinoza’s monism with Vygotsky’s materialist version of Soviet ‘sexual enlightenment’ and undertake a linguistic analysis of recent sex education material in South Korea. We also offer a few sample lessons that take an expansive, Spinozian view of health/ethics and a Vygotskyan view of the adolescent transition from mere ideas of bodies to bodies of ideas such as profession, personality and partnership.
{"title":"The ideas of our bodies: Spinoza’s monism and Vygotsky’s multi-disciplinary sex education (Las ideas del cuerpo: el monismo de Spinoza y la educación sexual multidisciplinar de Vygotsky)","authors":"Deok-ho Jang, H. Han, David Kellogg","doi":"10.1080/11356405.2023.2180244","DOIUrl":"https://doi.org/10.1080/11356405.2023.2180244","url":null,"abstract":"ABSTRACT Spinoza believed that minds were merely ideas, and ‘ideas of ideas’ held by bodies. Vygotsky presented it the other way around: bodies are minds that act on the environment and on themselves. In this paper, we combine these two perspectives to tackle three questions teachers, parents and adolescents themselves often have. First, what role do interests and concepts play? Second, what about emotion? Third, what does love have to do with sex? To answer, we analyse some telling classroom anecdotes, seek a synthesis of Spinoza’s monism with Vygotsky’s materialist version of Soviet ‘sexual enlightenment’ and undertake a linguistic analysis of recent sex education material in South Korea. We also offer a few sample lessons that take an expansive, Spinozian view of health/ethics and a Vygotskyan view of the adolescent transition from mere ideas of bodies to bodies of ideas such as profession, personality and partnership.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"16 1","pages":"384 - 419"},"PeriodicalIF":1.1,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77266616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1080/11356405.2023.2180584
Yijun Hao, Jiangbo Hu
Theoretically and methodologically guided by the concept of perezhivanie as a unit of human consciousness, this study explores the changes of a child’s consciousness on something, with a focus on instances of repetitiveness found during everyday family play. Two families from mainland China with three-year-old children participated in this study. A total of 56 hours and 40 minutes of visual data were collected through digital video observations and parent interviews. Findings from one family were reported here to better analyse the differences in a child’s perezhivanie when he kept doing the same play. The child’s re-living in play indicated the changes in his dramatic imaginative actions (defined as a child’s perezhivanie and methodologically, which means the unit of the child’s consciousness in play) wherein how the child continually reorganized his imaginary formations could be refracted. We argue that the changes of a child’s perezhivanie around the same event are meaningful as foregrounding to better understand their refraction process. This contributes to further conceptualization and theorization of children’s development of consciousness.
{"title":"‘Re-living’ in play: a cultural-historical study of the child’s repetitiveness through the concept of ‘perezhivanie’ as a unit of consciousness (<i>La recreación infantil en el juego: un estudio histórico-cultural de la repetitividad infantil mediante el concepto</i> ‘<i>perezhivanie</i>’ <i>como unidad de conciencia</i>)","authors":"Yijun Hao, Jiangbo Hu","doi":"10.1080/11356405.2023.2180584","DOIUrl":"https://doi.org/10.1080/11356405.2023.2180584","url":null,"abstract":"Theoretically and methodologically guided by the concept of perezhivanie as a unit of human consciousness, this study explores the changes of a child’s consciousness on something, with a focus on instances of repetitiveness found during everyday family play. Two families from mainland China with three-year-old children participated in this study. A total of 56 hours and 40 minutes of visual data were collected through digital video observations and parent interviews. Findings from one family were reported here to better analyse the differences in a child’s perezhivanie when he kept doing the same play. The child’s re-living in play indicated the changes in his dramatic imaginative actions (defined as a child’s perezhivanie and methodologically, which means the unit of the child’s consciousness in play) wherein how the child continually reorganized his imaginary formations could be refracted. We argue that the changes of a child’s perezhivanie around the same event are meaningful as foregrounding to better understand their refraction process. This contributes to further conceptualization and theorization of children’s development of consciousness.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135529185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/11356405.2023.2177006
Hongzhi Yang, Lina Markauskaite
ABSTRACT Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhivanie to develop an integrative framework for analysing the development of teachers’ dispositions within social situations. It illustrates the value of this framework by showing how pre-service teachers’ dispositions have been changing in relation to different contexts of practical teaching experience. Data included individual interviews, reflection journals and teaching resources from 11 pre-service teachers during two practicums. The detailed cases of two pre-service teachers are used to illustrate how the main elements of their dispositions — sensitivity, agency and inclination — are mediated by their perezhivanie and interact with each other and specific social situations.
{"title":"A sociocultural framework for exploring pre-service teacher dispositions: the role of experience and situation (Un enfoque sociocultural para el estudio de las tendencias de los profesores en prácticas: el papel de la experiencia y la situación)","authors":"Hongzhi Yang, Lina Markauskaite","doi":"10.1080/11356405.2023.2177006","DOIUrl":"https://doi.org/10.1080/11356405.2023.2177006","url":null,"abstract":"ABSTRACT Teacher dispositions are important to teacher education. Although research recognizes the importance of context and experience in shaping pre-service teachers’ dispositions, the relationship between them and dispositions needs to be conceptualized and elucidated. This paper draws on Vygotsky’s concept of perezhivanie to develop an integrative framework for analysing the development of teachers’ dispositions within social situations. It illustrates the value of this framework by showing how pre-service teachers’ dispositions have been changing in relation to different contexts of practical teaching experience. Data included individual interviews, reflection journals and teaching resources from 11 pre-service teachers during two practicums. The detailed cases of two pre-service teachers are used to illustrate how the main elements of their dispositions — sensitivity, agency and inclination — are mediated by their perezhivanie and interact with each other and specific social situations.","PeriodicalId":51688,"journal":{"name":"Culture and Education","volume":"87 1","pages":"342 - 383"},"PeriodicalIF":1.1,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81279918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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