Pub Date : 2024-01-08DOI: 10.3389/feduc.2023.1276439
Tatsushi Fukaya, Mari Fukuda, Masayuki Suzuki
Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teaching experience) and psychological variables (beliefs about teaching and learning and teacher efficacy) examined in previous studies, this study attempted to clarify whether motivation for teaching is related to PCK. We conducted a web survey of in-service elementary school teachers in Japan (n = 267). The results showed that the traditional beliefs that students are to be controlled by their teachers and indifference, which describes a state of lack of motivation to prepare for class, were negatively associated with two elements of mathematical PCK (knowledge of learners and knowledge of instruction). Furthermore, multiple regression analysis revealed that traditional beliefs about teaching and learning were negatively associated with the knowledge of learners and indifference to subject instruction with knowledge of instruction. This suggests that teachers’ motivation for teaching is related to PCK, in addition to the variables that have been previously examined.
{"title":"Relationship between mathematical pedagogical content knowledge, beliefs, and motivation of elementary school teachers","authors":"Tatsushi Fukaya, Mari Fukuda, Masayuki Suzuki","doi":"10.3389/feduc.2023.1276439","DOIUrl":"https://doi.org/10.3389/feduc.2023.1276439","url":null,"abstract":"Pedagogical content knowledge (PCK) is one form of teachers’ professional knowledge in subject teaching, and teachers’ rich PCK enables effective instruction and improves students’ academic performance. However, there has been limited research on the relationships of individual difference characteristics of teachers to PCK among in-service elementary school teachers. Therefore, in addition to the demographic variables (gender and years of teaching experience) and psychological variables (beliefs about teaching and learning and teacher efficacy) examined in previous studies, this study attempted to clarify whether motivation for teaching is related to PCK. We conducted a web survey of in-service elementary school teachers in Japan (n = 267). The results showed that the traditional beliefs that students are to be controlled by their teachers and indifference, which describes a state of lack of motivation to prepare for class, were negatively associated with two elements of mathematical PCK (knowledge of learners and knowledge of instruction). Furthermore, multiple regression analysis revealed that traditional beliefs about teaching and learning were negatively associated with the knowledge of learners and indifference to subject instruction with knowledge of instruction. This suggests that teachers’ motivation for teaching is related to PCK, in addition to the variables that have been previously examined.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"54 29","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447157","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 : 2024-01-08DOI: 10.3389/feduc.2023.1304918
Daniel Then, Sanna Pohlmann-Rother
The transition to school is a key juncture in an individual’s educational trajectory, with far-reaching effects on the development of children and their families. Successful transitions require flexibility in the design of the transition process, addressing the needs of the persons involved in an adaptive manner. Adaptivity is also considered crucial for the success of inclusive transitions. However, a systematic breakdown of the aspects that characterize the concept of adaptivity in the context of inclusive school entry is not available at this point. This article therefore provides a conceptualization of adaptivity in the inclusive transition to school as well as a review of the current literature focusing this topic. The goal is to develop a model that structures the various aspects of adaptivity at school entry and offers an overview of the way these aspects are important to design the transition successfully according to current findings of empirical research. Building on a concept of transitions informed by ecological systems theory, we are guided by the assumption that adaptivity at transition to school may occur in three forms: as a feature of the persons involved in the transition; as a feature of the processes that moderate the course of the transition; and as a feature of the structures that frame the transition. Based on this distinction, we develop a model that presents adaptivity in the inclusive transition to school.
{"title":"Adaptivity in the inclusive transition to school","authors":"Daniel Then, Sanna Pohlmann-Rother","doi":"10.3389/feduc.2023.1304918","DOIUrl":"https://doi.org/10.3389/feduc.2023.1304918","url":null,"abstract":"The transition to school is a key juncture in an individual’s educational trajectory, with far-reaching effects on the development of children and their families. Successful transitions require flexibility in the design of the transition process, addressing the needs of the persons involved in an adaptive manner. Adaptivity is also considered crucial for the success of inclusive transitions. However, a systematic breakdown of the aspects that characterize the concept of adaptivity in the context of inclusive school entry is not available at this point. This article therefore provides a conceptualization of adaptivity in the inclusive transition to school as well as a review of the current literature focusing this topic. The goal is to develop a model that structures the various aspects of adaptivity at school entry and offers an overview of the way these aspects are important to design the transition successfully according to current findings of empirical research. Building on a concept of transitions informed by ecological systems theory, we are guided by the assumption that adaptivity at transition to school may occur in three forms: as a feature of the persons involved in the transition; as a feature of the processes that moderate the course of the transition; and as a feature of the structures that frame the transition. Based on this distinction, we develop a model that presents adaptivity in the inclusive transition to school.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"51 8","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445763","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 : 2024-01-08DOI: 10.3389/feduc.2023.1251223
David Heyne, Carolyn Gentle-Genitty, Glenn A. Melvin, G. Keppens, Catriona O’Toole, Lisa McKay-Brown
In a world characterized by dynamic demographic shifts, rapid technological transformations, and evolving pedagogical practices, the need for reimagining school attendance and a relationship with education has become paramount. This Research Topic, boldly titled “The Unlearning of School Attendance: Ideas for Change,” compels us to challenge conventional thinking and working in this domain. The collection of 12 articles offers compelling opportunities for change, ranging from subtle recalibrations to radical overhauls, depending on the extent to which our current ideas and methods have grown outdated. This opening article serves as a thematic guide, curating the diverse prospects for transformation found within the collection. Four themes encourage us to reconceptualize school attendance and a relationship with education, while another four themes inspire new ways of working in this realm. Furthermore, we explore the pivotal role of the International Network for School Attendance (INSA) in facilitating change, as it strives to foster relationships with education, forge alliances among interested parties, and promote interdisciplinary research. As you engage with this article and the other 12 contributions in this collection, we invite you to reflect on your current ideas and methods, embracing the call for transformative change with compassion and a strong sense of purpose. Together, we can shape a future where school attendance and engagement with learning thrive in harmony with our evolving world.
{"title":"Embracing change: from recalibration to radical overhaul for the field of school attendance","authors":"David Heyne, Carolyn Gentle-Genitty, Glenn A. Melvin, G. Keppens, Catriona O’Toole, Lisa McKay-Brown","doi":"10.3389/feduc.2023.1251223","DOIUrl":"https://doi.org/10.3389/feduc.2023.1251223","url":null,"abstract":"In a world characterized by dynamic demographic shifts, rapid technological transformations, and evolving pedagogical practices, the need for reimagining school attendance and a relationship with education has become paramount. This Research Topic, boldly titled “The Unlearning of School Attendance: Ideas for Change,” compels us to challenge conventional thinking and working in this domain. The collection of 12 articles offers compelling opportunities for change, ranging from subtle recalibrations to radical overhauls, depending on the extent to which our current ideas and methods have grown outdated. This opening article serves as a thematic guide, curating the diverse prospects for transformation found within the collection. Four themes encourage us to reconceptualize school attendance and a relationship with education, while another four themes inspire new ways of working in this realm. Furthermore, we explore the pivotal role of the International Network for School Attendance (INSA) in facilitating change, as it strives to foster relationships with education, forge alliances among interested parties, and promote interdisciplinary research. As you engage with this article and the other 12 contributions in this collection, we invite you to reflect on your current ideas and methods, embracing the call for transformative change with compassion and a strong sense of purpose. Together, we can shape a future where school attendance and engagement with learning thrive in harmony with our evolving world.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"53 12","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447327","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 : 2024-01-08DOI: 10.3389/feduc.2023.1330405
Scott B. Greeves, Mustafa Oz
YouTube is widely adopted in educational settings because it can support a variety of learning practices. However, unlike traditional learning resources, YouTube videos lack a standardized quality assurance process, posing a significant concern for educational users. The responsibility of identifying suitable educational content falls on the individual user as they navigate the site and select videos. Despite its importance, the multi-step process of video selection remains poorly understood among educational users. While it is established that most users begin with a keyword search for their topic of interest, there is limited empirical evidence on how users deliberate between returned video options, considering features such as view count and comment section sentiment, to make an informed video selection. To address this knowledge gap, this study surveyed college (1) instructors (N = 61) and (2) students (N = 300) to compare their prioritization of ten YouTube video features in relation to video selection. The results revealed fundamental similarities in their prioritization of key aspects such as accuracy, content creators’ expertise, video duration, and style. However, the analyses also suggest that instructors and students may value differing platform affordances across YouTube’s features.
{"title":"YouTube in higher education: comparing student and instructor perceptions and practices","authors":"Scott B. Greeves, Mustafa Oz","doi":"10.3389/feduc.2023.1330405","DOIUrl":"https://doi.org/10.3389/feduc.2023.1330405","url":null,"abstract":"YouTube is widely adopted in educational settings because it can support a variety of learning practices. However, unlike traditional learning resources, YouTube videos lack a standardized quality assurance process, posing a significant concern for educational users. The responsibility of identifying suitable educational content falls on the individual user as they navigate the site and select videos. Despite its importance, the multi-step process of video selection remains poorly understood among educational users. While it is established that most users begin with a keyword search for their topic of interest, there is limited empirical evidence on how users deliberate between returned video options, considering features such as view count and comment section sentiment, to make an informed video selection. To address this knowledge gap, this study surveyed college (1) instructors (N = 61) and (2) students (N = 300) to compare their prioritization of ten YouTube video features in relation to video selection. The results revealed fundamental similarities in their prioritization of key aspects such as accuracy, content creators’ expertise, video duration, and style. However, the analyses also suggest that instructors and students may value differing platform affordances across YouTube’s features.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"27 24","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445132","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 : 2024-01-08DOI: 10.3389/feduc.2023.1305747
Enes Gök, Burak Aydin
The study aims to explore the effect of the type of higher education institution on students’ engagement. The meta-analyses of multilevel regression coefficients revealed significant relationships between the type of higher education institution and student engagement indicators across the years from 2013 to 2019. Comparing different types of higher education institutions with the base category, our findings revealed significant differences in effective teaching practices, discussion with diverse others, and student-faculty interaction consistent throughout the years. These findings are expected to provide insights for institutional administrators, policymakers, and researchers given that student engagement in higher education has become an indicator of quality all around the world.
{"title":"The explanatory power of Carnegie Classification in predicting engagement indicators: a multilevel analysis","authors":"Enes Gök, Burak Aydin","doi":"10.3389/feduc.2023.1305747","DOIUrl":"https://doi.org/10.3389/feduc.2023.1305747","url":null,"abstract":"The study aims to explore the effect of the type of higher education institution on students’ engagement. The meta-analyses of multilevel regression coefficients revealed significant relationships between the type of higher education institution and student engagement indicators across the years from 2013 to 2019. Comparing different types of higher education institutions with the base category, our findings revealed significant differences in effective teaching practices, discussion with diverse others, and student-faculty interaction consistent throughout the years. These findings are expected to provide insights for institutional administrators, policymakers, and researchers given that student engagement in higher education has become an indicator of quality all around the world.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"17 18","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445381","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 : 2024-01-08DOI: 10.3389/feduc.2023.1295500
Pablo Muñoz-Muñoz, Jorge Ortuño-Molina, Sebastián Molina-Puche
This paper concerns with the importance of traditional and extra-academic sources of knowledge in the configuration of historical culture of Spanish adolescents. To conduct the research, a descriptive phenomenological approach has been designed by analyzing the responses of forty-eight students to a semi-structured interview in which they had to choose 5 characters of contemporary history and indicate the origin of the information. The results show the high coincidence about who are historical significant characters: males and politicians, coincident with other studies conducted in Spain and other countries of the near sociocultural context. The degree of coincidence can be considered as a homogeneous image of the historical culture of the participants. In that sense, there is a high rate of coincidence in the source where this vision of history is mainly generated: the history classroom. The information obtained leads us to confirm the need to reflect on the important stereotypes generated after many decades of formal history teaching with contents far from a necessary critical review. For this reason, it is necessary to reorient the teaching of history to provide a better critical reasoning about how the past is used to understand current societies (ontological perspective) along with how we know about the past (epistemological perspective).
{"title":"The influence of transmedia and extra-academic narratives on the formation of the historical culture of high school students","authors":"Pablo Muñoz-Muñoz, Jorge Ortuño-Molina, Sebastián Molina-Puche","doi":"10.3389/feduc.2023.1295500","DOIUrl":"https://doi.org/10.3389/feduc.2023.1295500","url":null,"abstract":"This paper concerns with the importance of traditional and extra-academic sources of knowledge in the configuration of historical culture of Spanish adolescents. To conduct the research, a descriptive phenomenological approach has been designed by analyzing the responses of forty-eight students to a semi-structured interview in which they had to choose 5 characters of contemporary history and indicate the origin of the information. The results show the high coincidence about who are historical significant characters: males and politicians, coincident with other studies conducted in Spain and other countries of the near sociocultural context. The degree of coincidence can be considered as a homogeneous image of the historical culture of the participants. In that sense, there is a high rate of coincidence in the source where this vision of history is mainly generated: the history classroom. The information obtained leads us to confirm the need to reflect on the important stereotypes generated after many decades of formal history teaching with contents far from a necessary critical review. For this reason, it is necessary to reorient the teaching of history to provide a better critical reasoning about how the past is used to understand current societies (ontological perspective) along with how we know about the past (epistemological perspective).","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"6 10","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139446902","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 : 2024-01-08DOI: 10.3389/feduc.2023.1277218
Rano Zakirova-Engstrand, Jenny Wilder
Compared to other countries, Sweden did not introduce sudden lockdowns and school closures during the COVID-19 pandemic. Instead, the country chose a less restrictive approach to managing the pandemic, such as staying at home with any symptoms of cold or COVID-19, washing hands, and maintaining social distancing. Preschools and compulsory schools remained open. In this context, limited evidence exists about how Swedish families of students with special educational needs and disabilities (SEND) experienced collaboration with school professionals to support their children during the COVID-19, and how the pandemic affected parents’ perceptions of quality of their family life. The present study investigated parental perceptions of satisfaction with family-school collaboration and with family quality of life during the COVID-19 pandemic.Twenty-six parents of students with SEND who attended general lower secondary schools (grades 7-9) completed a survey using three measures: the demographic questionnaire, the Beach Center Family Quality of Life scale (FQOL), and the Family-School Collaboration scale – the adapted version of the original Beach Center Family-Professional Partnership Scale. Descriptive statistics, Pearson correlations were used to analyse data.Parents felt less satisfied with family-school collaboration related to child-oriented aspects; they were least satisfied with their emotional well-being aspect of family quality of life. Strong, significant and positive associations were found between family-school collaboration and disability-related support aspect of FQOL.The findings point to the importance of family-school partnerships in promoting students’ positive school achievements, and in enhancing FQOL. The findings have practical implications for professional development of pre- and in-service teachers within the existing curricula of teacher preparation programs. Implications for further research are discussed given the study’s small sample size and challenges in recruitment of participants.
{"title":"Family quality of life and family-school collaboration during the COVID-19 pandemic: perceptions of Swedish parents of adolescents with special educational needs","authors":"Rano Zakirova-Engstrand, Jenny Wilder","doi":"10.3389/feduc.2023.1277218","DOIUrl":"https://doi.org/10.3389/feduc.2023.1277218","url":null,"abstract":"Compared to other countries, Sweden did not introduce sudden lockdowns and school closures during the COVID-19 pandemic. Instead, the country chose a less restrictive approach to managing the pandemic, such as staying at home with any symptoms of cold or COVID-19, washing hands, and maintaining social distancing. Preschools and compulsory schools remained open. In this context, limited evidence exists about how Swedish families of students with special educational needs and disabilities (SEND) experienced collaboration with school professionals to support their children during the COVID-19, and how the pandemic affected parents’ perceptions of quality of their family life. The present study investigated parental perceptions of satisfaction with family-school collaboration and with family quality of life during the COVID-19 pandemic.Twenty-six parents of students with SEND who attended general lower secondary schools (grades 7-9) completed a survey using three measures: the demographic questionnaire, the Beach Center Family Quality of Life scale (FQOL), and the Family-School Collaboration scale – the adapted version of the original Beach Center Family-Professional Partnership Scale. Descriptive statistics, Pearson correlations were used to analyse data.Parents felt less satisfied with family-school collaboration related to child-oriented aspects; they were least satisfied with their emotional well-being aspect of family quality of life. Strong, significant and positive associations were found between family-school collaboration and disability-related support aspect of FQOL.The findings point to the importance of family-school partnerships in promoting students’ positive school achievements, and in enhancing FQOL. The findings have practical implications for professional development of pre- and in-service teachers within the existing curricula of teacher preparation programs. Implications for further research are discussed given the study’s small sample size and challenges in recruitment of participants.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"57 50","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447145","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 : 2024-01-08DOI: 10.3389/feduc.2023.1242285
Tahani Aldahdouh, N. Al-Masri, Sanaa Abou-dagga, Alaa AlDahdouh
What we know about the development of online teaching expertise during the COVID-19 pandemic is scarce. Current research has concentrated primarily on the obstacles encountered by university teachers, leaving a significant gap in our understanding of the strategies they employ not only to survive but to flourish in online teaching. Furthermore, there is a significant bias toward Western perspectives in existing research and it remains unclear whether Western theories of expertise development are relevant in deprived, fragile, and conflict-affected contexts. The current study set out to explore how university teachers developed their online teaching expertise during the COVID-19 pandemic in the Palestinian context. Narrative episode interviews were conducted with 16 university teachers working at a Palestinian higher education institution in Gaza city. Thematic analysis revealed five themes of online teaching expertise development: domain, mechanisms, motives, consequences, and emotions. Implications for practitioners and administrators are discussed together with future research directions.
{"title":"Development of online teaching expertise in fragile and conflict-affected contexts","authors":"Tahani Aldahdouh, N. Al-Masri, Sanaa Abou-dagga, Alaa AlDahdouh","doi":"10.3389/feduc.2023.1242285","DOIUrl":"https://doi.org/10.3389/feduc.2023.1242285","url":null,"abstract":"What we know about the development of online teaching expertise during the COVID-19 pandemic is scarce. Current research has concentrated primarily on the obstacles encountered by university teachers, leaving a significant gap in our understanding of the strategies they employ not only to survive but to flourish in online teaching. Furthermore, there is a significant bias toward Western perspectives in existing research and it remains unclear whether Western theories of expertise development are relevant in deprived, fragile, and conflict-affected contexts. The current study set out to explore how university teachers developed their online teaching expertise during the COVID-19 pandemic in the Palestinian context. Narrative episode interviews were conducted with 16 university teachers working at a Palestinian higher education institution in Gaza city. Thematic analysis revealed five themes of online teaching expertise development: domain, mechanisms, motives, consequences, and emotions. Implications for practitioners and administrators are discussed together with future research directions.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"47 2","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447403","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 : 2024-01-05DOI: 10.3389/feduc.2023.1291971
Manal Hendawi, M. Nosair, S. Qadhi, Mamduh Ashraah
The study aims to assess the students’ views in the field training about the educational preparation program in social studies at Qatar University. The research is grounded in the adult learning theory as it involves the adult learning behaviors toward an educator preparation program.Primary quantitative research design is set up in the study to analyze the students’ views. Moreover, a questionnaire is administered to gauge the opinions on six dimensions relevant to the Educational Preparation Programs (EPP). Finally, a descriptive research approach is used where the responses from 239 males and females were both included in the study [Male = 41 (17.2%), Female = 198 (82.8%)] students teachers are analyzed. The researchers also used interviews with 30 female students to reach their opinion about the efficiency of the teacher preparation program that they studied for 4 years at the university.According to current study results, the demographic factors do not impact the views of the field-training students in the social studies about the EPP in Qatar University.The results raise the question of a potential that teachers’ self-efficacy and characteristics of EPP should be added in the dimensions for which the students’ views are gauged in future studies.
{"title":"The effectiveness of the educational preparation program from the point of view of field training students specializing in social studies","authors":"Manal Hendawi, M. Nosair, S. Qadhi, Mamduh Ashraah","doi":"10.3389/feduc.2023.1291971","DOIUrl":"https://doi.org/10.3389/feduc.2023.1291971","url":null,"abstract":"The study aims to assess the students’ views in the field training about the educational preparation program in social studies at Qatar University. The research is grounded in the adult learning theory as it involves the adult learning behaviors toward an educator preparation program.Primary quantitative research design is set up in the study to analyze the students’ views. Moreover, a questionnaire is administered to gauge the opinions on six dimensions relevant to the Educational Preparation Programs (EPP). Finally, a descriptive research approach is used where the responses from 239 males and females were both included in the study [Male = 41 (17.2%), Female = 198 (82.8%)] students teachers are analyzed. The researchers also used interviews with 30 female students to reach their opinion about the efficiency of the teacher preparation program that they studied for 4 years at the university.According to current study results, the demographic factors do not impact the views of the field-training students in the social studies about the EPP in Qatar University.The results raise the question of a potential that teachers’ self-efficacy and characteristics of EPP should be added in the dimensions for which the students’ views are gauged in future studies.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"6 6","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381167","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 : 2024-01-05DOI: 10.3389/feduc.2023.1289424
Anna-Marie Pelser
Doctoral education in Africa is a rigorous journey that demands unwavering commitment from both students and mentors. It involves original research aimed at contributing new knowledge to the academic realm, making it a formidable scholarly pursuit. The pivotal players in this endeavor are the students, their mentors, and the higher education institutions. This paper delves into the strategies and recommendations for enhancing excellence in doctoral education across Africa. One significant approach is fostering entrepreneurship among doctoral students, empowering them to develop businesses and cultivating an innovative culture to broaden their career prospects. Additionally, robust academic support systems play a crucial role, encompassing services like academic writing centers, article writing workshops, and well-structured mentoring programs. These resources bolster research and writing skills, aid in crafting research proposals, and facilitate publishing, thereby boosting students’ self-esteem. International partnerships offer opportunities for academic mobility, through scholarships, exchange programs, and funding. This international exposure fosters cross-cultural understanding and academic excellence. Collaborations, both with academia and industry, enable problem-solving and interdisciplinary research, further enriching the doctoral experience. Exchange programs serve dual purposes by providing funding and ensuring quality standards are met in doctoral programs. These measures collectively contribute to the advancement of excellence in doctoral education in Africa, nurturing a skilled workforce capable of driving innovation and development on the continent. This theoretical paper relies on extensive scrutiny of reputable sources and accredited journals. The findings emphasize the significance of collaborations and academic support systems in achieving academic success, which, in turn, leads to entrepreneurship, job creation, and wealth generation. Adequate funding and motivated supervisors and students are foundational elements for a thriving doctoral program. Overall, these interventions and recommendations pave the way for Africa’s doctoral students to reach their full potential, contributing to the continent’s growth and prosperity.
{"title":"Synergistic advancements: fostering collaborative excellence in doctoral education","authors":"Anna-Marie Pelser","doi":"10.3389/feduc.2023.1289424","DOIUrl":"https://doi.org/10.3389/feduc.2023.1289424","url":null,"abstract":"Doctoral education in Africa is a rigorous journey that demands unwavering commitment from both students and mentors. It involves original research aimed at contributing new knowledge to the academic realm, making it a formidable scholarly pursuit. The pivotal players in this endeavor are the students, their mentors, and the higher education institutions. This paper delves into the strategies and recommendations for enhancing excellence in doctoral education across Africa. One significant approach is fostering entrepreneurship among doctoral students, empowering them to develop businesses and cultivating an innovative culture to broaden their career prospects. Additionally, robust academic support systems play a crucial role, encompassing services like academic writing centers, article writing workshops, and well-structured mentoring programs. These resources bolster research and writing skills, aid in crafting research proposals, and facilitate publishing, thereby boosting students’ self-esteem. International partnerships offer opportunities for academic mobility, through scholarships, exchange programs, and funding. This international exposure fosters cross-cultural understanding and academic excellence. Collaborations, both with academia and industry, enable problem-solving and interdisciplinary research, further enriching the doctoral experience. Exchange programs serve dual purposes by providing funding and ensuring quality standards are met in doctoral programs. These measures collectively contribute to the advancement of excellence in doctoral education in Africa, nurturing a skilled workforce capable of driving innovation and development on the continent. This theoretical paper relies on extensive scrutiny of reputable sources and accredited journals. The findings emphasize the significance of collaborations and academic support systems in achieving academic success, which, in turn, leads to entrepreneurship, job creation, and wealth generation. Adequate funding and motivated supervisors and students are foundational elements for a thriving doctoral program. Overall, these interventions and recommendations pave the way for Africa’s doctoral students to reach their full potential, contributing to the continent’s growth and prosperity.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"31 49","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382625","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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