International journal of educational research open最新文献

英文中文

Teacher identity continuum: A framework for teacher identity shifts online

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-16 DOI: 10.1016/j.ijedro.2024.100411

Amira El-Soussi

In March 2020, due to COVID-19, English faculty in higher education institutions (HEI) in the United Arab Emirates (UAE) had to migrate to and administer online courses despite limited familiarity and training in online delivery. Moving online, teachers had to negotiate their long-held beliefs, teaching practices and roles as they navigated a new educational context, thus further reinterpreting their professional identities. In the face of change, teachers may experience a sense of insecurity that influences their identity development, and research is still early in understanding teacher identity formation, factors impacting identity changes, and the role of identities in teachers’ motivation and learning (Schutz et al., 2018). Therefore, this research draws on identity theory to examine how 14 English faculty members in HEIs in the UAE negotiated their beliefs, roles, and practices as they shifted online due to the pandemic. Through a qualitative exploratory multimethod approach, including mind maps and semi-structured interviews, and thematic analysis, my findings led to the development of a new framework instrumental in understanding the reshaping of teacher identities through the forced transition from FTF to online teaching. My research positioned teachers’ online identities on a Teacher Identity Continuum (TIC) with Digital Adapters, Digital Resisters, and Digital Ambivalents, including a spectrum of related beliefs, roles and practices. This framework has several practical implications for teachers, teacher education, and institutional leadership as they manage transitions and times of change.

{"title":"Teacher identity continuum: A framework for teacher identity shifts online","authors":"Amira El-Soussi","doi":"10.1016/j.ijedro.2024.100411","DOIUrl":"10.1016/j.ijedro.2024.100411","url":null,"abstract":"<div><div>In March 2020, due to COVID-19, English faculty in higher education institutions (HEI) in the United Arab Emirates (UAE) had to migrate to and administer online courses despite limited familiarity and training in online delivery. Moving online, teachers had to negotiate their long-held beliefs, teaching practices and roles as they navigated a new educational context, thus further reinterpreting their professional identities. In the face of change, teachers may experience a sense of insecurity that influences their identity development, and research is still early in understanding teacher identity formation, factors impacting identity changes, and the role of identities in teachers’ motivation and learning (Schutz et al., 2018). Therefore, this research draws on identity theory to examine how 14 English faculty members in HEIs in the UAE negotiated their beliefs, roles, and practices as they shifted online due to the pandemic. Through a qualitative exploratory multimethod approach, including mind maps and semi-structured interviews, and thematic analysis, my findings led to the development of a new framework instrumental in understanding the reshaping of teacher identities through the forced transition from FTF to online teaching. My research positioned teachers’ online identities on a <em>Teacher Identity Continuum (</em>TIC<em>)</em> with <strong><em>Digital Adapters, Digital Resisters</em></strong>, and <strong><em>Digital Ambivalents</em></strong>, including a spectrum of related beliefs, roles and practices. This framework has several practical implications for teachers, teacher education, and institutional leadership as they manage transitions and times of change.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100411"},"PeriodicalIF":0.0,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School-based teacher educators’ experiences of collaboration in field practice

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-12 DOI: 10.1016/j.ijedro.2024.100415

Karen Birgitte Dille, Lise Vikan Sandvik, Even Einum

This study explores Norwegian school-based teacher educators´ (SBTEs) experiences of tripartite collaboration in teacher education. Using a mixed-method approach, the study combines quantitative survey data (n = 242) with qualitative insights from reflective journals (n = 21). Despite governmental directives on facilitating third-space activity in teacher education, the findings reveal a considerable discrepancy between trends and actual practices. Most SBTEs work alone and lack arenas to collaborate, both within their partner schools and with the university. The study underscores the importance of mentoring competence, and structured third-space activities to enhance the quality of teacher education. Closer attention to the role of school leadership and mentor education programmes can be key factors in fostering enhanced collaboration and coherence among different parties.

引用次数: 0

The genesis and prevalence of the HyFlex model: A systematic review and bibliometric analysis

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-05 DOI: 10.1016/j.ijedro.2024.100410

Mehul Mahrishi , Asad Abbas , Mohammad Khubeb Siddiqui , Suliman Aladhadh

Adopting technology-driven educational models has witnessed a remarkable surge in recent years, with the Hybrid Flexible (HyFlex) model emerging as a prominent pedagogical approach. The HyFlex model combines face-to-face and remote learning techniques, offering flexibility for students with health concerns, travel restrictions, or personal circumstances. This systematic review and bibliometric analysis explore the genesis and prevalence of the HyFlex model in higher education. The study begins by tracing the historical development of the HyFlex model, shedding light on its origins, evolution, and the key pioneers who contributed to its conceptualization. By scrutinizing 51 papers from an extensive Scopus dataset, this review uses the standard PRISMA systematic guidelines to identify the critical milestones and paradigm shifts that have shaped the HyFlex model. Furthermore, utilizing bibliometric techniques using R-Studio, this study maps the dissemination of research on the HyFlex model, highlighting the research trends, the geographical distribution of scholarly work, influential authors, and critical research themes to provide a comprehensive overview of the current state of research. The findings underscore the transformative potential of this educational approach and implicate the need for continuous adaptation in terms of infrastructure and digital tools. Furthermore, the study suggests linking the global classroom concept with the HyFlex environment for internationalization and benchmarking.

{"title":"The genesis and prevalence of the HyFlex model: A systematic review and bibliometric analysis","authors":"Mehul Mahrishi , Asad Abbas , Mohammad Khubeb Siddiqui , Suliman Aladhadh","doi":"10.1016/j.ijedro.2024.100410","DOIUrl":"10.1016/j.ijedro.2024.100410","url":null,"abstract":"<div><div>Adopting technology-driven educational models has witnessed a remarkable surge in recent years, with the Hybrid Flexible (HyFlex) model emerging as a prominent pedagogical approach. The HyFlex model combines face-to-face and remote learning techniques, offering flexibility for students with health concerns, travel restrictions, or personal circumstances. This systematic review and bibliometric analysis explore the genesis and prevalence of the HyFlex model in higher education. The study begins by tracing the historical development of the HyFlex model, shedding light on its origins, evolution, and the key pioneers who contributed to its conceptualization. By scrutinizing 51 papers from an extensive Scopus dataset, this review uses the standard PRISMA systematic guidelines to identify the critical milestones and paradigm shifts that have shaped the HyFlex model. Furthermore, utilizing bibliometric techniques using R-Studio, this study maps the dissemination of research on the HyFlex model, highlighting the research trends, the geographical distribution of scholarly work, influential authors, and critical research themes to provide a comprehensive overview of the current state of research. The findings underscore the transformative potential of this educational approach and implicate the need for continuous adaptation in terms of infrastructure and digital tools. Furthermore, the study suggests linking the global classroom concept with the HyFlex environment for internationalization and benchmarking.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100410"},"PeriodicalIF":0.0,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143140840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-04 DOI: 10.1016/j.ijedro.2024.100407

David Addae , Ellen Abakah , Delali Amuzu

Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.

{"title":"Adults who learn online: Exploring the online learning readiness of nontraditional undergraduate students in a Ghanaian university","authors":"David Addae , Ellen Abakah , Delali Amuzu","doi":"10.1016/j.ijedro.2024.100407","DOIUrl":"10.1016/j.ijedro.2024.100407","url":null,"abstract":"<div><div>Despite the growing population of non-traditional (mature) students in online learning programmes in universities across the world, less is known about the online learning readiness of this unique category of students. Drawing on qualitative online survey with 128 non-traditional students enrolled in distance education programmes at the University of Ghana, this paper investigates their online learning readiness and solicits their perspectives on ways of improvement. The findings reveal that while mature students exhibit lower levels of online learning self-efficacy, they demonstrate a strong sense of self-directedness in their studies. Furthermore, poor internet infrastructure and network connectivity, a lack of social engagement in the online learning environment, and limited knowledge on digital tools impacted on students' online learning readiness. In response, students recommended enhanced technical support and training, improved peer and tutor interactions, increased student support services, and better management of work-life balance. The study recommends for universities to address these specific needs to optimize the online learning experience and outcomes for mature students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100407"},"PeriodicalIF":0.0,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging borders: Global insights and challenges in internationalising higher education using a decade-long case study

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-02 DOI: 10.1016/j.ijedro.2024.100402

Mbachi Ruth Msomphora

The manuscript examines a decade of internationalisation efforts at the Department of Health and Care Sciences at UiT The Arctic University of Norway. Employing a mixed-methods approach, it analyses student mobility, research collaborations, and international partnerships, offering strategic recommendations to enhance global educational practices. The findings provide valuable insights into international education, with applications in research, policy, and practice beyond the study's context. Challenges such as the COVID-19 pandemic and financial constraints are highlighted, along with the need for cultural competence and adaptive strategic planning. The study proposes solutions, including flexible exchange programs, the use of virtual technologies, and increased international collaboration to advance higher education in a globalised world.

引用次数: 0

Positive teacher feedback and academic emotions among primary school children in China: A study within the control-value theory framework

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-02 DOI: 10.1016/j.ijedro.2024.100409

Jianzhou Ni

Based on Pekrun’ s control-value theory, this study investigates the specific effects of positive teacher feedback (e.g., praise, classroom interaction, and academic support) on the academic emotions of Chinese primary school students in grades five and six. The study was conducted with 20 primary school grade 5 and 6 students (aged 10 to 13 years old) to analyse their emotional responses in different feedback contexts through a drawing task and semi-structured interviews. The results of the study showed that teachers’ praise helped enhance students’ pride and satisfaction, classroom interaction was effective in stimulating students’ interest and pleasure, and academic support boosted students’ confidence and eased their anxiety. These emotional responses not only enhanced students’ motivation to learn, but also strengthened the emotional bond between teachers and students. In addition, it was found that in the Chinese cultural context, students were more inclined to perceive teachers’ positive feedback as a recognition of their personal value. This study provides a new cultural perspective for the application of control-value theory and a useful reference for the design of classroom feedback strategies.

{"title":"Positive teacher feedback and academic emotions among primary school children in China: A study within the control-value theory framework","authors":"Jianzhou Ni","doi":"10.1016/j.ijedro.2024.100409","DOIUrl":"10.1016/j.ijedro.2024.100409","url":null,"abstract":"<div><div>Based on Pekrun’ s control-value theory, this study investigates the specific effects of positive teacher feedback (e.g., praise, classroom interaction, and academic support) on the academic emotions of Chinese primary school students in grades five and six. The study was conducted with 20 primary school grade 5 and 6 students (aged 10 to 13 years old) to analyse their emotional responses in different feedback contexts through a drawing task and semi-structured interviews. The results of the study showed that teachers’ praise helped enhance students’ pride and satisfaction, classroom interaction was effective in stimulating students’ interest and pleasure, and academic support boosted students’ confidence and eased their anxiety. These emotional responses not only enhanced students’ motivation to learn, but also strengthened the emotional bond between teachers and students. In addition, it was found that in the Chinese cultural context, students were more inclined to perceive teachers’ positive feedback as a recognition of their personal value. This study provides a new cultural perspective for the application of control-value theory and a useful reference for the design of classroom feedback strategies.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100409"},"PeriodicalIF":0.0,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143097500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inequalities and education in South Africa: A scoping review 南非的不平等与教育：范围审查

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-12-01 DOI: 10.1016/j.ijedro.2024.100408

Godfrey Chitsauko Muyambi, Philip Kwashi Atiso Ahiaku

The pervasive issue of global inequality has been exemplified in South Africa, where a unique historical trajectory has led to remarkable disparities. The origins of these inequalities can be traced to the historical development of South Africa, reflecting the lasting impacts of colonialism and apartheid. The entrenched colonialism and apartheid systems have left an indelible mark, resulting in a significant sociological, psychological, legal, educational, political, economic, and technological imbalance within South Africa. We conducted this scoping review to present the latest academic and scholarly discourse on inequality and education in South African secondary schools. By employing the PRISMA-ScR approach to implement inclusion and exclusion criteria, we have curated a selection of 21 peer-reviewed publications. These articles, written in English, analyse the inequality and education in South Africa from 2000 to 2023. Although few studies on inequality and education have been identified, the reviewed articles provide in-depth insights into the current issues in South African secondary schools. The reviewed studies show that educational inequalities are still persistent in SA secondary schools. They also reflect persistent and profound influence of apartheid, which is intricately interwoven with the evolving contours of inequality. This is manifested in the form of amplified disparities, unmet promises of reparations, and resistance to efforts aimed at rectification. These elements are shown collectively highlighting the complex and multifaceted nature of the challenges that lie ahead in addressing the legacy of apartheid.

普遍存在的全球不平等问题在南非得到了体现，南非独特的历史轨迹导致了显著的不平等。这些不平等的根源可以追溯到南非的历史发展，反映了殖民主义和种族隔离的持久影响。根深蒂固的殖民主义和种族隔离制度留下了不可磨灭的印记，在南非造成了严重的社会、心理、法律、教育、政治、经济和技术不平衡。我们进行了这一范围审查，以介绍有关南非中学不平等和教育的最新学术和学术论述。通过采用PRISMA-ScR方法来实施纳入和排除标准，我们精心挑选了21篇同行评议的出版物。这些用英语写的文章分析了2000年至2023年南非的不平等和教育。虽然很少有关于不平等和教育的研究被确定，但所审查的文章提供了对南非中学当前问题的深入见解。经过审查的研究表明，教育不平等在南非中学仍然存在。它们还反映了种族隔离的持久和深刻影响，这种影响与不断演变的不平等轮廓错综复杂地交织在一起。其表现形式是差距扩大、赔偿承诺未兑现以及对旨在纠正的努力的抵制。这些因素综合在一起，突出了在处理种族隔离遗留问题方面所面临的挑战的复杂性和多面性。

{"title":"Inequalities and education in South Africa: A scoping review","authors":"Godfrey Chitsauko Muyambi, Philip Kwashi Atiso Ahiaku","doi":"10.1016/j.ijedro.2024.100408","DOIUrl":"10.1016/j.ijedro.2024.100408","url":null,"abstract":"<div><div>The pervasive issue of global inequality has been exemplified in South Africa, where a unique historical trajectory has led to remarkable disparities. The origins of these inequalities can be traced to the historical development of South Africa, reflecting the lasting impacts of colonialism and apartheid. The entrenched colonialism and apartheid systems have left an indelible mark, resulting in a significant sociological, psychological, legal, educational, political, economic, and technological imbalance within South Africa. We conducted this scoping review to present the latest academic and scholarly discourse on inequality and education in South African secondary schools. By employing the PRISMA-ScR approach to implement inclusion and exclusion criteria, we have curated a selection of 21 peer-reviewed publications. These articles, written in English, analyse the inequality and education in South Africa from 2000 to 2023. Although few studies on inequality and education have been identified, the reviewed articles provide in-depth insights into the current issues in South African secondary schools. The reviewed studies show that educational inequalities are still persistent in SA secondary schools. They also reflect persistent and profound influence of apartheid, which is intricately interwoven with the evolving contours of inequality. This is manifested in the form of amplified disparities, unmet promises of reparations, and resistance to efforts aimed at rectification. These elements are shown collectively highlighting the complex and multifaceted nature of the challenges that lie ahead in addressing the legacy of apartheid.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100408"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Resilience in higher education during the COVID-19 pandemic: A scoping literature review with implications for evidence-informed policymaking COVID-19 大流行期间高等教育的复原力：范围界定文献综述及其对循证决策的影响

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-24 DOI: 10.1016/j.ijedro.2024.100392

Oksana Celbis , Mindel van de Laar , Louis Volante

With the onset of the COVID-19 pandemic, the construct of resilience has received growing attention in the higher education literature. The pandemic, acting as an external stressor, impacted multiple higher education settings in 2020 during the period of lockdowns, when universities had to temporarily close on-campus activities and shift to online emergency responses. The objective of this scoping review is to explore how resilience was conceptualized in the higher education research literature during the initial emergency response phase of the pandemic, and how conceptual and research design choices in this early body of literature shaped policy recommendations aimed at enhancing the resilience of individuals and support systems in higher education. This article, thus, contributes to the ongoing discussion in the academic and policy-relevant literature on how to better prepare universities as organizations and communities for a response not only during the emergency pandemic, but also beyond, in post-pandemic higher education settings. We find that the first wave of academic literature on the subject largely focused on resilience at the individual level, and more so on the resilience of students rather than the resilience of faculty and academic support staff. Resilience as a group-level construct was the focus of empirical study only in a few articles in our review sample, and even then, there were differences in the ways the concept was defined and operationalized, making comparisons between studies virtually impossible. We also found support for the argument that depending on the operationalization of the concept, some forms of resilience inadvertently may decrease other forms of resilience– either when resilience is conceptualized differently, or operationalized at a different level of analysis. The fragmentation in the literature reflecting different conceptualizations and measurements of resilience as a construct complicates the academic conversation in the field and the process of making recommendations for the design of support policies. In conclusion, the article makes several suggestions on promising lines of further research which can advance the state of art in the field.

随着 COVID-19 大流行病的爆发，抗灾能力这一概念在高等教育文献中受到越来越多的关注。大流行病作为一种外部压力源，在 2020 年的封锁期影响了多个高等教育机构，当时大学不得不暂时关闭校内活动，转而采取在线应急措施。本综述旨在探讨在疫情初期的应急响应阶段，高等教育研究文献是如何将抗灾能力概念化的，以及早期文献中的概念和研究设计选择是如何形成旨在提高高等教育中个人和支持系统抗灾能力的政策建议的。因此，本文对学术界和政策相关文献中正在进行的讨论做出了贡献，即如何使大学作为组织和社区更好地做好准备，不仅在紧急大流行期间做出响应，而且在大流行后的高等教育环境中做出响应。我们发现，有关这一主题的第一波学术文献主要侧重于个人层面的抗灾能力，更多的是学生的抗灾能力，而不是教师和学术支持人员的抗灾能力。在我们的研究样本中，只有少数文章将抗逆力作为群体层面的概念进行了实证研究，即便如此，对这一概念的定义和操作方法也存在差异，因此几乎不可能对不同研究进行比较。我们还发现，根据概念的操作方法，某些形式的抗逆力可能会在无意中降低其他形式的抗逆力--如果抗逆力的概念不同，或者在不同的分析层面上进行操作，这种观点也会得到支持。文献中的支离破碎反映了对复原力这一概念的不同概念化和测量方法，这使得该领域的学术对话以及为支持政策的设计提出建议的过程变得更加复杂。最后，文章就有希望的进一步研究方向提出了若干建议，这些建议可以推动该领域的技术发展。

{"title":"Resilience in higher education during the COVID-19 pandemic: A scoping literature review with implications for evidence-informed policymaking","authors":"Oksana Celbis , Mindel van de Laar , Louis Volante","doi":"10.1016/j.ijedro.2024.100392","DOIUrl":"10.1016/j.ijedro.2024.100392","url":null,"abstract":"<div><div>With the onset of the COVID-19 pandemic, the construct of resilience has received growing attention in the higher education literature. The pandemic, acting as an external stressor, impacted multiple higher education settings in 2020 during the period of lockdowns, when universities had to temporarily close on-campus activities and shift to online emergency responses. The objective of this scoping review is to explore how resilience was conceptualized in the higher education research literature during the initial emergency response phase of the pandemic, and how conceptual and research design choices in this early body of literature shaped policy recommendations aimed at enhancing the resilience of individuals and support systems in higher education. This article, thus, contributes to the ongoing discussion in the academic and policy-relevant literature on how to better prepare universities as organizations and communities for a response not only during the emergency pandemic, but also beyond, in post-pandemic higher education settings. We find that the first wave of academic literature on the subject largely focused on resilience at the individual level, and more so on the resilience of students rather than the resilience of faculty and academic support staff. Resilience as a group-level construct was the focus of empirical study only in a few articles in our review sample, and even then, there were differences in the ways the concept was defined and operationalized, making comparisons between studies virtually impossible. We also found support for the argument that depending on the operationalization of the concept, some forms of resilience inadvertently may decrease other forms of resilience– either when resilience is conceptualized differently, or operationalized at a different level of analysis. The fragmentation in the literature reflecting different conceptualizations and measurements of resilience as a construct complicates the academic conversation in the field and the process of making recommendations for the design of support policies. In conclusion, the article makes several suggestions on promising lines of further research which can advance the state of art in the field.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100392"},"PeriodicalIF":0.0,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectiveness of a locally developed cultural responsiveness tool for Australian teachers. 为澳大利亚教师开发的本地文化响应工具的有效性。

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-24 DOI: 10.1016/j.ijedro.2024.100404

T. Woodroffe, P. Yuhun, L. Ford, S. Worthington

Australian Indigenous students are underperforming academically. Northern Territory students show the most significant underperformance. Few studies investigate resources for preparedness of teachers to cater to Indigenous students. This study aimed to test a teacher tool created to support teacher professional development. The study participants comprised of teachers, department staff, registration board representatives, and education lecturers. Most respondents believed the tool had potential to improve cultural competence and suggested other improvements. The low response rate from teachers could be considered a limitation of the study but findings contribute to literature on teacher efficacy and Australian teacher development in reducing Indigenous disadvantage.

澳大利亚土著学生的学习成绩不佳。北部地区学生的学习成绩最差。很少有研究调查教师为照顾土著学生而准备的资源。本研究旨在测试为支持教师专业发展而开发的教师工具。研究参与者包括教师、部门工作人员、注册委员会代表和教育讲师。大多数受访者认为该工具具有提高文化能力的潜力，并提出了其他改进建议。教师的回复率较低，这可能是本研究的一个局限性，但研究结果有助于提高教师的工作效率，促进澳大利亚教师的发展，从而减少土著教师的不利处境。

引用次数: 0

Pre-service english teachers’ perceptions of language assessment in a colombian language teacher education program 哥伦比亚语言教师教育项目中职前英语教师对语言评估的看法

Q1 Social Sciences

International journal of educational research open

Pub Date : 2024-11-22 DOI: 10.1016/j.ijedro.2024.100405

Sonia Patricia Hernández-Ocampo, Pedro Antonio Chala-Bejarano, Magda Rodríguez-Uribe

This phenomenological study explored the perceptions of pre-service English teachers about language assessment in a private university in Colombia. Using a survey and a focus group, data were collected from 179 participants. Results show that many pre-service teachers limit their view of assessment merely to testing and tend to criticize teachers’ subjectivity, understood as the teacher's judgement on the basis of their opinion rather than stated criteria, and the adverse feelings caused by testing (e.g. frustration, anxiety and fear). Other participants see assessment as an integrative practice and highlight the benefits for their learning process, mainly as a result of feedback. For these pre-service teachers, feedback allows them to understand the topics and helps them to identify their weaknesses. Implications discuss the importance of leading processes of reflection and awareness about assessment as well as about the purposes and forms of feedback given to students, essential topics in the knowledge base of English language teachers. This could be achieved through in-class discussions that help students to understand what is assessed together with how and why they are assessed; in this way, they can reflect on their own learning process and later be able to assess their future students soundly.

本现象学研究探讨了哥伦比亚一所私立大学的职前英语教师对语言评估的看法。通过调查和焦点小组，收集了 179 名参与者的数据。结果表明，许多职前英语教师将其对评估的看法仅仅局限于测试，并倾向于批评教师的主观性（即教师根据自己的意见而非既定标准做出的判断）以及测试带来的不良情绪（如沮丧、焦虑和恐惧）。另一些参加者则认为评估是一种综合性的做法，并强调评估对他们学习过程的益处，主要是反馈的结果。对这些职前教师来说，反馈使他们能够理解题目，帮助他们找出自己的弱点。启示讨论了引导反思和认识评估过程以及向学生提供反馈的目的和形式的重要性，这些都是英语教师知识库中的基本主题。这可以通过课堂讨论来实现，帮助学生了解评估的内容以及评估的方式和原因；通过这种方式，他们可以反思自己的学习过程，并在以后能够正确地评估自己的学生。

{"title":"Pre-service english teachers’ perceptions of language assessment in a colombian language teacher education program","authors":"Sonia Patricia Hernández-Ocampo, Pedro Antonio Chala-Bejarano, Magda Rodríguez-Uribe","doi":"10.1016/j.ijedro.2024.100405","DOIUrl":"10.1016/j.ijedro.2024.100405","url":null,"abstract":"<div><div>This phenomenological study explored the perceptions of pre-service English teachers about language assessment in a private university in Colombia. Using a survey and a focus group, data were collected from 179 participants. Results show that many pre-service teachers limit their view of assessment merely to testing and tend to criticize teachers’ subjectivity, understood as the teacher's judgement on the basis of their opinion rather than stated criteria, and the adverse feelings caused by testing (e.g. frustration, anxiety and fear). Other participants see assessment as an integrative practice and highlight the benefits for their learning process, mainly as a result of feedback. For these pre-service teachers, feedback allows them to understand the topics and helps them to identify their weaknesses. Implications discuss the importance of leading processes of reflection and awareness about assessment as well as about the purposes and forms of feedback given to students, essential topics in the knowledge base of English language teachers. This could be achieved through in-class discussions that help students to understand what is assessed together with how and why they are assessed; in this way, they can reflect on their own learning process and later be able to assess their future students soundly.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100405"},"PeriodicalIF":0.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142701521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

首页上一页

下一页尾页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

International journal of educational research open

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀