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1 – 10 of 72The prevalence and drawbacks of policy borrowing in teacher education are widely acknowledged. In England, there has been extensive use of research conducted in the United States…
Abstract
The prevalence and drawbacks of policy borrowing in teacher education are widely acknowledged. In England, there has been extensive use of research conducted in the United States as justification for a prescriptive approach to teacher education nationwide. This raises questions about evidence borrowing from different contexts as a key facet of policy making, with inherent concerns about how the contextual influences on that research influence its effectiveness in transitioning to new spaces. Through the use of spatial theory, this chapter examines this phenomenon and highlights how inferences made from research undertaken in one context, but applied in another, can be detrimental to the established practices and expertise of teacher educators.
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Philip Cardiff, Malgorzata Polczynska and Tina Brown
Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign…
Abstract
Purpose
Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.
Design/methodology/approach
The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.
Findings
Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.
Originality/value
This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.
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The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this…
Abstract
Purpose
The purpose of this study is to explore decision-making of elementary teachers (n = 5) specific to US/American history content and curricular resources. More specifically for this study, the author asks the following broad research question: When presented with a collection of social studies instructional resources, how do elementary teachers describe the choices they do make/may make?
Design/methodology/approach
In this comparative case study, fifth-grade teachers were interviewed using verbal protocol methodology, they discussed their curriculum, teaching and instructional decisions as each was presented with history/social studies resources associated with newly adopted state standards.
Findings
Findings indicate these elementary teachers have professional freedom to make instructional decisions in the ways they interpreted the standards, design instruction and select materials for social studies.
Originality/value
This study contributes to and extends the research in elementary social studies. Teachers' voices and decisions are presented as intellectual and pedagogical actions associated with teaching elementary school social studies.
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Renee Dumont, Alicia M. Sellon, Tina M.K. Newsham, Mary C. Hollifield, Alicia Thomas, Melannie Pate and Elizabeth Fugate-Whitlock
Many older adults engage in volunteer activities, drawing meaning and purpose through such efforts. Social distancing restrictions, put in place during Covid-19 surges to reduce…
Abstract
Purpose
Many older adults engage in volunteer activities, drawing meaning and purpose through such efforts. Social distancing restrictions, put in place during Covid-19 surges to reduce the risk of transmission, disrupted older adult volunteers’ lives and volunteer experiences. Social distancing measures provide a unique opportunity to explore what happened when the choices around pausing or stopping volunteering were not entirely within the control of older adults. This paper aims to explore the experiences of older adult volunteers as they navigated uncertainties and made difficult decisions around balancing their safety and their desire to continue volunteering.
Design/methodology/approach
The authors conducted interviews with 26 community-dwelling older adults, age 50+, who had engaged in volunteer activities for at least 1 h a week prior to the start of the pandemic. The interviews were conducted on the phone or via Zoom. The authors used thematic analysis to help us analyze the data and identify patterns from participants’ experiences.
Findings
Despite the risk presented by Covid-19, most participants volunteered during the pandemic. They continued some or all of their previous activities with safety-related adjustments, with some seeking new or different opportunities. Participants’ discussions highlight the challenges of volunteering during the pandemic and the importance of engagement to their resiliency and subjective well-being.
Originality/value
This paper provides original contributions to understanding how and why older adults volunteered during the Covid-19 pandemic. The social distancing measures provide a novel opportunity to enrich our understanding of the meaningfulness and value of volunteerism to older adults’ lives and subjective well-being.
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Jingyi Tian, Ting (Tina) Li, Rui Chen, Kaining Yang, Ping Li and Si Wen
“Idol pilgrimage tour” is a popular trend among young Chinese fans who travel for idol-related purposes, engage in interactive events and have co-created experiences at…
Abstract
Purpose
“Idol pilgrimage tour” is a popular trend among young Chinese fans who travel for idol-related purposes, engage in interactive events and have co-created experiences at destinations. With the growing market size of fan economy, fan tourists generate significant revenue for the local. However, many destinations have not fully utilised this opportunity, and there is a lack of research on this niche form of tourism. This research was undertaken to address this research gap.
Design/methodology/approach
This study adopted an idol worship–motivation–co-created experience–tour satisfaction–destination loyalty framework in the context of idol pilgrimage tours. In addition, this study investigated the direct influence of idol worship on the other four constructs. Data were collected from 354 Chinese fans who had such experience through online questionnaires. The partial least squares–structural equation modelling technique was used to examine the research model.
Findings
It was demonstrated that idol worship has a direct influence on motivation, co-created experience, satisfaction and loyalty and that there is a positive relationship between motivation, co-created experience, satisfaction and loyalty. The results advance the brand sacralisation literature by studying worship in a tourism context and contribute to interactive marketing literature by clarifying the interactive mechanism between relationships among the idol, fans and destinations. The study suggests some practical implications for destination management organisations attempting to target tourist fans.
Originality/value
This is the first study introducing the concept of the idol pilgrimage tour. Empirical results of this study reveal the underlying mechanism of how idols influence fans' travel-related psychology and behaviour.
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Vrinda Khattar and Upasna A. Agarwal
The purpose of this article is to understand how women develop entrepreneurship as a career identity through women's various life stages. Using a life story approach, the authors…
Abstract
Purpose
The purpose of this article is to understand how women develop entrepreneurship as a career identity through women's various life stages. Using a life story approach, the authors study the formation of Indian businesswomen's entrepreneurial identity in businesswomen's unique socio-cultural context.
Design/methodology/approach
The study drew upon 15 semi-structured interviews with practicing women entrepreneurs using a qualitative methodology. Gioia methodology was used to systematically analyze the data for theory building.
Findings
The narratives of the Indian women entrepreneurs indicate that Indian women's entrepreneurial identity was a developmental process influenced by various episodes in different life stages-childhood, adolescence, marriage and motherhood. Life episodes influenced the creation and enactment of this entrepreneurial identity, which led to the emergence of entrepreneurship as a career choice.
Research limitations/implications
The study's retrospective design may have raised concerns involving memory recall. The open-ended questions gave the participants the freedom to recount the life episodes that influenced the participants the most and may have partly mitigated this concern.
Originality/value
Prior studies have focused on specific life stages of women entrepreneurs, without taking a holistic life-story view, thereby missing out on how career identity is formed as a result of life episodes. Using the developmental psychology approach, the authors provide a nuanced and holistic lens to understanding women's entrepreneurship.
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Tina M. Ellsworth and Karen Burgard
The purpose of this paper is to illuminate for teachers how the suffrage movement is centered in whiteness. The authors posit that this historical erasure is intentional, and…
Abstract
Purpose
The purpose of this paper is to illuminate for teachers how the suffrage movement is centered in whiteness. The authors posit that this historical erasure is intentional, and teachers should actively find ways to counter that erasure. This paper positions teachers to ask critical questions of dominant narratives, and have students do the same.
Design/methodology/approach
Given the existence of historical erasure and the absence of Black suffrage stories, the authors sought to build teachers' content base by conducting a historiography of the dominant narrative of the women's suffrage movement. They examined how state standards and popular online archival collections perpetuate the dominant narrative. They provide teachers with a rich content base and include primary sources they could use to teach this content to their students.
Findings
Unsurprising, the Texas and Missouri state standards do little to advance the voices of underrepresented people, especially when it comes to the suffrage movement. Likewise, archival collections are limited by the choice of those who curated the collections. The article presents teachers with lesser known stories of the movement and accompanying primary sources.
Practical implications
Teachers cannot teach what they do not know. So the authors sought to build a teacher's content base so they could tell a more inclusive history. They want to help teachers identify dominant narratives and where historical erasure is happening, and commit to asking critical questions of those narratives and seek to diversity their histories.
Originality/value
This piece is original because much of this content is missing from current history classrooms. In addition, the primary sources and additional resources provided can strengthen a teacher's ability to teach about it.
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Ann Svensson, Linn Gustavsson, Irene Svenningsson, Christina Karlsson and Tina Karlsson
This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for…
Abstract
Purpose
This paper presents findings from a qualitative study of healthcare professionals’ practice, where learning is taking place when a digital artefact is implemented for identification of patients’ cognitive impairment. The use of digital artefacts is increasing in various workplaces, to include professionals in healthcare. This paper aims to explore the following research question: How is the professional learning unfolding in patient-based work when a digital artefact transforms the practice?
Design/methodology/approach
Various data collection methods are used for this study, consisting of dialogue meetings, interviews and a reference-group meeting. Thematic analysis is used to inductively bring forth the themes of the collected data.
Findings
Professionals’ knowledge and experience are of vital importance in learning and changing work practices. Together with their ability to reflect on changes, their knowledge and experience constitute the prefiguration when the introduction of a digital application brings about indeterminacy in the work practice.
Originality/value
This paper makes a contribution to practice-based research as it consolidates previous research and identifies professionals knowledge and learning in a healthcare context. This can be used to further explore and advance the field, as well as to establish the evidence-based importance of transforming practices based on implementation of digital artefacts.
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Ahmad Bukhori Muslim, Fuad Abdul Hamied, Moh Fakry Gaffar, Maria Elvira Asuan, Syakirah Samsudin, Watsatree Diteeyont, Margana Margana, Ani Wilujeng Suryani, Jessie PNG, Rini Solihat, Tina Priyantin, Nina Cassandra, Gunadi Gunadi and Sumalee Sitthikorn
This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency…
Abstract
Purpose
This study aims to explore some benefits and challenges of establishing an international accreditation for teacher education institutions (TEIs) by AsTEN Quality Assurance Agency. This specific accreditation agency is expected to improve the quality of teaching, learning and research at TEIs in ASEAN region.
Design/methodology/approach
The qualitative study generates data from questionnaires and online semi-structured interviews among ASEAN academics. They work as teacher educators in Indonesia, Singapore, Thailand and Malaysia.
Findings
As findings show, participating academics from Indonesia, Singapore, Malaysia, the Philippines, Thailand and Brunei Darussalam believe that it is necessary to have a specific international accreditation agency that can properly accommodate particular standards of teacher education. This accommodation is expected to increase the governance of quality teaching, learning and researching to prepare more competent and professional future teachers. Participating academics also acknowledge some potential challenges this specific accreditation agency may have, including local acceptance by national governments in ASEAN region and global acknowledgement from international accrediting agencies, mostly based in Global North countries.
Research limitations/implications
The study only involves academics in five ASEAN countries of Indonesia, Malaysia, Singapore, Thailand and the Philippines so that it may have less international acceptance.
Practical/social implications
The study also identifies aspects and mechanisms of blended online-onsite international accreditation application for TEIs, which grows its significance because of technological advancement, efficiency and prolonged COVID-19 pandemic.
Originality/value
The study provides a digital accreditation system for TEIs, particularly in ASEAN region. This originality is important in this era of Internet of Things.
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Julianne A. Wenner, Megan Frary and Paul J. Simmonds
Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic…
Abstract
Purpose
Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.
Design/methodology/approach
The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.
Findings
The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.
Originality/value
The SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.
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