Search results

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Book part
Publication date: 20 November 2023

Ana Luísa Rodrigues

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development…

Abstract

Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

Book part
Publication date: 11 December 2023

Bassam Alhamad

The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering…

Abstract

The involvement of stakeholders such as employers, alumni, and students has always been considered a key element in improving the higher education (HE) system. While considering stakeholders as key players in serving the market and in improving HE instruction, a two-sided collaborative involvement should aim at satisfying the mutual interests and overcoming existing barriers. Quality assurance systems have always supported crossing these barriers to link with the external stakeholders. However, many of the external quality assurance agencies (EQA) in the Middle East and North Africa (MENA) region specify a group of external holders, limiting the various types of key stakeholders needed to enhance the academic programs. On the other hand, there are encountered risks in involving stakeholders if left with no objective guidance, especially that quality agencies are formidably urging the universities to consider the external stakeholders’ inputs to satisfy the quality assurance standards. The main objective of this chapter is to investigate the types of stakeholders’ and their levels of involvement within the local higher education institutions (HEIs). The chapter aims to provide an insight to invest in this involvement and utilize it to further improve the programs and their graduate attributes and suggests actions that would proficiently and truly enhance the involvement of external stakeholders. The outcomes of this chapter are expected to guide the EQAs and the HEIs to develop new practices in involving stakeholders, such as curriculum input, collegiate internships, aligning graduate attributes to market needs, financial support through endowments, professional development, and partnerships in service-level agreements.

Details

Quality Assurance in Higher Education in the Middle East: Practices and Perspectives
Type: Book
ISBN: 978-1-80262-556-1

Keywords

Abstract

Details

Teacher Preparation in Papua New Guinea
Type: Book
ISBN: 978-1-83549-077-8

Abstract

Details

Redefining Educational Leadership in Central Asia
Type: Book
ISBN: 978-1-83797-391-0

Article
Publication date: 31 October 2023

Christy Goldsmith

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of…

Abstract

Purpose

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency.

Design/methodology/approach

In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom observations.

Findings

Nuanced differences in teachers’ W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing instruction.

Practical implications

This paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners’ approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses; (2) leading teachers on an exploration of W/writerly identities; and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical agency.

Originality/value

The study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers’ W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

Details

English Teaching: Practice & Critique, vol. 22 no. 4
Type: Research Article
ISSN: 1175-8708

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Article
Publication date: 19 January 2024

María Ángeles García-Fortes, Isabel Banos-González and Patricia Esteve-Guirao

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and…

Abstract

Purpose

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.

Design/methodology/approach

A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.

Findings

FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.

Originality/value

This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

Keywords

Book part
Publication date: 24 October 2023

Lobat Asadi

There has been a reduction of arts funding the United States educational system, even though research has identified the need for socioemotional learning…

Abstract

There has been a reduction of arts funding the United States educational system, even though research has identified the need for socioemotional learning policy/guidelines/requirements in the US Ed. and more school teachers and counselors. In Texas, geopolitical issues and natural disasters impact learners in the state and corporal punishment is still allowed in some districts, such as Pampa Independent School District (ISD). A study of six art teachers across a large urban school district was conducted to better understand this conundrum vis-a-vis semi-structured interviews with art teachers working in public Middle and High Schools. This chapter investigates the impact of art practices and art teachers on socioemotional self-regulation of students, as we consider the impact on teacher retention using the Heuristic model of child self-regulation and reactivity and school outcomes (Liew, Erbeli, Nyanamba, & Li, 2020). Finally, the ironic finding that teaching art classes is financially emotionally draining for teachers to the point of decreasing retention, yet some are still impassioned to teach art classes, is juxtaposed with attachment theory. Recommendations for art education policy and pedagogy are made using the lens of socioemotional learning, art therapy, empathy, and emotional self-regulation.

Article
Publication date: 25 January 2024

Miftachul Huda and Abu Bakar

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in…

Abstract

Purpose

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

Design/methodology/approach

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

Findings

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

Originality/value

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

Open Access
Article
Publication date: 12 February 2024

Anna-Leena Kurki, Elina Weiste, Hanna Toiviainen, Sari Käpykangas and Hilkka Ylisassi

The involvement of clients in service encounters and service development has become a central principle for contemporary health and social care organizations. However, in…

Abstract

Purpose

The involvement of clients in service encounters and service development has become a central principle for contemporary health and social care organizations. However, in day-to-day work settings, the shift toward client involvement is still in progress. We examined how health and social care professionals, together with clients and managers, co-develop their conceptions of client involvement and search for practical ways in which to implement these in organizational service processes.

Design/methodology/approach

The empirical case of this study was a developmental intervention, the client involvement workshop, conducted in a Finnish municipal social and welfare center. The cultural-historical activity theory (CHAT) framework was used to analyze the development of client involvement ideas and the modes of interaction during the intervention.

Findings

Analysis of the collective discussion revealed that the conceptions of client involvement developed through two interconnected object-orientations: Enabling client involvement in service encounters and promoting client involvement in the service system. The predominant mode of interaction in the collective discussion was that of “coordination.” The clients' perspective and contributions were central aspects in the turning points from coordination to cooperation; professionals crossed organizational boundaries, and together with clients, constructed a new client involvement-based object. This suggests that client participation plays an important role in the development of services.

Originality/value

The CHAT-based examination of the modes of interaction clarifies the potential of co-developing client-involvement-based services and highlights the importance of clients' participation in co-development.

Details

Journal of Health Organization and Management, vol. 38 no. 9
Type: Research Article
ISSN: 1477-7266

Keywords

Article
Publication date: 25 January 2024

Fiskia Rera Baharuddin, Amiruddin Amiruddin, Nurlaela Nurlaela and Wirawan Setialaksana

This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’…

Abstract

Purpose

This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.

Design/methodology/approach

The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.

Findings

Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.

Originality/value

This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.

Details

Quality Assurance in Education, vol. 32 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

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