Search results

Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database.

This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis.

Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections.

This research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century.

This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Legislators continue to label Critical Race Theory (CRT) and other race-based concepts as divisive. Nevertheless, CRT, at its core, is committed to radical transformation and addressing issues of race and racism to understand how People of Color are oppressed. Through rhetoric and legislative bans, this current anti-CRT movement uses race-neutral policies and practices to limit and eliminate CRT scholars, especially faculty members, from teaching and researching critical pedagogies and other race-based topics.

Through semi-structured interviews using Critical Race Methodology (CRM), the authors sought to understand how 40 faculty members challenged the dominant narratives presented by administrators through their responses to CRT bans. Additionally, this work aimed to examine how administrators’ responses complicate how faculty make sense of CRT bans.

Findings describe three major themes: (1) how administrators failed to respond to CRT bans, which to faculty indicated their desire to present a neutral stance as the middle ground between faculty and legislators; (2) the type of rhetoric administrators engaged in exemplified authoritarian approaches that upheld status quo narratives about diversity, exposing their inability to stand against oppressive dominant narratives; and (3) institutional leaders’ refusal to address the true threats that faculty members faced reinforced the racialized harm that individuals engaging in CRT work must navigate individually.

This study is one of the few that provide empirical data on this current anti-CRT movement, including problematizing the CRT bans, and how it affects campus constituents such as faculty members.

In light of a need for more critical education about datafication, this paper aims to develop a framework for critical datafication literacy that is grounded in theoretical and empirical research. The framework draws upon existing critical data literacies, an in-depth analysis of three well-established educational approaches – media literacy, the German “(politische) Bildung” and Freirean “critical pedagogy” – and empirical analyses of online educational resources about datafication.

The study interconnects theoretical analyses with an empirical mixed methods investigation that includes expert interviews with creators of online educational resources about datafication and a qualitative survey with educators interested in teaching about data technologies.

The research identified novel findings on the goals of resource creators and educators, such as a focus on empowering and emancipatory approaches, fostering systemic understanding of datafication and encouraging collective action. Such perspectives are rare in existing critical data literacy conceptualisations but show resemblance to traditional education scholarship. This highlights how much can be learnt from practitioners and from these more established educational approaches. Based on these findings, a framework for critical datafication literacy is suggested that aims for systemic understanding of datafication, encouraging critical thinking and enabling learners to make enlightened choices and take different forms of action.

The study is unique in its interconnection of theoretical and empirical research, and it advances previous research by suggesting a grounded framework for critical datafication literacy.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

One key aspect of European curriculum reforms is to empower students with the skills needed to engage actively in the pluralistic and multicultural global society of the 21st century. This study aims to examine the extent of multicultural education within the national core curricula of three European countries: Hungary, Finland and Ireland, focusing on its role in fostering social acceptance through education.

A qualitative research applying discourse analysis was conducted to identify key multiculturalism concepts within the curricula. The analysis concentrated on understanding how multiculturalism is portrayed through various perspectives, emphasizing situational meanings and frameworks. Furthermore, a comparative analysis of the findings was carried out.

The research found that all three curricula contain the concept of multicultural education, although the extent of emphasis varies. The Hungarian National Core Curriculum (NCC) primarily emphasizes national values and sporadically addresses multicultural issues, often from a local perspective. In contrast, the Irish NCC is tolerance-oriented, stressing not only the understanding of different cultures but also the importance of accepting them. The Finnish NCC reflects a global perspective and emphasizes respect for different cultures and minority groups, with a pluralistic approach.

This study enhances our understanding of the discourse of multiculturalism within the curricula of three European countries, emphasizing both their similarities and differences. Additionally, it underscores the crucial role that curricula can play in effectively implementing multicultural education.

Narratives about racism and equity in schools have been documented in varying degrees of detail and accuracy in the news media (Farhi, 2012). Thus, race is front and center in the news reports, demonstrating how education policies are detrimental to the Island while also contending that policy drivers of Ley de Reforma Educativa de Puerto Rico (LREPR) are ignoring the racialized consequences of these neoliberal policies.

To examine the implementation of LREPR in education discourse in the media, a content analysis on texts in the Puerto Rican media was conducted. To conduct the analysis, an original dataset of texts from the four major newspapers in Puerto Rico: El Nuevo Dia, El Vocero, Primera Hora and The San Juan Daily Star (n = 119) was created.

The study shows how the collective resistance of Puerto Ricans towards LREPR suggests racialized consequences for this “post”-colonial Island as they engage in dialogues about property rights and dispute policy discourse. Data suggests the alarming effects of neoliberalism as perceived by Puerto Rican citizens, while highlighting shared concerns aligned with elements of critical race theory such as colorblindness and property rights.

This study breaks ground by identifying a new intellectual pursuit of charter schools purchasing land or buildings in marginalized communities. It argues that the news coverage demonstrates how Puerto Rican citizens have illuminated the purchase of land for charter schools, viewing it as an act of colonialism veiled as market competition and economic improvement for the Island. Implications for policy and practice are discussed.

The findings from this research contribute to how critical race theory is used and conceptualized in the educational leadership field. Additionally, the study contributes to the field of research by conducting a content analysis of newspaper articles in Puerto Rico, looking through the CRT lens to illuminate systemic racism that is present in media accounts of education.

Continuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.

A concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.

Thematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.

The classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.

Although digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.

The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community.

The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education.

The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further.

The paper includes implications for the development of other education camps, especially in areas with highly diverse populations.

This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.

First, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.

At first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.

For investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.

Academics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.

This study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.