Education Sciences最新文献_第8页

Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning 职前教师对自身数字化能力的看法以及通过学习和自主学习获得这些能力的途径

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090951

Katrin Göltl, Roland Ambros, Dominik Dolezal, Renate Motschnig

{"title":"Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning","authors":"Katrin Göltl, Roland Ambros, Dominik Dolezal, Renate Motschnig","doi":"10.3390/educsci14090951","DOIUrl":"https://doi.org/10.3390/educsci14090951","url":null,"abstract":"Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"8 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208672","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}

引用次数: 0

Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea 探索数字领域中的情感脆弱性和代理意识：韩国一名英语教师的三年案例研究

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090950

Jinsil Jang

{"title":"Exploring Emotional Vulnerability and Sense of Agency in the Digital Realm: A Three-Year Case Study of an EFL Teacher in South Korea","authors":"Jinsil Jang","doi":"10.3390/educsci14090950","DOIUrl":"https://doi.org/10.3390/educsci14090950","url":null,"abstract":"This study presents the findings from a longitudinal case study on a Korean English teacher’s experience of emotional vulnerability and professional development in online teaching. Grounded in an ecological perspective on teacher agency and emotional vulnerability, the study investigates how and why the teacher exercised agency in navigating her emotional challenges and adapting to the virtual teaching environment. Data were collected from various sources, including interviews, observations, field notes, and artifacts, for three years. The findings showed that the intricate connection between the teacher’s multiple and dynamic emotions, beliefs, and concurrent working environments significantly influences her engagement in digital teaching practices. Furthermore, the teacher’s emotional vulnerability in virtual teaching facilitated her engagement in reflective and action-oriented practices, leading to a more proactive approach to exploring and implementing alternative teaching methods online. The findings highlight the interplay between emotions, agency, and identity development, emphasizing the importance of experiencing, understanding, negotiating, and expressing emotions to discover potential alternative teaching resources and methods in ever-changing teaching environments. This study provides insights into how teachers can leverage their emotions and exercise teacher agency to enhance their professional growth and adaptability in digital learning environments.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"46 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208671","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}

引用次数: 0

Technology-Enhanced Feedback System Usability in the Context of Self-Regulation Promotion 促进自我调节背景下的技术强化反馈系统可用性

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Education Sciences Pub Date : 2024-08-28 DOI: 10.3390/educsci14090948

Alenka Žerovnik

{"title":"Technology-Enhanced Feedback System Usability in the Context of Self-Regulation Promotion","authors":"Alenka Žerovnik","doi":"10.3390/educsci14090948","DOIUrl":"https://doi.org/10.3390/educsci14090948","url":null,"abstract":"Numerous studies have explored the integration of technology-enhanced feedback systems in education. However, there is still a need for further investigation into their specific impact on teacher satisfaction, which is essential for effective feedback delivery to students. This study addresses this gap by analyzing teachers’ satisfaction with the “Compliments and Comments Tool”, a technology-enhanced system developed to provide written feedback to students. Using a quantitative approach, this study examined teachers’ perceptions of the tool’s usability in the Slovenian education context, involving a diverse group of 3412 primary and secondary school teachers. Data were collected through surveys employing the System Usability Scale (SUS) and Technology Acceptance Model (TAM) for quantitative analysis, complemented by qualitative insights. The results showed high teacher satisfaction, valuing the tool for facilitating feedback and supporting a positive learning environment. These findings suggest that the “Compliments and Comments Tool” is a valuable addition to educational technology, promoting effective teaching and enhancing student engagement. This study emphasizes the critical role of user-centered design and system usability in educational technology, particularly in fostering effective feedback and promoting student self-regulation.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"20 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208669","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}

引用次数: 0

Positive or Negative and General or Differentiated Effect? Correlation between Parental Involvement and Student Achievement 积极影响还是消极影响？家长参与与学生成绩之间的相关性

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Education Sciences Pub Date : 2024-08-27 DOI: 10.3390/educsci14090941

Katinka Bacskai, Emese Alter, Beáta Andrea Dan, Krisztina Vályogos, Gabriella Pusztai

{"title":"Positive or Negative and General or Differentiated Effect? Correlation between Parental Involvement and Student Achievement","authors":"Katinka Bacskai, Emese Alter, Beáta Andrea Dan, Krisztina Vályogos, Gabriella Pusztai","doi":"10.3390/educsci14090941","DOIUrl":"https://doi.org/10.3390/educsci14090941","url":null,"abstract":"Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students’ academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children’s mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208690","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}

引用次数: 0

Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review 物理治疗本科生解剖学教育的教学方法：最新范围审查

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Education Sciences Pub Date : 2024-08-27 DOI: 10.3390/educsci14090940

Mariángela Soto-Correia, Gustavo Plaza-Manzano, Juan Antonio Valera-Calero

{"title":"Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review","authors":"Mariángela Soto-Correia, Gustavo Plaza-Manzano, Juan Antonio Valera-Calero","doi":"10.3390/educsci14090940","DOIUrl":"https://doi.org/10.3390/educsci14090940","url":null,"abstract":"Gross anatomy provides essential knowledge about the structure and function of the human body. Understanding human anatomy requires specific skills from physiotherapy students to comprehend and memorize the location and relationships of anatomical structures. This review aims to summarize the current evidence on teaching methodologies in anatomy education for undergraduate physiotherapy students. A scoping review was conducted consulting the PubMed, EBSCO, SCOPUS, and Web of Science databases. By analyzing ten studies involving over 1380 students, we identified four primary pedagogical approaches: the use of technological tools, combined traditional methods (such as dissections and radiological imaging), interprofessional education, and the innovative use of animal dissections. The findings highlight that hands-on, practical activities, especially those integrating technology (e.g., virtual reality and interactive quizzes), significantly enhance student engagement and knowledge retention. Collaborative learning through interprofessional education was found to foster a deeper understanding of anatomical concepts and improve teamwork skills, which are crucial for clinical practice. Additionally, the inclusion of traditional methods like dissections and radiological imaging, when paired with modern tools, offers a comprehensive approach that bridges theoretical knowledge with practical application. The use of animal dissections also emerged as an innovative strategy to enhance anatomical comprehension. In conclusion, the literature underscores the importance of adopting diverse and innovative teaching strategies in gross anatomy education for physiotherapy students. Such approaches not only enrich the learning experience but also ensure that students are well prepared for the demands of professional practice.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"58 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208708","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}

引用次数: 0

Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies 社会身份能否改善在职学生的学业和社会成果？三项研究的启示

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Education Sciences Pub Date : 2024-08-27 DOI: 10.3390/educsci14090939

Vladislav H. Grozev, Matthew J. Easterbrook

{"title":"Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies","authors":"Vladislav H. Grozev, Matthew J. Easterbrook","doi":"10.3390/educsci14090939","DOIUrl":"https://doi.org/10.3390/educsci14090939","url":null,"abstract":"Previous research has linked working for pay while attending university with negative academic and health outcomes; yet, working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms that transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism—social identification—and its different foci—identifying as a student, employee, working student, or a student of one’s discipline of study—as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, but student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms that can help to transform working students’ experiences through their social identities and suggest boundary conditions that can affect the link between these identities and important outcomes.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"26 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142208688","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}

引用次数: 0

Teacher and Middle Leader Research: Considerations and Possibilities 教师和中层领导研究：考虑因素与可能性

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Education Sciences Pub Date : 2024-08-12 DOI: 10.3390/educsci14080875

David Gurr

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Pláticando about Love at the Kitchen Table 爱在餐桌上

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Education Sciences Pub Date : 2024-08-12 DOI: 10.3390/educsci14080879

Sharim Hannegan-Martinez, Autumn A. Griffin

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Blockchain and Artificial Intelligence Non-Formal Education System (BANFES) 区块链和人工智能非正规教育系统（BANFES）

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Education Sciences Pub Date : 2024-08-12 DOI: 10.3390/educsci14080881

Zahra Nazari, Abdul Razaq Vahidi, Petr Musilek

{"title":"Blockchain and Artificial Intelligence Non-Formal Education System (BANFES)","authors":"Zahra Nazari, Abdul Razaq Vahidi, Petr Musilek","doi":"10.3390/educsci14080881","DOIUrl":"https://doi.org/10.3390/educsci14080881","url":null,"abstract":"The resurgence of the Taliban in Afghanistan has significantly exacerbated educational challenges for marginalized women and girls, deepening gender disparities and impeding socio-economic development. Addressing these issues, this article introduces the Blockchain and Artificial Intelligence Non-Formal Education System (BANFES), an innovative educational solution specifically designed for Afghan girls deprived of formal schooling. BANFES leverages advanced artificial intelligence technologies, including personalized data analysis, to provide customized learning experiences. Additionally, blockchain technology ensures secure record management and data integrity, facilitating a decentralized educational ecosystem where various nodes offer hybrid learning methodologies without intermediaries. This system not only adapts to individual learning speeds and styles to enhance engagement and outcomes but also employs an independent assessment mechanism to evaluate learners. Such evaluations promote transparency and maintain the quality and reputation of educational contributions within the network. The BANFES initiative also addresses implementation challenges, including local distrust and integration with existing educational structures, providing a robust model to overcome barriers to education. Furthermore, the paper explores the scalability of BANFES, proposing its application as a global strategy for non-formal education systems facing similar geopolitical and infrastructural challenges. By creating a secure, flexible, and learner-focused environment, BANFES aims to empower Afghan women and girls with essential skills for personal and professional growth, thus fostering socioeconomic advancement within their communities and setting a new standard for informal education worldwide.","PeriodicalId":11472,"journal":{"name":"Education Sciences","volume":"76 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141946601","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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Introduction to Pedagogical Possibilities for Early Childhood Education 介绍幼儿教育的教学可能性

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Education Sciences Pub Date : 2024-08-12 DOI: 10.3390/educsci14080876

Michele L. Stites, Susan Sonnenschein

引用次数: 0