Education and New Developments 2022 – Volume 2最新文献

{"title":"PROMOTING TEACHERS’ INTERCULTURAL COMPETENCES FOR TEACHING IN THE DIVERSE CLASSROOM","authors":"Krista Uibu, Eda Tagamets","doi":"10.36315/2022v2end038","DOIUrl":"https://doi.org/10.36315/2022v2end038","url":null,"abstract":"\"Culturally inclusive education continues to be a challenge in many countries: while teachers attempt to create responsive learning environments and teaching strategies, students from migrant backgrounds still face disadvantages in education. Only 35% of teachers in OECD countries feel prepared for teaching in a multicultural setting. Teachers may lack the necessary sensitivity, knowledge and/or skills, feeling insecure about how to respond to cultural diversity in the classroom. Even if there are theoretical courses in pre-service teacher training programmes, practical training opportunities in actual diverse classrooms are lacking. Also, schools are lacking experienced mentor teachers competent in culturally responsive teaching, as in many countries the demographic situation has undergone major changes in the last decades and continues to evolve. These issues need to be better addressed. The overall aim of our study is improved intercultural preparedness of teachers, through rich and authentic learning experiences. Based on in-depth analysis of current best practices, we will create an evidence-based teacher training program. This will feature video clips of the most common challenging pedagogical situations that may arise in a culturally diverse classroom. We expect the teachers who pass this program to have better intercultural competences so that they can practice culturally responsive and inclusive teaching. In order to assess the impact of the program, we have developed an instrument to measure the teachers’ self-reported intercultural competences (knowledge, attitudes and skills) prior to and after the completion of the program. The structure of the questionnaire and differences in the domains of teachers’ intercultural competence according to their teaching experience is introduced in the paper.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126737161","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}

{"title":"FOSTERING THE DEVELOPMENT OF 21ST CENTURY COMPETENCIES THROUGH TECHNOLOGY IN YOUNG CHILDREN: PERCEPTIONS OF EARLY CHILDHOOD EDUCATORS","authors":"A. Ogegbo, A. Aina","doi":"10.36315/2022v2end073","DOIUrl":"https://doi.org/10.36315/2022v2end073","url":null,"abstract":"\"This study explored early childhood educators’ perceptions of technology in facilitating the development of 21st-century competencies in young children in South Africa. This study employed a qualitative, exploratory case study design which was informed by two established frameworks: the technological pedagogical content knowledge (TPACK) and the framework for 21st-century learning. Data were obtained from four preschool educators in different Early Childhood Development centers in the inner-city of South Africa using classroom observation, field notes, and semi-structured interviews. The collected data were interpreted and categorised into codes using content analysis. Findings reveal that the technology tools used by sampled practitioners include video games, learning applications, and robotics construction kits. It was found that educators integrated these technological tools in the practical lessons using play (game)-based activities. The use of these technology tools assisted educators in fostering 21st-century competencies such as creativity, critical thinking, collaboration, communication, and technology literacy in young children. However, educators were concerned that the effective use of these technologies with efficient instructional strategies to promote 21st-century learning is constrained by limited access to reliable content, updated soft wares, internet connectivity, level of administrator support, and lack of training. It is recommended in this study that the relevant stakeholders in the early childhood sector encourage educators to attend training and professional development that will enhance their knowledge, practice, and confidence in using technology to transform learning experiences and foster the development of 21st-century skills in young children.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122570648","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}

{"title":"OUTCOMES OF SLAM WRITING WORKSHOPS FOR HAITIAN STUDENTS AT THE END OF ELEMENTARY SCHOOL","authors":"Chantal Ouellet, A. Boultif, Pierre Jonas Romain","doi":"10.36315/2022v2end052","DOIUrl":"https://doi.org/10.36315/2022v2end052","url":null,"abstract":"\"In Haiti, the success rate in elementary school remains very low and the majority of teachers do not have sufficient knowledge of effective pedagogical approaches to writing which leads to demotivation and a low sense of effectiveness as scriptwriters among students. We chose slam as a genre of contemporary and urban poetry (Vorger, 2011) and the workshop device to work on slam poetic writing (Troia, Lin, Cohen and Monroe, 2011), ideal to improve students' writing skills, motivation and sense of effectiveness. The research took place in two primary schools in Port-au-Prince against the backdrop of a socio-political crisis. Twelve facilitators (10 women and 2 men), trained in advance, facilitated the workshops in 13 sessions of 90 minutes each. A total of 61 students aged 12-13 participated in the after-school writing workshops (26 boys and 38 girls). Students completed a questionnaire on their motivation and sense of writing skills before and after the program. A corpus of 41 texts of claimed poetry written by students is the subject of a thematic and linguistic analysis. The results indicate that students benefit from their writing and oral expression skills, self-confidence and empowerment, and that their texts demonstrate a high degree of linguistic creativity and thematic richness. The positive results are consistent with those obtained in other socio-cultural contexts (Patmanathan, 2014) regarding the impact of the writing workshops. They contribute to new knowledge about slam poetry as an appropriate literary genre for young people, even at the end of primary school.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114301519","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}

{"title":"+YOU: ASK YOURSELF, ACT AND MAKE IT POSSIBLE! PHERECLOS PROJECT: A LOCAL EDUCATION CLUSTER AT PORTO, PORTUGAL","authors":"Vitor Silva, C. Vasconcelos","doi":"10.36315/2022v2end093","DOIUrl":"https://doi.org/10.36315/2022v2end093","url":null,"abstract":"\"U.Porto plays a major role in the Northern region of Portugal and intends to continue to play a major role in the development of the region’s future, especially establishing connections with schools and its community, municipalities, companies, and others. establishing a Local Education Cluster (LEC). Based on the experience of the University of Porto (U.Porto) regarding young public engagement through many different succeeded initiatives, like Junior University and U.Porto’s Fair, the University aims to promote a closer relationship with schools and many stakeholders and not just opening its doors to the school public. These activities are well succeeded stories that illustrate the strong impact of such activities in the development of the region, together with their mobilizing effect on key stakeholders. In H2020 Partnerships for Pathways to Higher Education and Science Engagement in Regional Clusters of Open Schooling Project (PHERECLOS) U.Porto developed several entrepreneurship workshops based on an inquiry approach highlighting the importance and role of student’s questions. The U.Porto intervention in this H2020 project also engaged the participation of families and CEOs from companies with some storytelling activities. This activity was an inspirational factor to develop students’ involvement, strengthening the connections with the school project and also acted as a motivational factor. Other educational activities aimed to help students with innovative ideas and entrepreneurial challenges to follow in future careers, by highlighting STEAM competences that they can use in the future. All activities are done through collaborative work allowing students to learn with others and gather ideas, ambitions and interests in different careers. This group sharing initiative promotes and stimulate rethink in new approaches for a future job by the engaged students that voluntarily participated. With success in its initiatives for School Opening to society, PHERECLOS project developed diverse Local Education Cluster in the different partners’ countries that will ensure the continuation of the PHERECLOS aims in future activities even after the end of the project. In this presentation, we aim to introduce LEC developed by the UPorto University and explain how family members were invited to engage with the school community. In this moment our LEC involved almost reached 100 students and more workshops are schedule to be developed with students from two public schools. The results show an increase of students’ interest in entrepreneurship and a higher motivation in their academic future and employment.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129817895","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}

{"title":"THE GAME OF LEARNING! APPROACHING ECOSYSTEMS THROUGH BOARD GAME DESIGN","authors":"L. Silveri","doi":"10.36315/2022v2end037","DOIUrl":"https://doi.org/10.36315/2022v2end037","url":null,"abstract":"\"Game-based learning is proven to be a motivational and effective approach, especially in STEM education. However, the process of developing a game is rarely used as an educational tool. Ecology is part of the science curriculum in Italian high schools, but for students results not easy to understand the ecosystem structures and functions from a systemic perspective. Furthermore, addressing ecological issues in a changing world will request them not a reductionist approach but a systems perspective. In this work our main objective is to consider further possibilities offered by board games, exploiting not only the game experience but also the use of the game design process as an immersive motivational learning tool for science, with a learning by doing approach. Ten students have been engaged (16-18) in two activities: events to test and analyse cooperative board games and a laboratory for the development of a new board game on ecosystems (\"\"YouTopia – La Valle ecosistemica\"\"). Two focus groups were conducted, before and at the end of the laboratory, to test students' engagement and to collect feedback about the efficacy of the method to boost interest and specific knowledge in ecology. The research reveals that game development can foster system thinking skills among students, and act as a powerful learning tool for complex subjects such as ecology. Results are encouraging and the proposed approach has the potential to be applied and replicated in high school and middle school, to foster students’ engagement in tackling and understanding topics such as evolution, genetics other topics characterized by complexity and systemic approach. Preliminary results show as the YouTopia game could be a valid tool for citizenship education. By playing the game, students investigate and practice democracy, the mechanisms of land planning and natural resources protection, and the principle of coresponsibility in making choices for the future.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"481 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128673919","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}

{"title":"TRAUMATISED REFUGEE CHILDREN AND YOUTH AT SCHOOL: RESOURCES AND CONDITIONS OF SUCCESS","authors":"E. Kiel, Verena Scheuerer, Sabine Weiss","doi":"10.36315/2022v2end032","DOIUrl":"https://doi.org/10.36315/2022v2end032","url":null,"abstract":"\"Refugee children and youth have been exposed to stressors that cause trauma. Research in the migration context assumes that complex trauma is the result of consistent or repeated traumatic exposure over a period. Many children and youth are exposed to different stressors over a long period and they are still exposed in the host country. The trauma symptoms have a broad spectrum, from impairment in school functioning and increased absence from school to decreased intellectual functioning and academic performance or lower rates of graduation. In the present study, refugee children and youth, a widely neglected group within school-related research, were considered from the perspective of school and teachers. A model based on Flanagan’s critical incident technique revealed the main challenges of schools with traumatised students. To identify such critical incidents, focus group discussions were conducted. The total sample included 55 teachers, 32 of whom were working in primary schools and 23 in lower secondary education in Germany. The critical incident analysis showed challenges and conditions on different levels of the school, influencing traumatised students’ education, integration and self-concept. In the incidents, the teachers referred to circumstances they knew about their students’ traumatisation related to experiences in the country of origin, during flight and in the host country. Furthermore, they reported how trauma became visible at school. Beyond the findings on trauma sequelae in general, topics specific to the school context were revealed (e.g., the role of language and the legal framework), which should be considered with regard to their implications. The excessive demands of an unknown school environment were depicted as refusal to attend class, running away, crying for a long time or sitting under the table during the whole school day. Under these circumstances, teaching, learning and acceptance from the peer group could hardly succeed. Such behaviours decrease students’ opportunities to socialise and integrate. These results implicate that successful resources and conditions should be aimed from a systemic perspective. Mixed models of teaching in and outside the classroom enable both social contacts and options for withdrawing. Multi-professional teams would bring together the expertise and perspectives of different professions, raising awareness of trauma sequelae and symptoms in the classroom context. Moreover, the role of extracurricular support should be considered.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129467611","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}

{"title":"DIDACTICS FOR STATISTICAL DEVELOPMENT IN PRIMARY EDUCATION","authors":"Luis Maya-Jaramillo, Ana Caballero-Carrasco","doi":"10.36315/2022v2end057","DOIUrl":"https://doi.org/10.36315/2022v2end057","url":null,"abstract":"\"Didactics is a concept which leaves space for the learner's thinking not to be interrupted, and that unnoticed takes a good direction (Tierno Galván, 1986). With this in mind, this panel presents two instances in which didactics have contributed to the statistical development of fifth and sixth year primary school pupils. On the one hand, the methodological and didactic orientations of an implemented statistical proposal are detailed; in this block, didactic principles to be taken into account for statistical improvement in primary education are indicated. On the other hand, data on the results obtained after the didactic proposal are presented; data on the graphic reading developed and the mathematical language used in the communications will be presented. This panel provides significant data derived from a more complete investigation in which 312 primary school pupils participated, and where a quasi-experimental study with a control group was carried out.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114879711","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}

{"title":"ON THE IMPORTANCE OF TELECOLLABORATION FOR THE DEVELOPMENT OF STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE","authors":"Loreta Chodzkienė, Yaneth Eugenia Villarroel Ojeda, Felipe Martinez Corona, V. Kalnbērziņa","doi":"10.36315/2022v2end007","DOIUrl":"https://doi.org/10.36315/2022v2end007","url":null,"abstract":"\"Although the idea of performing collaborative tasks by language students from geographically distant countries dates back to the end of the 20th century (Warschauer, 1996), its benefits were reconsidered once again after the Covid-19 pandemic lockdowns had halted students’ mobility and abated their enthusiasm for worldwide discoveries. The latter constraints reduced the number of natural opportunities for students to develop their intercultural communicative competence. To bridge the developmental gap, the attention was shifted toward the application of technologies engaging them in semi-authentic communication (O’Dowd, 2013), consequently, one of the modes of telecollaboration was chosen. The study focuses on the analysis of the outcomes of the telecollaboration project run by the teachers of the four universities: Vilnius University (Lithuania), the University of Latvia (Latvia), Los Lagos University (Chile), and the University of Austral (Chile). All the three stages (before, during, and after interaction) of the project are reviewed with a particular focus given on 64 students’ attitudinal reflections obtained via a designed questionnaire. The study also presents the analysis of the students’ feedback on the project in general, the challenges they were exposed to, and their personal achievements, including the development of intercultural communicative competence.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127779805","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}

{"title":"EDUCATION FOR SUSTAINABLE DEVELOPMENT: A COMMON GOOD FOR BOTH NOW AND THE FUTURE","authors":"E. Quendler, Matt Lamb, N. Driouech","doi":"10.36315/2022v2end004","DOIUrl":"https://doi.org/10.36315/2022v2end004","url":null,"abstract":"\"Altruistically speaking, humanity has now reached a point where it has recognised that it has a responsibility to achieve a development that is sustainable. This responsibility is outlined in the United Nations Sustainable Development Goals (SDGs). This notwithstanding, as an intrinsically selfish creature, humanity also has a need to fulfil its own needs. This concept is set out by Maslow. Education is undeniably a linch-pin in marrying these two concepts, aiming to meet the challenges and the needs of both today’s and future generations. Whether and how these needs are met for any learner affects the learner’s motivation to learn and the educator’s motivation to teach. Moreover, during their time in education learners form habits of mind, beliefs, and principles that will stay with them throughout their lives. This is why it is so crucial to reflect on the type of education that best ‘cultivates and guides the sustainable humanity’ of the learners. This is the challenge facing today’s Anthropocene society. Any approach must be based on the vision of a just and equitable future for the next generations on a stable and resilient planet. With this in mind, we describe the paradigm shift towards an education for sustainable development. Subsequently, one of the principle outcomes of this contribution is a series of eight features which could be used as a template for any realignment of education aiming to achieve sustainable development at the same time as fulfilling Maslow's needs. Finally, further research may build upon these conclusions so that researchers are spurred to examine the topic in more detail in future practical work.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115797566","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}

{"title":"A PRACTICE PERSPECTIVE ON DOCTORAL EDUCATION – EMPLOYER, POLICY, AND INDUSTRY VIEWS.","authors":"Niamh Leniston, Joseph P. Coughlan, T. Cusack, Nicola Mountford","doi":"10.36315/2022v2end040","DOIUrl":"https://doi.org/10.36315/2022v2end040","url":null,"abstract":"\"As we enter the Transformative Age of digital and green transitions, the European Commission and other global policy-makers herald universities as key players in innovation and transformation. PhD students ostensibly represent the pinnacle of higher education and suitable candidates for policymakers’ visions. Academic research has shown that traditional PhD programmes may fail to equip their graduates with the necessary skills and knowledge required. Practitioners’ voices have, however, been less well heard. We review thirteen policy and industry reports relating to doctoral education including EU policy documents, wider policy contributions across the EU, and industry-led reports. We also conduct thirteen semi-structured interviews with PhD employers or experts in PhD recruitment/placement. Findings highlight the lack of transferable skills in doctoral graduates, but also shed new light on attributes and experience as key hiring factors. We examine interdisciplinarity and intersectorality as potential solutions to employer and policymaker demands.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132617275","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}