Qualitative Research in Education最新文献_第2页

Experiencias de Jóvenes en Contextos de Vulnerabilidad Social durante la COVID-19: Narrativas Combinadas con Foto-Elicitación 2019冠状病毒病期间社会弱势背景下的青年经历:叙事与照片诱发相结合

Qualitative Research in Education Pub Date : 2023-10-28 DOI: 10.17583/qre.12102

Celia Camilli-Trujillo, Mónica Fontana-Abad

{"title":"Experiencias de Jóvenes en Contextos de Vulnerabilidad Social durante la COVID-19: Narrativas Combinadas con Foto-Elicitación","authors":"Celia Camilli-Trujillo, Mónica Fontana-Abad","doi":"10.17583/qre.12102","DOIUrl":"https://doi.org/10.17583/qre.12102","url":null,"abstract":"Es indudable el impacto que ha tenido la pandemia en la población y cómo ha afectado de manera severa a los colectivos más vulnerables, especialmente a los jóvenes en situación de riesgo de exclusión social. El objetivo es comprender a través del uso de la narrativa combinada con metodologías visuales, cómo el COVID-19 ha influido en la vida de los jóvenes expuestos a situaciones de vulnerabilidad social con relación a sus miedos, oportunidades y expectativas en su trayectoria personal, académica y profesional. Mediante una aproximación cualitativa con la participación de 174 jóvenes, 185 fotos y 174 narrativas individuales y 14 co-narrativas fueron analizadas. Las categorías de consecuencias, miedos, oportunidades y expectativas co-ocurrieron con otras siete emergentes, que hacen referencia a las grandes dimensiones y esferas vitales de los jóvenes: (1) laboral: nuevo horizonte en el presente, (2) redibujar la formación, (3) redes sociales-TIC: nuevos vínculos, (4) identidad ¿quién soy? ¿hacia dónde voy? (5) oscuridad y belleza en la pandemia, (6) valor del tiempo, y (7) sentido de pertenencia. Se concluye sobre la capacidad de estos métodos de adentrarse en capas de significado profundas, así como su potencia formativa en la práctica educativa.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136232076","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

Necesidades y propuestas para la intervención con menores y violencia de género desde la educación 从教育角度对未成年人和性别暴力进行干预的需要和建议

Qualitative Research in Education Pub Date : 2023-10-28 DOI: 10.17583/qre.11603

Alicia Eladia Hermoso Soto

引用次数: 0

Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key 教育教师知识的系统模型:教师协作是关键

IF 1.4

Qualitative Research in Education Pub Date : 2023-06-28 DOI: 10.17583/qre.11384

Macarena Verástegui Martínez Verástegui, J. Ayuso, Jorge Úbeda Gómez

{"title":"Systemic Model of Educational Teacher Knowledge: Teacher Collaboration as the Main Key","authors":"Macarena Verástegui Martínez Verástegui, J. Ayuso, Jorge Úbeda Gómez","doi":"10.17583/qre.11384","DOIUrl":"https://doi.org/10.17583/qre.11384","url":null,"abstract":"Models for understanding teacher knowledge do not consider the possibility of teachers themselves generating it. The model of Verástegui y Úbeda (2022) has developed in response to the need to overcome this limitation, which it does by including teacher agency as a key element for understanding teacher knowledge. The aim of this research is to define the degree of operationalisation of the Systemic Model of Educational Teacher Knowledge, using a qualitative methodology comprising discourse analysis of a semi-structured interview and focus groups with a total of 25 teachers. The main findings show that the model is comprehensible to teachers, it partially approximates their experience, and it incorporates new elements for understanding the nature of the concept. Consequently, this research makes it possible to overcome some dichotomies in the conceptualization of educational teacher knowledge and incorporate collaborative dynamics into its comprehension and generation. Finally, updates to the model are suggested, highlighting the inclusion of three elements of pedagogical content knowledge – personal, enacted, and collective – and new research lines are proposed to validate its capacity for researching the object of study.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47232080","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

Dwelling into the Role of Ahamkara in Academic Performance: A Qualitative Inquiry Ahamkara在学业成绩中的作用：定性探究

IF 1.4

Qualitative Research in Education Pub Date : 2023-06-28 DOI: 10.17583/qre.10269

Namita Tayal, N. Sharma

引用次数: 0

The Mediation of Music in the Development of Intrapersonal and Action Skills in Early Teacher Education 音乐在早期教师教育中人际交往和行动技能发展中的中介作用

IF 1.4

Qualitative Research in Education Pub Date : 2023-06-28 DOI: 10.17583/qre.10748

M. Cortón-Heras, Andrea Giraldez-Hayes, Rosa Soliveres-Buigues, J. Parejo

引用次数: 0

Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All 神经科学:社会神经科学对全民受教育权的贡献

IF 1.4

Qualitative Research in Education Pub Date : 2023-02-28 DOI: 10.17583/qre.10795

Sandra Racionero-Plaza, R. Flecha, Sara Carbonell, Alfonso Rodriguez-Oramas

{"title":"Neuroedumyhts: A Contribution from Socioneuroscience to the Right to Education for All","authors":"Sandra Racionero-Plaza, R. Flecha, Sara Carbonell, Alfonso Rodriguez-Oramas","doi":"10.17583/qre.10795","DOIUrl":"https://doi.org/10.17583/qre.10795","url":null,"abstract":"Scientific literature about neuromyths has proliferated in the last few years. However, there is a gap of knowledge around neuroedumyths. While neuromyths are based on hoaxes about the brain, neuroedumyths use neuroscientific concepts but state consequences for education that are false. This article presents, for the first time, research about neuroedumyths among teachers. This study has applied the innovative methodology of Public Lectures’ Debates Analytics (PLDA), in its ex-post modality. This has meant the analysis, by the twelve participants interviewed in this research, of the conclusions of public lectures’ debates on neuroscience and education. The results show the presence of four neuroedumyths among teachers: The brain needs to be bored to develop; Violence resides in masculine genes; Brain develops almost completely the first three years of life; and There are right-hemisphere students and left-hemisphere students. While neuromyths have been spread among teachers by trainers specialized in education but lacking scientific information about neuroscience, neuroedumyths have been spread among teachers by neuroscientists lacking scientific information on education. Differently to some previous studies which approached this problem as teachers’ errors or ignorance, the results of our study show that the problem is the errors of some teachers’ trainers.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690216","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

Extracurricular Music Activities in School and School Engagement: Students’ and Teachers’ Perspectives 学校课外音乐活动与学校参与:学生和教师的视角

IF 1.4

Qualitative Research in Education Pub Date : 2023-02-28 DOI: 10.17583/qre.11206

Marisa Costa, I. Cruz, F. Martins, Lurdes Veríssimo, Isabel Castro

引用次数: 0

Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case 乌托邦方法论中合作与批判性探究的扩展周期。360教育联盟案例

IF 1.4

Qualitative Research in Education Pub Date : 2023-02-28 DOI: 10.17583/qre.10296

M. Esteban-Guitart, Antti Rajala, M. Cole

{"title":"Expanding Cycles of Collaboration and Critical Inquiry in Utopian Methodology. The 360 Education Alliance Case","authors":"M. Esteban-Guitart, Antti Rajala, M. Cole","doi":"10.17583/qre.10296","DOIUrl":"https://doi.org/10.17583/qre.10296","url":null,"abstract":"The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance (“Aliança Educació 360”) conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45134624","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

Cross-Cultural Integration through the Lens of Loneliness: a Study of Chinese Direct Entry Students in the United Kingdom 孤独视角下的跨文化融合——英国中国留学生研究

IF 1.4

Qualitative Research in Education Pub Date : 2022-10-28 DOI: 10.17583/qre.10205

X. O'Dea, Julian Stern

引用次数: 2

El Emprendimiento en la Titulación de Pedagogía: Mejora Curricular y Calidad Educativa 教育学学位中的创业：课程改进和教育质量

IF 1.4

Qualitative Research in Education Pub Date : 2022-10-28 DOI: 10.17583/qre.10820

C. Romero García, Magdalena Suárez-Ortega

{"title":"El Emprendimiento en la Titulación de Pedagogía: Mejora Curricular y Calidad Educativa","authors":"C. Romero García, Magdalena Suárez-Ortega","doi":"10.17583/qre.10820","DOIUrl":"https://doi.org/10.17583/qre.10820","url":null,"abstract":"Los estudios sobre emprendimiento en la Universidad están incrementándose por las exigencias sociolaborales planteadas a egresados universitarios. Dada la relevancia del área como vía de innovación y mejora de la calidad educativa, se estudia cómo se fomenta el emprendimiento en la titulación de Pedagogía en las universidades españolas. Desde un enfoque interpretativo, se aplica una metodología cualitativa mediante la integración de técnicas mixtas; concretamente: 1) el análisis documental de 934 asignaturas de las 19 universidades públicas donde se imparte la titulación, y 2) la realización de 20 entrevistas semiestructuradas a profesorado de Pedagogía. Los resultados permiten obtener una visión general del emprendimiento en los planes de estudio de las universidades españolas que imparten el título. Específicamente, se analizan los elementos curriculares, poniendo el acento en la metodología didáctica. Más profundamente, se analiza la perspectiva del profesorado, permitiendo comprender el sentido que tiene integrar las competencias emprendedoras en los programas universitarios, la predisposición del alumnado por adquirirlas y el desarrollo de una metodología docente que permita procesos de aprendizaje más constructivos, conscientes y significativos a partir de estas. Por último, se discuten los resultados, estableciendo conclusiones y propuestas para la mejora curricular y la calidad educativa en educación superior.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47015156","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