INTERNATIONAL REVIEW OF EDUCATION最新文献_第6页

Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar 缅甸教师培训师终身学习观念、终身学习能力和学习策略之间的关系

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-20 DOI: 10.1007/s11159-023-10029-7

Win Phyu Thwe, Anikó Kálmán

{"title":"Relationships between the perceptions of lifelong learning, lifelong learning competencies and learning strategies by teacher trainers in Myanmar","authors":"Win Phyu Thwe, Anikó Kálmán","doi":"10.1007/s11159-023-10029-7","DOIUrl":"https://doi.org/10.1007/s11159-023-10029-7","url":null,"abstract":"The main objective of the current study was to investigate the relationships between perceptions of lifelong learning, lifelong learning competencies and learning strategies. The study was exploratory in nature and used three research tools: the Lifelong Learning Questionnaire, Lifelong Learning Competencies Scale, and Teachers’ Learning Strategies Questionnaire. It recruited 300 teacher trainers from education degree colleges in Myanmar, using a random sampling method. A descriptive and independent t-test, ANOVA and Dunnett’s test were used to analyse the research questions. The findings indicated that teacher trainers’ perceptions of lifelong learning and lifelong learning competencies were positively correlated. Moreover, they used learning strategies to improve their teaching competencies. Specifically, their highest competency was in learning how to learn, while their lowest competency was in mathematics and science. None of the research variables differed according to gender, education level or teaching service. Statistically significant differences between perception of lifelong learning, lifelong learning competencies and learning strategies were found for the respective geographical regions (lower and upper Myanmar). Multilingual competence, digital competence, learning to learn competence, citizenship competence, entrepreneurship competence and cultural awareness competencies varied by region, but literacy, mathematics and science competencies did not. Significant differences were noted in perceptions of lifelong learning and learning strategies, but not lifelong learning competencies with respect to age. Literacy competence, digital competence and citizenship competence differed by age, but teaching tenure only had an influence on digital competence. Lastly, the study found a highly positive correlation between lifelong learning competencies and learning strategies.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540612","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

Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model 2019冠状病毒病期间的远程教育和工作-家庭冲突:来自土耳其的证据:性别调节模式

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-16 DOI: 10.1007/s11159-023-10030-0

Ayhan Görmüş, Meryem Baytur

{"title":"Distance education and work–family conflict during COVID-19: Evidence from Turkey for a gender-moderated model","authors":"Ayhan Görmüş, Meryem Baytur","doi":"10.1007/s11159-023-10030-0","DOIUrl":"https://doi.org/10.1007/s11159-023-10030-0","url":null,"abstract":"As in much of the world, during the COVID-19 pandemic Turkey switched to mandatory distance education at all formal educational levels, and teachers were required to work from home. Despite the flexibility of working from home, infrastructural challenges adversely affected the effectiveness and quality of teaching and boosted work–family conflict (WFC), creating compatibility issues between teachers’ work and family roles. The study presented in this article used structural equation modelling to explore the moderating effects of gender on the relationship between infrastructural and distance education-related challenges and WFC among teachers in Turkey. Data were drawn from an online survey conducted in December 2021 as part of a master’s project at Tekirdağ Namık Kemal University. In the survey, 562 teachers (367 female, 195 male) were asked about challenges they faced in mandatory distance education that adversely affected their work and family balance during the COVID-19 pandemic. The results reveal that infrastructural and distance education-related challenges were positively associated with WFC among teachers during the pandemic. Gender was found to play a significant moderating role in the effect of infrastructure-related challenges on WFC during mandatory distance education: the interaction was stronger among female teachers. However, gender was not found to play a significant moderating role with regard to distance education-related challenges and WFC. The article concludes with several practical implications to help mitigate WFC for teachers and to improve distance education in the future.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540624","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

Managing illegitimacies: Teachers and private tutoring in Myanmar’s shadow education sector 非法管理:缅甸影子教育部门的教师和私人辅导

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-10 DOI: 10.1007/s11159-023-10027-9

Mark Bray, Peter Kamtungtuang Suante

引用次数: 0

Un/common schooling: Educational experiments in twentieth-century India 非公立学校:20世纪印度的教育实验

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-07 DOI: 10.1007/s11159-023-10047-5

Jandhyala B. G. Tilak

引用次数: 0

An intercultural approach to English language teaching 跨文化的英语教学方法

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-07 DOI: 10.1007/s11159-023-10048-4

Mostafa Morady Moghaddam

引用次数: 216

Machine learning evidence from PISA 2018 data to integrate global competence intervention in UAE K–12 public schools 来自2018年PISA数据的机器学习证据，将全球能力干预整合到阿联酋K-12公立学校

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-11-03 DOI: 10.1007/s11159-023-10026-w

Xin Miao, Ali Nadaf, Zhuotong Zhou

引用次数: 0

Reimagining learning provisions for asylum seekers in Italy: An exploration of asylum seekers’ experiences of recognition and misrecognition in adult learning centres 重新构想意大利寻求庇护者的学习规定:探索寻求庇护者在成人学习中心的认可和误认经历

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-10-30 DOI: 10.1007/s11159-023-10012-2

Darasimi Powei Oshodi

引用次数: 0

Parents and teachers’ compensatory strategies during COVID-19 school closures: A scoping review COVID-19学校关闭期间家长和教师的补偿策略:范围审查

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-10-13 DOI: 10.1007/s11159-023-10011-3

Elena De Gioannis, Gabriele Ballarino, Davide Cartagini

{"title":"Parents and teachers’ compensatory strategies during COVID-19 school closures: A scoping review","authors":"Elena De Gioannis, Gabriele Ballarino, Davide Cartagini","doi":"10.1007/s11159-023-10011-3","DOIUrl":"https://doi.org/10.1007/s11159-023-10011-3","url":null,"abstract":"Abstract After the outbreak of the COVID-19 pandemic, most countries decided to close schools in 2020 to slow down the spread of the virus. The abrupt closure of schools required teachers and families to adapt quickly to an online setting for school activities. The literature review presented here focuses on this adaptive process, summarising research on how parents and teachers tried to curtail the potentially detrimental effects of school closure and remote schooling on students’ learning, identifying the compensatory strategies adopted and analysing their impact on students’ learning experience and performance. The review highlights that the shift from in-person to remote learning led to significant learning losses, as well as to the emergence of new inequalities and the exacerbation of old ones. Teachers and parents played a pivotal role in minimising learning loss due to emergency remote teaching (ERT). Concerning parents, the three main types of strategies were related to: (1) parental socioeconomic and/or demographic factors; (2) parental involvement and support in learning activities; and (3) the family environment. Concerning teachers, two strategies emerged: (1) the implementation of activities favouring interaction between teachers and students and/or among students; and (2) ad-hoc teaching activities. In almost all cases, the compensatory strategies identified were positively associated with students’ learning experience, with a few exceptions.","PeriodicalId":47056,"journal":{"name":"INTERNATIONAL REVIEW OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858827","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

Insights into senior foreign language education 高中外语教育感悟

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-10-10 DOI: 10.1007/s11159-023-10043-9

Simin Zeng

引用次数: 0

Life under lockdown: A fading dream of different and the search for a new “normal” 被封锁的生活与众不同的梦想渐行渐远，寻找新的 "正常 "生活

IF 3.2

INTERNATIONAL REVIEW OF EDUCATION Pub Date : 2023-10-01 DOI: 10.1007/s11159-023-10050-w

Paul Stanistreet

引用次数: 0