Asia Pacific Education Review最新文献

Exploring the relationship between sustainability and human rights: ecological transition education and its relevance to students’ human rights in South Korean education 探讨可持续性与人权的关系：韩国教育中的生态转型教育及其与学生人权的相关性

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-07-13 DOI: 10.1007/s12564-025-10070-1

Soonjung Kwon, Hayoung Kang

{"title":"Exploring the relationship between sustainability and human rights: ecological transition education and its relevance to students’ human rights in South Korean education","authors":"Soonjung Kwon, Hayoung Kang","doi":"10.1007/s12564-025-10070-1","DOIUrl":"10.1007/s12564-025-10070-1","url":null,"abstract":"<div><p>This research explores the integrated dialectic between human rights education and education for sustainability in the context of global crises, including climate change and unexpected pandemics. The authors examine disparities between students’ rights and citizenship education in South Korean educational policies, questioning their lack of alignment concerning sustainability. To address this issue, we adopted a document analysis of two key educational policies introduced by the Seoul Metropolitan Office of Education (SMOE), South Korea: the Development Plan for Ecological Transition Education (implemented since 2020) and the Master Plan for Students’ Human Rights (implemented since 2018). These documents were analyzed through the lens of transformative education, specifically drawing on the Freirean ecopedagogy approach. Our analysis of the transformative educational dimensions embedded in these policies reveals a tendency to emphasize one aspect of citizenship for sustainability—either rights or responsibilities—rather than integrating both. Based on these findings, we argue that both policies should more explicitly address the interconnectedness between civic and moral responsibilities and individuals’ inner cognition as moral and political agents. Ultimately, we propose that for a new paradigm of human-nature relations to influence existing discourses in South Korea, these two policies should not be treated separately. Instead, they should be integrated to cultivate moral and political agents based on cosmopolitan citizenship, centered on ecology and human rights, and emphasizing the reciprocal cycle of valuing both responsibility and rights.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"839 - 850"},"PeriodicalIF":2.3,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10070-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social justice and multiculturalism in Asia–Pacific education: seeking contextualized theories and practices 亚太地区教育中的社会正义与多元文化：寻求情境化的理论与实践

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-25 DOI: 10.1007/s12564-025-10052-3

Yun-Jeong Shin

引用次数: 0

The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan 师生大学实习经历对哈萨克斯坦教学自我效能感、专业信念和教学意向的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-06-23 DOI: 10.1007/s12564-025-10059-w

Assylbek Zhamalashov, Matthew Gordon Ray Courtney, Aliya Olzhayeva, Ayaulym Bauyrzhanova, Diana Kalemeneva

{"title":"The role of student–teacher college practicum experience on teaching self-efficacy, belief in the profession, and intention to teach in Kazakhstan","authors":"Assylbek Zhamalashov, Matthew Gordon Ray Courtney, Aliya Olzhayeva, Ayaulym Bauyrzhanova, Diana Kalemeneva","doi":"10.1007/s12564-025-10059-w","DOIUrl":"10.1007/s12564-025-10059-w","url":null,"abstract":"<div><p>In post-Soviet Kazakhstan, the increasing youth population, shortage of teachers, and low levels of novice teacher retention constitutes an impending national crisis. While the country attempts to resolve this issue by improving the status of the profession vis-à-vis improved pay and conditions, little empirical work has focused on evaluating the role that teacher training has on improving the supply of quality teachers. The study at hand contributes to this under-researched area by focusing on the role of the student–teacher practicum experience. Based on an online response-driven sampling approach, this study draws upon 213 student-teachers from 16 institutions in Kazakhstan. Descriptive statistics reveal that student-teachers were, on average, only slightly to moderately satisfied with their practicum experience with most of the variance in satisfaction existing within-institutions. Using structural equation modeling, we find evidence that the quality of the practicum experience is a major driver of student–teacher self-efficacy, belief in the profession, and intention to work in the profession. We conclude that teacher training institutions in the country should prioritize improving student-teachers’ general practicum experience by offering structured and authentic teaching experiences, adequate feedback, and support from experienced teachers. Future research directions are also offered.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"827 - 838"},"PeriodicalIF":2.3,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling identities: exploring emotional self-expression and bilingualism through digital storytelling in teacher education 揭示身份：教师教育中数字叙事的情感自我表达与双语探索

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-05-26 DOI: 10.1007/s12564-025-10049-y

Deoksoon Kim, Yoonmi Kang, Katrina Borowiec

引用次数: 0

But yet included: effects of classmates with special needs on elementary school students’ civic-mindedness 但还包括：特殊需要同学对小学生公民意识的影响

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-05-17 DOI: 10.1007/s12564-025-10043-4

Hoyong Jung

引用次数: 0

“Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring “我为什么要拿自己的职业声誉冒险呢？”越南教师私教的动机与认同

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-03-22 DOI: 10.1007/s12564-025-10046-1

Bich-Phuong Thi Nguyen, Hang Minh Le, Bich-Hang Duong

{"title":"“Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring","authors":"Bich-Phuong Thi Nguyen, Hang Minh Le, Bich-Hang Duong","doi":"10.1007/s12564-025-10046-1","DOIUrl":"10.1007/s12564-025-10046-1","url":null,"abstract":"<div><p>Private tutoring is a fact of life in many education systems, including Vietnam. However, limited scholarly attention has been paid to this phenomenon in Vietnam from the perspective of teachers who provide private tutoring, whilst public discourse mainly criticises them for being ‘corrupted’ and greedy. Our study responds to this research gap using a conceptual lens that focuses on teacher motivations, professionalism, and teacher identities as mediated by the neoliberalisation of education. A qualitative case study methodology was employed to examine the motivations of Vietnamese teachers who offer private tutoring and how those motivations reflect and/or challenge their broader sense of teacher identities. The findings shed light on how teacher motivations in private tutoring are largely driven by teacher–student bonds and demands for high academic performance. Also, fully acknowledging the clash between imperatives of educational equality/equity and the potential of unethical issues, teachers have their own ways to reconcile their ethics with private tutoring. Even in private tutoring lessons, they are still supposed to fulfil their duties, which shows a Vietnamese dimension of the ‘struggle for the teacher’s soul’ currently waged around the world under the pressure of neoliberalism in education.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"781 - 794"},"PeriodicalIF":2.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A qualitative examination into the school-related factors affecting teachers’ motivating styles 影响教师激励风格的学校相关因素的定性研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-03-14 DOI: 10.1007/s12564-025-10047-0

Woon Chia Liu, Leng Chee Kong, Chee Keng John Wang, Ying Hwa Kee, Betsy Ng, Karen Lam, Johnmarshall Reeve

{"title":"A qualitative examination into the school-related factors affecting teachers’ motivating styles","authors":"Woon Chia Liu, Leng Chee Kong, Chee Keng John Wang, Ying Hwa Kee, Betsy Ng, Karen Lam, Johnmarshall Reeve","doi":"10.1007/s12564-025-10047-0","DOIUrl":"10.1007/s12564-025-10047-0","url":null,"abstract":"<div><p>The Self-Determination Theory posits that an autonomy-supportive motivating style can benefit students in numerous educationally important ways. The paradox and educational concern is that although teachers are cognizant that students can reap numerous benefits when they support their students’ autonomy, many of them are nevertheless unable to do so. This can be explained by the implicit and explicit forces imposed on them from their external and internal environments. This paper investigated the school-related factors that affect teachers’ adoption and employment of autonomy-supportive motivating style. To achieve the objective, we interviewed 59 mathematics and/or science teachers (<i>M</i><sub>years of teaching</sub> = 10.8, 62.71% female) from 17 secondary schools in Singapore. We identified several school-related factors that could affect the teachers’ motivating styles, namely, “time pressures”, “support from school leaders”, “support from colleagues” and the “time of the year (timing)”. Because autonomy-support is important for students’ motivation and learning, a better understanding of the school-related factors that affect the teachers’ motivating style would be helpful in creating a context that allows the teachers to be more supportive of their students’ autonomy.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"795 - 810"},"PeriodicalIF":2.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Editorial: What is the next step for APER to become an international journal? 社论：《APER》要成为国际期刊，下一步该怎么做？

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-02-25 DOI: 10.1007/s12564-025-10044-3

Duck-Joo Kwak

引用次数: 0

Parental strategies and educational inequalities during severe economic, political and refugee crises in conflict-affected Lebanon 受冲突影响的黎巴嫩在严重的经济、政治和难民危机期间的父母策略和教育不平等

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-02-12 DOI: 10.1007/s12564-025-10040-7

Tamara Al Khalili

{"title":"Parental strategies and educational inequalities during severe economic, political and refugee crises in conflict-affected Lebanon","authors":"Tamara Al Khalili","doi":"10.1007/s12564-025-10040-7","DOIUrl":"10.1007/s12564-025-10040-7","url":null,"abstract":"<div><p>This study explores how parents in Lebanon select schools and how their choices contribute to educational inequality, especially during the ongoing severe economic, political and refugee crises. Using an exploratory methodology within a qualitative research design, the study included 30 semi-structured interviews with parents of school-aged children, chosen through purposive convenience and snowball sampling technique. Thematic analysis reveals widespread parental preference for private, fee-paying schools as opposed to public schools that are free at the point of entry. However, the ability of parents to choose private institutions, unsurprisingly linked to socioeconomic status, has been exacerbated by the recent crises. This study offers insights into a new socio-economic group of parents, previously part of the middle class, who are facing difficulties in selecting schools that align with their aspirations for their children. It found them strategically moving their children between private and public schools and making compromises based on factors such as the perceived importance of the educational stage and the child’s perceived academic abilities. Moreover, it shows parents exhibiting harsh practices, favoring private schools for high-achieving children while sending children with lower levels of academic performance and children with disabilities and/or specific educational needs, to public schools. The study underscores the challenges stemming from diminished trust in public education, detailing the difficult decisions some parents are forced to make due to unprecedented crises. It also highlights the growing educational inequality in this conflict-affected context and emphasizes the urgent need for systemic interventions to address widening disparities in Lebanon’s education system.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"553 - 566"},"PeriodicalIF":2.3,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10040-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145165187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ views on the ethical issues in educational assessment practices: a comparative mixed-methods study 教师对教育评价实践中伦理问题的看法：一项比较混合方法研究

IF 2.3 3区教育学

Asia Pacific Education Review Pub Date : 2025-02-05 DOI: 10.1007/s12564-025-10039-0

Xumei Fan, Suzy Hardie, Jin Liu, Ning Jiang

{"title":"Teachers’ views on the ethical issues in educational assessment practices: a comparative mixed-methods study","authors":"Xumei Fan, Suzy Hardie, Jin Liu, Ning Jiang","doi":"10.1007/s12564-025-10039-0","DOIUrl":"10.1007/s12564-025-10039-0","url":null,"abstract":"<div><p>Educational assessment is a part of accountability in K-12 education, and teachers often face ethical dilemmas in assessment practices. We conducted a comparative mixed-methods study of teachers’ perspectives on educational assessment practices in the United States and China. A survey with 255 teachers based on 14 assessment scenarios within seven categories revealed that American teachers and Chinese teachers had consistent views on five scenarios, and they referenced common assessment guidelines in their justifications for whether they view certain practices as ethical or not. They disagreed on nine scenarios, prioritizing different guidelines to support their views about whether certain practices were ethical or not. Within each culture, teachers’ views of certain scenarios differed based on gender, academic degree, years of experience, and grade levels taught in certain scenarios. The differences in teachers’ views and reasoning were shaped by their cultural backgrounds, educational and professional experiences, and educational systems and policies. The findings can help raise educators’ awareness of assessment practices shaped by cultural contexts, guide teaching, learning, and assessment, and inform educational policymaking and program development.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"539 - 552"},"PeriodicalIF":2.3,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145162206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0