International Journal of Educational Research最新文献

{"title":"The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education","authors":"Viviana Daza,&nbsp;Greta Björk Gudmundsdottir,&nbsp;Andreas Lund","doi":"10.1016/j.ijer.2024.102415","DOIUrl":"10.1016/j.ijer.2024.102415","url":null,"abstract":"<div><p>Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teachers, school-based and university-based teacher educators. It explores the perspectives of these stakeholders on the use of technology in teaching practice assessment and examines how their collaboration within these triads can facilitate the emergence of a third space. The third space is a metaphor that denotes the meeting place of epistemologies from research and practice in teacher education, where all stakeholders’ voices are heard. This examination sheds light on the potential benefits and challenges that DPA brings to the assessment process and highlights the importance of understanding the interplay between technology, collaboration, and professional development in teacher education. Through video-stimulated recall interviews of the assessment sessions, we show how recordings of teaching practice offer opportunities such as detailed feedback, enhanced reflections, and knowledge sharing, which are essential to research-based <em>and</em> practice-oriented teacher education. However, certain constraints were identified, such as the lack of contextual information and rigid roles within the assessment process. Still, despite the summative nature of DPA, our findings suggest that it has the potential to integrate formative assessment to foster the emergence of a third space and to support the development and learning of pre-service teachers.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102415"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001010/pdfft?md5=a480f8d845f00e5f9fae5b2ec37f0108&pid=1-s2.0-S0883035524001010-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141993673","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}

{"title":"I can get off this bus and do something important for myself. The city as a space for adult learning in the perspective of local urban elites","authors":"Małgorzata Maria Osowska,&nbsp;Helena Anna Jędrzejczak","doi":"10.1016/j.ijer.2024.102436","DOIUrl":"10.1016/j.ijer.2024.102436","url":null,"abstract":"<div><p>In this article explores small cities as the a potential for adult learning. By referencing social capital theory, habitus and cultural capital, we open a discussion on the role of physical, social and symbolic space. The results are based on the technique of walking interviews with small city residents of cities in Poland. The study shows that the basis of learning mechanisms included visiting local authorities, meetings of hobbyists, local urban projects, urban institutions and storytelling city spaces that induced storytelling of the city. The results inform us about the advantages that of elites have in shaping lifelong learning offers. They create their city's narrative of their city by deciding which symbols, people, spaces and institutions are significant. We conclude that the reception of educational content is influenced by the use patterns of use of public spaces. These are culturally and economically determined and can reinforce inequalities in access to learning. However, they still hold there is still great potential for learning in them.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102436"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012485","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}

{"title":"Impact of international student mobility in rural Portuguese regions","authors":"Joyce Aguiar ,&nbsp;Orlanda Tavares ,&nbsp;Cristina Sin","doi":"10.1016/j.ijer.2024.102439","DOIUrl":"10.1016/j.ijer.2024.102439","url":null,"abstract":"<div><p>Existing research on the influence of international students on host higher education institutions (HEIs) has mainly focused on revenue diversification and the multicultural environment that students bring to campus. However, there is a significant gap in research on how international students can impact the development of the local community surrounding the host institution. In this paper, we explore the societal impact of international students, beyond the immediate financial benefits associated with their spending. Through interviews with representatives of four HEIs, this study sheds light on the transformative potential of international student mobility for local development in Portugal, especially in more disadvantaged regions. We found that the presence of international students contributes to demographic renewal, economic growth, cultural dynamism, and knowledge transfer, thereby serving as a catalyst for positive societal transformations. These findings accentuate the strategic role of HEIs in fostering regional development through internationalisation efforts, especially valuable for other countries and regions facing similar demographic and economic challenges.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102439"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142041176","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}

{"title":"PISA Maths-Reading index and its relationship with gender and levels of performance","authors":"Susana Nieto-Isidro,&nbsp;Fernando Martínez-Abad","doi":"10.1016/j.ijer.2024.102440","DOIUrl":"10.1016/j.ijer.2024.102440","url":null,"abstract":"<div><p>The Spanish PISA 2018 students sample (&gt;35,900 fifteen-year-old students) has been analysed by calculating the Mathematics minus Reading scores of all individuals in the sample, relating this Maths-Reading index to the personal and educational characteristics of the respondents. Results of the first step of the analysis show that the positive Maths-Reading Index values (higher scores in maths than in reading) are mainly related to gender, and negative values (higher scores in reading) are mainly related to the joy of reading and to a series of factors linked to interest and respect for other cultures, among others. Subsequently, the individual level of global performance is taken into account with a cluster analysis generating groups of high, medium and low performers. Changes in factors affecting the Maths-Reading index when this level-based grouping is considered are analysed, showing the importance of grade repetition for low performers and the influence of socio-economic factors for medium performers, while high performers are affected especially by non-cognitive aspects such as self-concept or expected occupational status. Finally, combined effects of gender and level of performance are taken into account, showing that the factors affect male and female students differently for the disparate performance-based groups. This study contributes to a more precise knowledge of the main factors associated with students’ tendency to have better scores in mathematical items than in reading items or vice versa, and to distinguish the differential role of personal and environmental factors not only globally, but also when gender and performance levels are taken into account. Studying this personal tendency is significant as it is related to students’ study choice, especially Science-Technology-Engineering-Mathematics (STEM) degrees.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102440"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001265/pdfft?md5=861acd10941e6de71fa9d8fc6b993363&pid=1-s2.0-S0883035524001265-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048161","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}

{"title":"University English teachers’ research conceptions and engagement: Insights from Cambodian higher education","authors":"Kimkong Heng ,&nbsp;Bunhorn Doeur ,&nbsp;M. Obaidul Hamid","doi":"10.1016/j.ijer.2024.102450","DOIUrl":"10.1016/j.ijer.2024.102450","url":null,"abstract":"<div><p>Research into teacher research has received considerable attention in the last few decades. However, it still remains crucial to examine how teachers understand research and to what extent they engage in it. This study investigated how English as a Foreign Language (EFL) teachers in Cambodian higher education perceived and engaged in research. The study employed a qualitative case study and collected data through one-on-one semi-structured interviews with 16 EFL teachers from two universities (private, metropolitan, and provincial). Findings based on thematic analysis show that Cambodian university EFL teachers were positive about the value of research, yet their conceptions of research were mixed and contested. Their research engagement was markedly limited and was confined to conducting research to fulfill degree requirements; attending conferences, workshops, or seminars; and supervising students’ research projects. There was almost no involvement in academic publishing due to various challenges to their research engagement endeavors, including time constraints, research knowledge deficiency, lack of funding and support for research, limited social recognition of research, and insufficient sources of research motivation. The participants offered a set of recommendations to improve the overall environment for research to enhance Cambodian EFL teachers’ research engagement. The study concludes with a discussion and policy implications of the findings, as well as suggestions for future research considering the study limitations.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102450"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001356/pdfft?md5=6dace066ea2fdfa5db64be8f7b223c7c&pid=1-s2.0-S0883035524001356-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142136680","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}

{"title":"A critical realist analysis of kindergarten teachers' professional identity in Chinese policy","authors":"Qun Ma,&nbsp;Helen Hedges","doi":"10.1016/j.ijer.2024.102491","DOIUrl":"10.1016/j.ijer.2024.102491","url":null,"abstract":"<div><div>Internationally, government-produced policies, such as professional standards for teachers and curriculum documents, generally reflect how countries view teachers’ professional identities. Educational policies are often considered more authoritative than teachers’ perspectives in shaping teachers’ professional identities and teachers’ practices in advancing child learning experiences. However, little attention has been paid to analysing ways policies in non-Western countries, such as China, construct kindergarten teachers’ professional identities. Exploring kindergarten teachers’ professional identity in Chinese policy is critical to understanding this phenomenon in a specific context that foregrounds both local and international sociocultural conditions. This paper thus brings new insights by examining kindergarten teachers’ professional identity in Chinese policy. The findings show policy expectations in the form of caring, pedagogical, partnership, and learning roles as part of teachers’ professional identity. Critical realism enabled the analysis of social interactions, where these expectations could be exercised, and the underlying mechanisms which explain these expected roles and interactions. This paper's empirical findings and contributions invite more policy studies of kindergarten teachers’ professional identities in Chinese and other sociocultural contexts to fully consider the underlying mechanisms that can explain the phenomenon of teachers’ professional identity.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102491"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142650962","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}

{"title":"Activating self-monitoring through the discourse of fear and hope: The subjectivation of enterprising teachers","authors":"Tien-Hui Chiang ,&nbsp;Lydia Osarfo Achaa ,&nbsp;Stephen J Ball","doi":"10.1016/j.ijer.2024.102324","DOIUrl":"https://doi.org/10.1016/j.ijer.2024.102324","url":null,"abstract":"<div><p>Drawing upon Foucault's governmentality, this study sets out to explore how enterprising subjects constituted through self-monitoring are fashioned in the epoch of performance management drawing on a survey of junior-high-school teachers’ (<em>n</em> = 2,275) attitudes toward its core elements of performativity, data governance, self-knowledge, and teaching commitment. The best model of SEM analysis indicates that while such enterprising subjects cannot be manufactured through the coercive force of performance management, this outcome can be effectively achieved by introducing intermediates, such as self-knowledge, performativity, data-comparative governance, and commitment to high standards. This finding indicates that the mission of neoliberal governmentality is mainly completed through subjectivation, in which discourses of fear and hope install care of self into teachers’ self-knowledge thus engendering the mechanism of self-monitoring.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"125 ","pages":"Article 102324"},"PeriodicalIF":3.2,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139944914","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}

{"title":"Exploring the motivations and career choices of expatriate teachers in international schools: Embracing personal growth, professional development, and teacher autonomy","authors":"David Bright ,&nbsp;Ellen Heyting","doi":"10.1016/j.ijer.2024.102426","DOIUrl":"10.1016/j.ijer.2024.102426","url":null,"abstract":"<div><p>The worldwide growth of international schools has prompted increasing interest in the growing body of expatriate teachers who choose to work in them. The decision to work internationally is complex, encompassing both push and pull factors that change throughout a teacher's career. This qualitative study explores the motivations and career choices of 20 international school teachers. Through a reflexive thematic analysis, we identified two primary themes in teachers' accounts of their decisions: personal growth and professional identity. The theme of travel, learning, and personal growth captures motivations typically related to travel and adventure that drive the decision to work internationally, including the opportunity to travel and experience new cultures, develop global mindedness, and learn more about the wider world. The theme of professional development and teacher autonomy explores participants' motivations related to the opportunities to teach in ways that are professionally fulfilling in international schools, which often provide freedom from what are perceived to be constrained or limited opportunities in the educational systems of participants' home countries. The study also explores how the evolution of teachers' decision-making processes and motivations evolved throughout their careers, revealing a transition from initial, somewhat random moves overseas to subsequent, more strategic moves aligned with higher expectations around professionalism and autonomy. These findings highlight the complex interplay of changing personal and professional aspirations that influence teachers' decisions to work in international school contexts. This study offers further empirical support for our understanding of international school teachers and critically engages with existing typologies of international school teacher motivation, informing recruitment and retention strategies, professional development programs, and educational policies.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102426"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0883035524001125/pdfft?md5=f9d5bff718569f136e0abf437238d0dd&pid=1-s2.0-S0883035524001125-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141942514","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}

{"title":"Does the relationship between competitiveness and student achievement vary based on the culture of competitiveness? Evidence from PISA 2018","authors":"Seijoon Park","doi":"10.1016/j.ijer.2024.102438","DOIUrl":"10.1016/j.ijer.2024.102438","url":null,"abstract":"<div><p>This study joins an intense research debate regarding whether competition is beneficial for student outcomes, focusing on the relationships between student-level and school-level competitiveness and student academic achievement. I also examine the impact of country-specific competitiveness context on the relationships between competitiveness and student achievement. This study's assumptions and hypotheses were guided by theoretical tenets of Swab &amp; Johnson's multilevel model of competition and competitiveness and the person-culture fit model. Using <em>Program for International Student Assessment</em> (PISA) 2018 data and World Values Survey (WVS) data from 57 countries, I analyzed three-level hierarchical linear models (HLM) with cross-level interactions to test these hypotheses. The results showed that student competitiveness was positively related to student achievement in mathematics within schools. Between schools, a competitive climate was positively correlated to student mathematics achievement. Cross-level interactions revealed country context positively moderated the relationship between student competitiveness and achievement. These findings emphasize the importance of considering broader cultural competitiveness contexts when examining the association between student competitiveness and achievement.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"127 ","pages":"Article 102438"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142048160","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}

{"title":"Decolonial perspectives on intercultural research in a study of educational inclusion in rural Cambodia","authors":"Jackie Ravet ,&nbsp;Peter Mtika ,&nbsp;Amy McFarlane ,&nbsp;Catriona MacDonald ,&nbsp;Bunlee Khun ,&nbsp;Vandy Tep ,&nbsp;Rany Sam ,&nbsp;Hak Yoeng","doi":"10.1016/j.ijer.2024.102466","DOIUrl":"10.1016/j.ijer.2024.102466","url":null,"abstract":"<div><div>This paper presents a critique of intercultural research in the context of a study of <em>Educational Inclusion in Rural Schools in Cambodia</em> undertaken by four U.K. researchers in partnership with four Cambodian researchers. Interculturality is an endeavour to recognise and engage with different ways of being and knowing across cultural boundaries and to address barriers to reciprocal understanding. This endeavour is a complex one and there is little research on the reality of intercultural research, especially in a Cambodian context. We therefore explored this reality within our own research team to address a gap in the literature. Our research question is: <em>What are participants’ perceptions of interculturality based on their experiences of a 5-year research study in educational inclusion?</em> Using a decolonial framework and decolonial methodologies, this paper presents the findings of a qualitative study that draws on questionnaire, research diary and interview data. We critically examine affordances and challenges relating to knowledge exchange, cultural differences, language/translation effects and research orthodoxies. We found that whilst our decolonial approach proved mutually beneficial, fostering co-construction and enhancing power-sharing, the quest for epistemic justice is inevitably constrained by powerful, Western research orthodoxies and funding conditionalities necessitating ongoing, joint reflexivity. The significance of the paper lies in the examination of the lived experiences of these affordances and challenges using a decolonial framework. The paper will be of relevance to international development researchers, international research funding agencies, international NGOs and others working in low and lower middle-income countries (LMICs) in the Global South.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"128 ","pages":"Article 102466"},"PeriodicalIF":2.6,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142423307","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}