International Journal of Educational Reform最新文献_第2页

Preparing Students for Professional Activities in English 为学生参加英语专业活动做准备

International Journal of Educational Reform Pub Date : 2024-01-03 DOI: 10.1177/10567879231224741

Olga Andreyeva, G. Tleuzhanova, Larissa Kharitonova, Natalya Mirza

引用次数: 0

Academic Mobility as a Factor of Increasing the Competitiveness of University Graduates 学术流动是提高大学毕业生竞争力的一个因素

International Journal of Educational Reform Pub Date : 2023-12-28 DOI: 10.1177/10567879231222860

Sholpan A. Yessimova, L. A. Khassenova, Gulmira R. Mombekova, Aigul A. Shadiyeva

引用次数: 0

Fostering Inclusivity in Education: Unleashing the Potential of Inclusive Education in India 促进包容性教育：释放印度全纳教育的潜力

International Journal of Educational Reform Pub Date : 2023-11-30 DOI: 10.1177/10567879231217474

Sonali Guliya, Kalpana Rawat, Mansi Jain, S. Vats, F. Kashoo, G. Kapoor, A. Chahal

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Motivating Teachers to Reflect in a Professional Community of Practice Through Collaborative Action Research 通过合作行动研究激励教师在专业实践社区中进行反思

International Journal of Educational Reform Pub Date : 2023-11-30 DOI: 10.1177/10567879231217457

M. H. Arefian

{"title":"Motivating Teachers to Reflect in a Professional Community of Practice Through Collaborative Action Research","authors":"M. H. Arefian","doi":"10.1177/10567879231217457","DOIUrl":"https://doi.org/10.1177/10567879231217457","url":null,"abstract":"Teachers’ professional development has been a widely discussed matter in the literature. Thus, a diverse range of frameworks was introduced to enhance teachers’ knowledge, experience, and skills. One such significant tool to boost teachers’ knowledge and competence can be collaborative action research (CAR). Although action research and collaborative professional development received sufficient scholarly investigation separately, CAR, which is not been explored in Iran, can have numerous implications and benefits. The current study explored Iranian in-service language teachers’ perceptions of the implementation of CAR, motivating them to reflect in a professional community of practice (CoP). Thus, ten teachers were selected through purposive sampling, and data were analyzed thematically. The result indicated that teachers gained personal, social, and professional benefits from CAR in a CoP and became motivated to reflect on their practices regularly through CAR. Moreover, teachers became systematic, reflective, collaborative, creative, curious, supportive, agentic, engaged, and conscious, which can be the foundations for motivating reflective practices. This study encourages teachers, teacher educators, and stakeholders to incorporate CAR in a CoP in order to motivate teachers’ reflective practices for professional development.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139206705","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

Competence-Based Curriculum in Tanzania: District School Quality Assurance Officers’ Understanding and Practices 坦桑尼亚的能力本位课程：地区学校质量保证官员的理解与实践

International Journal of Educational Reform Pub Date : 2023-11-28 DOI: 10.1177/10567879231217458

Silvani Dismas, Ibrahimu Nzima, Aurelia Kimaro

{"title":"Competence-Based Curriculum in Tanzania: District School Quality Assurance Officers’ Understanding and Practices","authors":"Silvani Dismas, Ibrahimu Nzima, Aurelia Kimaro","doi":"10.1177/10567879231217458","DOIUrl":"https://doi.org/10.1177/10567879231217458","url":null,"abstract":"This study focuses on investigation of district school quality assurance officers’ (DSQAOs) understanding of competence-based curriculum (CBC) and how they conduct CBC quality assurance in secondary schools in Tanzania. The study employed interpretive paradigm, qualitative approach, a case study design, and was guided by Bernstein's theory of the pedagogic device. Forty (40) respondents were purposively and conveniently selected including DSQAOs (n = 12), head of schools (n = 4), and teachers (n = 24). Data generation methods were semi-structured interviews, participant-assisted drawings, and documentary review; while content and thematic analyses were employed. Findings revealed that DSQAOs had varied understandings of CBC. Some understood CBC as a curriculum that supported students’ studies and learning environment. Others understood it as a curriculum that supported students’ acquisition of competences needed in their daily life; while others failed to explain its meaning. Moreover, DSQAOs conducted classroom observations and gave feedbacks for improving teaching and learning activities in schools. However, DSQAOs’ use of harsh language to teachers, limited time during school visit, inadequate report writing, and lack of clear conceptualization of CBC concepts hindered effective support to teachers. The study concludes that in order to conduct effective CBC quality assurance in schools, selection of competent DSQAOs and regular trainings are imperative.","PeriodicalId":503775,"journal":{"name":"International Journal of Educational Reform","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139215528","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

Breaking the Moonlighting Cycle: How Ethical Climate in Higher Education Can Curb Secondary Employment Intentions Among Teachers 打破兼职循环：高等教育伦理氛围如何抑制教师的二次就业意向

International Journal of Educational Reform Pub Date : 2023-11-19 DOI: 10.1177/10567879231214489

Sai Manogna Bommakanti, Swamy Tnvr

引用次数: 0

Theoretical Relationships among Developmental Assets, Well-Being and Thriving: Scoping Review of the Strength-Based Perspective 发展资产、幸福和繁荣之间的理论关系：基于实力的观点的范围审查

International Journal of Educational Reform Pub Date : 2023-11-14 DOI: 10.1177/10567879231213058

M. A. Dejenie, Amare Sahle Abebe, Dawit Asrat Getehun

引用次数: 0