国际教育与实践(英文)最新文献_第2页

English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program 外语教师效能感与积极成就情绪:与留学后教学变化的关系

国际教育与实践(英文) Pub Date : 2023-02-10 DOI: 10.30564/jiep.v5i2.5334

Xue Zhang, N. Noor, Popoola Kazem Hamed

{"title":"English as Foreign Language (EFL) Teachers’ Efficacy and Positive Achievement Emotions: Relations to Instructional Changes After Attending a Study Abroad Program","authors":"Xue Zhang, N. Noor, Popoola Kazem Hamed","doi":"10.30564/jiep.v5i2.5334","DOIUrl":"https://doi.org/10.30564/jiep.v5i2.5334","url":null,"abstract":"Due to government policy, the number of study abroad professional development program for EFL teachers increased greatly in China during recent years. Study abroad program aims to help EFL teachers improve their knowledge and teaching practices, which requires them to make adjustments to their traditional teaching styles accordingly. Hence, teachers may experience strong emotional reactions when they are faced with different modes of teaching methods. From the perspective of “emotion”, this study used control-value theory of achievement emotions as the theoretical framework to examine the relationship between teacher efficacy, positive achievement emotions, and instructional changes among 386 Chinese EFL teachers who attended study abroad programs. Purposive sampling was used in data collection. Data analysis was conducted using Structural Equation Model (SEM). The results showed that teacher efficacy correlated positively with positive achievement emotions (enjoyment, hope, and pride) and instructional changes. Positive achievement emotions mediated the relationship between teacher efficacy and instructional changes. Findings showed the impact of teacher efficacy and positive achievement emotions on changes in teachers’ thinking and instructional practices. Based on the findings and limitations of this study, implications on teacher education and professional development program, directions and suggestions for future studies are discussed.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111781","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

Incorporation of Media Arts for Chilean Young Students With Special Learning Needs 为有特殊学习需求的智利青年学生融入媒体艺术

国际教育与实践(英文) Pub Date : 2023-01-19 DOI: 10.30564/jiep.v5i2.5038

Diego Bernaschina

引用次数: 1

Promoting Patient Problem Solving Using STEM Education Principles 利用STEM教育原则促进患者解决问题

国际教育与实践(英文) Pub Date : 2022-12-31 DOI: 10.30564/jiep.v5i2.5312

Mark Oursland, M. Snyder

引用次数: 0

The internal and external and external consciousness of Japanese Students' Intercultural Language Communication 日本学生跨文化语言交际的内外意识和外意识

国际教育与实践(英文) Pub Date : 2022-11-18 DOI: 10.30564/jiep.v5i2.5046

Qing Yu

引用次数: 0

Rights-Based Education Programming: A Complimentary Approach for Addressing Poverty, Education Inequality, and Development in Zimbabwe 基于权利的教育规划:解决津巴布韦贫困、教育不平等和发展的互补方法

国际教育与实践(英文) Pub Date : 2022-06-30 DOI: 10.30564/jiep.v5i1.4770

Argnue Chitiyo, Jonathan Chitiyo, Zachary Pietrantoni

{"title":"Rights-Based Education Programming: A Complimentary Approach for Addressing Poverty, Education Inequality, and Development in Zimbabwe","authors":"Argnue Chitiyo, Jonathan Chitiyo, Zachary Pietrantoni","doi":"10.30564/jiep.v5i1.4770","DOIUrl":"https://doi.org/10.30564/jiep.v5i1.4770","url":null,"abstract":"The United Nations Millennium Development Goals (MDGs) of 2015 sought to eradicate major problems facing the globe. Member states ratifying these goals were tasked to formulate and institute policies aimed at addressing the global economic, political, social, and environmental challenges. Three major goals sought to address fundamental issues on poverty, universal education, and gender equality. The MDGs were succeeded by the Sustainable Development Goals which are targeted to be achieved by 2030. The intersectionality of the development goals and Education cannot be underestimated. Education has been identified as a key strategy for addressing poverty, hunger, and gender equality. Although several countries ratified the MDGs, most did not achieve the goals by 2015. A shift in policy is necessary to close the achievement gap and to help the efforts for achieving the 2030 SDGs. This paper addresses Zimbabwe’s progress towards the SDGs. Progress on key indicators of quality education, poverty, and inequality of opportunities is presented. Finally, the paper suggests a rights-based education programming framework to help accelerate achievement of the SDGs.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44507752","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

Benefits of Internationalization to Students Cosmopolitan Competency 国际化对学生国际竞争力的好处

国际教育与实践(英文) Pub Date : 2022-06-30 DOI: 10.30564/jiep.v5i1.4643

Doreen Ahwireng

{"title":"Benefits of Internationalization to Students Cosmopolitan Competency","authors":"Doreen Ahwireng","doi":"10.30564/jiep.v5i1.4643","DOIUrl":"https://doi.org/10.30564/jiep.v5i1.4643","url":null,"abstract":"Higher education institutions across the world are responding to globalization through internationalization. However, there is limited research that focuses on the benefits of both internationalization-at-home and cross-border internationalization to students’ cosmopolitan competency from the perspective of students. Therefore, this qualitative case study explored the benefits of internationalization to students from the perspectives of both domestic and international undergraduate and graduate students at two U.S universities. Purposeful and snowball sampling strategies were adopted to identify sixteen students. Data were garnered via interviews, institutions’ websites, and documents. Constant comparative method was employed to analyze the data. Findings from this study revealed that students acquired bilingual or multilingual abilities, firsthand cultural knowledge, global knowledge, cultural nuances critical to showing respect to people from different cultures and geographical backgrounds, friendship and networking, personal growth, high tendency to develop empathy through university internationalization, and opportunity to taste food from different parts of the world. The study recommends that, institutions of higher education should provide opportunities such as foreign language courses, Rosetta Stones, language laboratories, foreign language conversation hour sessions, English as a Second Language (ESL) or Intensive English Language program for students. Also, administrators and faculty are encouraged to provide a platform for study abroad returnees to share their experiences with their colleagues. Higher education institutions should continue to recruit more international students to enrich students’ experiences and global learning.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289155","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

Internet Plus University and College Foreign Language Teaching Reform 互联网+大学外语教学改革

国际教育与实践(英文) Pub Date : 2022-04-04 DOI: 10.30564/jiep.v5i1.4324

Qin Meng

引用次数: 0

Parents and Children Reading Together: Expanding Shared Book-Reading Across Genres 父母和孩子一起阅读：扩展跨流派的共享图书阅读

国际教育与实践(英文) Pub Date : 2022-04-04 DOI: 10.30564/jiep.v5i1.4493

Deborah Bergman Deitcher, Helen Johnson

引用次数: 1

Conceptual, Operational and Policy Issues in Servicing Gifted Students in Mexico 墨西哥资优学生服务的概念、运作及政策问题

国际教育与实践(英文) Pub Date : 2022-03-21 DOI: 10.30564/jiep.v3i3.2356

P. Sánchez-Escobedo

引用次数: 0

Higher Diploma Program in Ethiopian Higher Education: Instructors’ Perception and Perceived Practices in Jimma University and Jimma College of Teachers Education 埃塞俄比亚高等教育高级文凭课程:吉马大学和吉马教师教育学院教师的感知和感知实践

国际教育与实践(英文) Pub Date : 2022-01-24 DOI: 10.30564/jiep.v4i3.4254

Tewodros Asmare Tefera, Wudu Melesse

{"title":"Higher Diploma Program in Ethiopian Higher Education: Instructors’ Perception and Perceived Practices in Jimma University and Jimma College of Teachers Education","authors":"Tewodros Asmare Tefera, Wudu Melesse","doi":"10.30564/jiep.v4i3.4254","DOIUrl":"https://doi.org/10.30564/jiep.v4i3.4254","url":null,"abstract":"The study investigates the perception and perceived practices of Higher Diploma program (HDP) in the Jimma University and Jimma College of teachers’ education using a cross-sectional survey design comprised of questionnaire and interviews. The data were collected from 91 instructors, and 3 higher diploma leaders (HDLs) who were selected through lottery sampling and 2 higher diploma coordinators (HDCs) who were selected using availability sampling methods. The finding revealed the importance of the HDP (M=4.3, SD=0.91) though the perception of the HEI instructors differ before coming, and after coming to the HDP. Though the study indicated as the trained instructors are applying the knowledge and skill, which they have acquired from the HDP training, the HEIs are not following the actual practices of the training. The study found out that the HE instructors’ perception had a significant correlation with the practices of HDP (r=.694, p=0.00<0.01) having a moderate effect size (δ=0.48). The findings call for the proper implementation of the HDP for the betterment of the program and to achieve the intentions of the HDP.","PeriodicalId":67493,"journal":{"name":"国际教育与实践(英文)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48165226","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