International journal of educational research open最新文献

Understanding creative pedagogy of Saudi high school STEM teacher: A case study of Mawhiba and public science classes 理解沙特高中STEM教师的创造性教学法：以马怀巴和公共科学课为例

International journal of educational research open Pub Date : 2025-06-12 DOI: 10.1016/j.ijedro.2025.100495

Maryam Bojulaia

{"title":"Understanding creative pedagogy of Saudi high school STEM teacher: A case study of Mawhiba and public science classes","authors":"Maryam Bojulaia","doi":"10.1016/j.ijedro.2025.100495","DOIUrl":"10.1016/j.ijedro.2025.100495","url":null,"abstract":"<div><div>Saudi educational documents have recently emphasized creativity and considered it a fundamental skill in K-12 education. Accordingly, this study assumed that Saudi teachers encourage and teach creativity in science classrooms. However, it remains unclear how STEM (Science, Technology, Engineering, and Mathematics) teachers develop students' creativity. Thus, the current study utilized Lin's (2009) creative pedagogy model, including creative teaching, teaching for creativity, and creative learning to describe and compare the creative pedagogy of a Saudi high school STEM educator in two learning contexts: 1) a <em>Mawhiba</em> classroom (a customized classroom for creative and gifted students) and 2) a <em>public</em> classroom (for average students) within a single case study. The study focused on how a teacher of gifted students plans, implements, and evaluates creative pedagogy within these two science classrooms. The study used a descriptive qualitative approach by triangulating data from multiple sources (observations, interviews, and documents). The analysis approach was a priori coding. The study's findings indicate that planning for creative pedagogy is identical in both classrooms. However, there are several differences between the learning contexts. Firstly, the participating teacher lacks confidence in the creative abilities of average students in the <em>public</em> classroom compared to those of gifted students in the <em>Mawhiba</em> classroom. Secondly, average students in the <em>public</em> classroom experience passive learning, while gifted students in the <em>Mawhiba</em> classroom engage more actively. Thirdly, the participating teacher faced more challenges in the <em>public</em> classroom. Finally, the study's results suggest further interpretations and recommendations to enrich creative pedagogy in STEM education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100495"},"PeriodicalIF":0.0,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144272580","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

Measuring early care and education quality in Peru: Validation of the CLASS toddler 测量秘鲁的早期护理和教育质量：对CLASS幼儿的验证

International journal of educational research open Pub Date : 2025-06-10 DOI: 10.1016/j.ijedro.2025.100488

Marta Dormal

引用次数: 0

A systematic review: Parental perspective on school readiness during the pre- and post-transition periods 一项系统回顾：父母对过渡前后入学准备的看法

International journal of educational research open Pub Date : 2025-06-09 DOI: 10.1016/j.ijedro.2025.100486

Jonghyun Jun , Kane Meissel , Maria Cooper , Georgia Rudd

{"title":"A systematic review: Parental perspective on school readiness during the pre- and post-transition periods","authors":"Jonghyun Jun , Kane Meissel , Maria Cooper , Georgia Rudd","doi":"10.1016/j.ijedro.2025.100486","DOIUrl":"10.1016/j.ijedro.2025.100486","url":null,"abstract":"<div><div>Parental perspectives on school readiness reflect diverse changing and sustained beliefs as children move from home life or early childhood education (ECE) to school. This review analysed parental perspectives in pre- and post-transition periods captured within the qualitative and quantitative literature over the past two decades. This paper presents a systematic review of 71 studies that drew conclusions about parental perspectives on the school readiness of children who were about to or had just started formal schooling. Employing reflexive thematic analysis, the studies were categorised into four main themes across the two time points: socio-emotional development, academic development, physical development, and collaborative school readiness. The findings suggest that parents frequently emphasised socio-emotional and academic development over physical development and collaborative school readiness at both time points. The review offers important insights about parents’ concerns before their child’s transition to school and their experiences once they begin.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100486"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241788","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

Exploring the role of generative AI in science teacher education programs: a qualitative study 探索生成式人工智能在科学教师教育计划中的作用：一项定性研究

International journal of educational research open Pub Date : 2025-06-07 DOI: 10.1016/j.ijedro.2025.100492

L.G.A. de Putter-Smits , C.F.J. Pols , P.J.J.M. Dekkers , P.R. Runhaar , M. Timmer , J.T. Van der Veen

{"title":"Exploring the role of generative AI in science teacher education programs: a qualitative study","authors":"L.G.A. de Putter-Smits , C.F.J. Pols , P.J.J.M. Dekkers , P.R. Runhaar , M. Timmer , J.T. Van der Veen","doi":"10.1016/j.ijedro.2025.100492","DOIUrl":"10.1016/j.ijedro.2025.100492","url":null,"abstract":"<div><div>The introduction of transformative generative open AI (GenAI) has impacted science education, presenting opportunities for students and teachers to enhance teaching and learning efficiency. Equally GenAI poses challenges, including risks such as plagiarism and superficial engagement with content. Science teacher education programs play a key role in the way these opportunities are realized and how challenges are dealt with through educating the future generation of science teachers. Science teacher educators face the challenge to remodel their teaching program to showcase how GenAI is used appropriately. Their student teachers face the challenge of working with GenAI in their own learning, but also in their classroom teaching where their students in secondary education might be using GenAI. This interview study explored how science teacher educators and student-science teachers in the teacher training programs of the four technical universities in The Netherlands envisage the potential impact of GenAI on university science teacher education. Few of the teacher educators had actually used GenAI, compared to the number of student teachers that had used GenAI. Potential uses for GenAI in science teacher education and for science teaching in general were identified, as well as desired new learning goals. A strong need for a policy on the use of GenAI was expressed, including a need for clear guidelines and rules. The conclusion presents possible design characteristics for science teacher education to benefit from the advent of GenAI and circumvent associated risks.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100492"},"PeriodicalIF":0.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231844","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

The impact of the pandemic and school closures on non-cognitive characteristics: Evidence from PISA 大流行和学校关闭对非认知特征的影响：来自PISA的证据

International journal of educational research open Pub Date : 2025-06-07 DOI: 10.1016/j.ijedro.2025.100489

Jose Wilmar Quintero Pena , Louis Volante , Kristof De Witte

{"title":"The impact of the pandemic and school closures on non-cognitive characteristics: Evidence from PISA","authors":"Jose Wilmar Quintero Pena , Louis Volante , Kristof De Witte","doi":"10.1016/j.ijedro.2025.100489","DOIUrl":"10.1016/j.ijedro.2025.100489","url":null,"abstract":"<div><div>This study examines the impact of the COVID-19 pandemic on non-cognitive skills using survey data from the Programme for International Student Assessment (PISA). We analyzed survey findings from PISA 2022 and compared these results with previous test administrations to evaluate the influence of school closures on non-cognitive outcomes across Canada, the United States, Australia, New Zealand, and Europe. Our findings indicate that students in the 2022 PISA cohort experienced a contrasting short- and-long term effect on their sense of belonging. In the short term, there was a loss of 0.040 standard deviations (SD) in their sense of belonging to school. However, in the long term, there is evidence of a recovery of 0.049 SD, particularly in the USA and Canada. Additionally, the pandemic was associated with a 0.08 SD decline in growth mindset and a 5 % reduction in the likelihood of being frequently bullied, compared to past student cohorts. The study reveals that the COVID-19 pandemic disproportionately affected non-cognitive skills among girls, migrants, and economically disadvantaged students, exacerbating bullying and prompting a shift towards a fixed mindset, particularly among female students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100489"},"PeriodicalIF":0.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231843","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

“Just plough on and pretend it’s not happening”: Understanding burnout in teacher educators in Ireland and the United Kingdom “继续努力，假装它没有发生”：了解爱尔兰和英国教师教育工作者的职业倦怠

International journal of educational research open Pub Date : 2025-06-06 DOI: 10.1016/j.ijedro.2025.100491

Sabrina Fitzsimons , David S. Smith

{"title":"“Just plough on and pretend it’s not happening”: Understanding burnout in teacher educators in Ireland and the United Kingdom","authors":"Sabrina Fitzsimons , David S. Smith","doi":"10.1016/j.ijedro.2025.100491","DOIUrl":"10.1016/j.ijedro.2025.100491","url":null,"abstract":"<div><div>Though Teacher Educators play a significant role in teachers’ induction and development at early childhood, primary, secondary, and further education levels, there has been relatively little research into their stress and well-being. This paper offers unique insight into an under-researched area through a mixed methods approach, combining the Copenhagen Burnout Inventory (CBI), open-ended surveys (<em>N</em> = 154), and long-form interviews (<em>N</em> = 14). Most participants reported moderate to high Work-Related Burnout and Personal Burnout. Although the traditional burnout symptoms of emotional exhaustion were evident, depersonalisation was less pronounced in this educator demographic than in other groups. Burnout was influenced by several interconnecting factors, including work overload, lack of control, feeling undervalued, and external pressures from policy and accreditation processes. Protective factors were also identified, including collegial support, intrinsic motivation, and proactive self-care practices. In combination, these factors counterbalance the stressors but do not act as a ‘cure’.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100491"},"PeriodicalIF":0.0,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231842","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

The impact of executive function on stress, difficulties, and teaching behaviours of pre-service teachers on their first practicum placement 执行功能对职前教师首次实习时压力、困难及教学行为的影响

International journal of educational research open Pub Date : 2025-06-04 DOI: 10.1016/j.ijedro.2025.100487

Jeffrey William Harris MacCormack, Charlotte Ann Brenner

引用次数: 0

Postgraduate healthcare students’ experiences of studying abroad: A systematic review 医疗保健专业研究生出国留学经历的系统回顾

International journal of educational research open Pub Date : 2025-06-02 DOI: 10.1016/j.ijedro.2025.100484

Miad Alruwaili , Gary Mitchell , Maria Lohan

{"title":"Postgraduate healthcare students’ experiences of studying abroad: A systematic review","authors":"Miad Alruwaili , Gary Mitchell , Maria Lohan","doi":"10.1016/j.ijedro.2025.100484","DOIUrl":"10.1016/j.ijedro.2025.100484","url":null,"abstract":"<div><div>International student mobility (study abroad) as a method to enhance students’ education, cultural awareness, and competency has gained support from numerous national governments and higher education institutions. The aim of this systematic review is to synthesize the evidence on the experiences of international healthcare postgraduate students who study abroad. A systematic search of five databases using a pre-defined search strategy was conducted on published research with no time restrictions, up to December 31st, 2023. Following data extraction, the review utilised a deductive thematic analysis approach, guided by pre-defined research questions, including identifying perceived advantages and disadvantages of international programs, challenges faced by students and educational providers, the experiences of postgraduate healthcare students traveling with families, and any additional emerging themes. Search yielded 1500 records and 22 articles met the inclusion criteria and were included. Sixteen studies used qualitative methods, four used mixed methods, one was a quantitative nonexperimental exploratory study,and for one study the research design was unclear. Two studies were excluded at quality appraisal stage. The findings identified benefits from the perspectives of postgraduate students, such as improved language skills, cultural awareness, and professional development. Common challenges included language barriers, academic difficulties, and cultural adaptation. One study highlighted the unique experiences of students with families, emphasizing a need for opportunities for social integration and support networks. The research suggests a mix of benefits and challenges among postgraduate healthcare students studying abroad. Further research is needed to better understand the experiences of students who are accompanied by their families in studying abroad.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100484"},"PeriodicalIF":0.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190151","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

Person-to-person interactions in hybrid teaching and learning 混合式教与学中的人际互动

International journal of educational research open Pub Date : 2025-05-31 DOI: 10.1016/j.ijedro.2025.100485

Tai-ming Wut, Helen Shun-mun Wong, Carmen Ka-man Sum

{"title":"Person-to-person interactions in hybrid teaching and learning","authors":"Tai-ming Wut, Helen Shun-mun Wong, Carmen Ka-man Sum","doi":"10.1016/j.ijedro.2025.100485","DOIUrl":"10.1016/j.ijedro.2025.100485","url":null,"abstract":"<div><div>This paper aims to investigate person-to-person interactions in a hybrid classroom setting from a Community of Inquiry perspective. A typology of person-to-person interaction in hybrid learning environment is proposed. Hybrid mode seems to be the most convenient setting in terms of flexibility. In the hybrid classroom setting, teachers multi-task to take care of both onsite and online students at the same time. Students need to simultaneously communicate with the teacher in the lecture theatre and with their peers both in the classroom and online. In-depth interviews with university students and teachers were conducted in Hong Kong to investigate the challenges and the coping strategies of student-to-teacher interaction and student-to-student interaction in hybrid mode. Three distinct themes are generated: proximity; location and flexibility. The themes proximity and location contribute to the challenges. In short, challenges to student-to-teacher interactions include (1) the difficulty in accommodating the needs of online and in-class students at the same time, and (2) some online students are being ignored by the teachers. Challenges to student-to-student interactions include communication among online and onsite students; the Social Presence is found to be affected negatively by the hybrid approach. To alleviate such situations, solutions to challenges in student-to-student interactions are (1) more teamwork among students from online and in-class; and (2) encouraging learning from peers. We contribute to the literature on how to conduct hybrid teaching with greater efficiency by a new perspective to improve person-to-person interaction. The success factors of the hybrid mode are well-planned lessons, established familiarity, knowledge check, and adequate teaching equipment available.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100485"},"PeriodicalIF":0.0,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185119","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

Professional development targeting teacher expectations and behavior to impact (un)equal opportunities: A systematic review 以教师期望和行为为目标的专业发展对（非）机会平等的影响：系统回顾

International journal of educational research open Pub Date : 2025-05-27 DOI: 10.1016/j.ijedro.2025.100483

Roeline A. Bijl , Linda van den Bergh , Anouke W.E.A. Bakx

引用次数: 0