Comparative Education Research Articles

Seventy Years of Reviews in Comparative Education Review: Reflections on the Tradition and New Directions

Seventy Years of Reviews in <i>Comparative Education Review</i>: Reflections on the Tradition and New Directions

PISA'DA EN İYİ PERFORMANS GÖSTEREN ÜLKELERİN ve TÜRKİYE'NİN ÖĞRETMEN YETERLİKLERİNİN KARŞILAŞTIRMALI ANALİZİ

The aim of this study is to compare the teacher competency frameworks (TCFs) of top performing countries in PISA (Singapore, Hong Kong, Estonia, Canada) and Türkiye and to reveal the similarities and differences among teacher competences of these countries. Comparative education method was used in the study. Successful countries in PISA from different regions were chosen as sample countries. Official documents on teacher education and specifically TCFs of sample countries were examined as the main data sources. Descriptive analysis was used for the analysis of data. This study revealed that “subject matter knowledge and pedagogical skills, teachers’ continuous professional development and collaboration, and supporting student development” are the in common competences in all sample high-achieving countries’ TCFs including Türkiye. However, “Techno-pedagogical skills” domain, which is quite important in today’s world, exists only in Estonia’s TCF. It was seen that publishing year of TCFs differs greatly. It was concluded that sample countries’ TCFs have similarities largely while there are also some differences among them. Finally, it was seen that Türkiye’s TCF shows similarities to sample top-performing countries’ TCFs to a great extent.

Comparative education in the context of the sharing of human destiny

Comparative education in the context of the sharing of human destiny

Retracted: Research on the Model of Distance Education Resource Integration from the Perspective of Comparative Education

Retracted: Research on the Model of Distance Education Resource Integration from the Perspective of Comparative Education

Comparative education and its neighbours

As part of the celebration of the 40th anniversary of the Brazilian Society of Comparative Education, the Brazilian Journal of Comparative Education presents a contribution from Mark Bray, University of Hong Kong.

Práticas Corporais de Aventura na Graduação em Educação Física: estudo comparado UFSC-UFG

ABSTRACT The insertion of the Adventure Body Practices in the undergraduate Physical Education programs of the Federal University of Santa Catarina and Federal University of Goiás carried out during the curricular reformulation process in the last years was analyzed. The methodology used was Comparative Education. The Federal University of Goiás created an introductory course, while the Federal University of Santa Catarina created three – an introductory course, a licentiate-specific course, and an optional course. Both cases present similarities and differences in the understanding of the new guidelines and how this was reflected in their Curricular Pedagogical Projects, with a strong influence of the territories where the institutions are located. The article concludes with the identification of the advances in each higher education institution on this content from the perspective of Comparative Education.

Cross-Cultural Logic and the Limits of Comparative Pedagogy

Cross-Cultural Logic and the Limits of Comparative Pedagogy

The Relationship Between Globalization and the Theme of Contemporary Comparative Education Research

The Relationship Between Globalization and the Theme of Contemporary Comparative Education Research

The Perspective of Martyr Motahhari and John Rawls on Gender Justice in Education

The aim of the present study is to conduct a comparative analysis of gender justice in education from the perspectives of Martyr Motahhari and John Rawls in order to propose a model. This research is applied in terms of its objectives and employs a comparative content analysis approach for data collection. Initially, data were gathered through note-taking and information recording, leading to the identification of comparative components in the thoughts of Martyr Motahhari and John Rawls, with the purpose of proposing a model. The research scope included books, articles, and studies that focused on the comparative education perspectives of Martyr Motahhari and John Rawls, with the aim of proposing a model. A total of 130 volumes were selected through purposive and criterion-based sampling, ensuring their relevance and currency with the subject matter. The study encompassed all books, articles, and published research, which were coded by various researchers using a coding method. The tools used for data collection were note-taking from credible sources, articles, and documents, conducted in a library or archival manner. The data analysis method involved coding techniques, including open coding, axial coding, and selective coding. The findings indicated that the previous research conducted by other scholars somewhat aligns with the results obtained in this study, and some of the indicators and components identified in the present research are validated by previous findings. After reviewing and studying the theoretical foundations, research background, and documentation in articles and with researchers, 4 dimensions, 16 components, and 48 indicators were ultimately identified. These include value-oriented components comprising 4 components and 12 indicators, anthropological components comprising 4 components and 12 indicators, epistemological components comprising 4 components and 12 indicators, and psychological components comprising 4 components and 12 indicators.

Comparative Education

As part of the celebration of the 40th anniversary of the Brazilian Society of Comparative Education, the Revista Brasileira de Educação Comparada welcomes the contribution of Professor Erwin Epstein, who reflects on epistemological questions about the research field of Comparative Education and its identity.

학습자 특성에 따른 비교과 프로그램 만족도 차이 분석

The purpose of this study is to examine differences in comparative education satisfaction by student characteristics and to provide a blueprint for planning future comparative education programs. It is also intended to provide a blueprint for planning the future direction of the extra-curricular program based on these results. Statistical analysis was conducted based on questionnaires from a total of 848 students, and the research results are as follows. First, the group that was satisfied with extra-curricular activities in general and with life in the dormitory was found to be more satisfied with the extra-curricular program, and the College of Humanities and Social Sciences had relatively higher satisfaction with the extra-curricular program than other colleges. There was a statistically significant difference in these results. Second, male students' satisfaction was relatively higher than that of female students in six items excluding extra-curricular program content, instructor, and instructor's expertise, and there was a statistically significant difference. In terms of differences by grade, there were statistically significant differences in the activity location and instructor items, and colleges were found to have no significant differences in all items. Third, looking at the difference in satisfaction by extra-curricular program items according to residence type, it was found that students who commute to school from nearby areas had high satisfaction in all items. The satisfaction level of students living in dormitory building 2 was relatively high, and there was a statistically significant difference. Based on these results, extra-curricular program performance indicators were planned and implications were provided for planning the extra-curricular program for the next year.

Interview with Professor Dr. Charl Wolhuter

As part of the celebration of the 40th anniversary of the Brazilian Society of Comparative Education, the Brazilian Journal of Comparative Education interviews Professor Charl Wolhuter, Comparative and International Education Professor at North-West University South Africa.

Comparative Analysis of The Development of Chinese Language Teaching in Indonesia and Malaysia——Focusing on Bereday's Four Step Method of Comparative Education Research

Comparative Analysis of The Development of Chinese Language Teaching in Indonesia and Malaysia——Focusing on Bereday's Four Step Method of Comparative Education Research

Дуалды оқыту жүйесін жоғарғы оқу орны мен мектеп байланысының негізінде ұйымдастырудың педагогикалық шарттары

The got to actualize the state approach of the country's move to an imaginative way of advancement infers noteworthy changes within the framework of higher instruction. Conceptually, this makes it necessary to consider theoretical studies based on domestic and foreign vocational education systems under the influence of comparative pedagogy with the development of historical and forecast conditions in them. To date, potential bosses and instructive educate have come to a agreement that the cutting edge labor showcase needs highly qualified specialists of a modern arrangement, prepared for any challenges that arise before them in an progressively competitive environment. There's a genuine issue of irregularity of interests of generation, colleges and graduates of higher educational institutions with respect to work and career development. There's a crevice between the requirements of generation within the important competencies of college graduates and the offer of competencies that the college shapes in agreement with the state instructive standard. The article discusses the solution to the problems that arose as a result using elements of a dual education system with the determination of continuity between a university and a school in the specialty «Informatics».

Teacher preparation for implementation of E-learning in the educational process of a German high school

The article examines the problem of using electronic learning (E-learning) in the training of future teachers in German universities, which is a fairly new and at the same time promising direction of comparative pedagogy. This problem has gained particularly active development in recent years, which is largely due to the spread of digital forms of education, which were recognized in Germany as a special category of the latest educational technologies. It is assumed that the constant introduction of new pedagogical technologies will provide wider opportunities for the development of pedagogical universities in Germany and maintain competitiveness in the international market of educational services. It is believed that successful e-learning scenarios take into account the necessary didactic conditions of learning in different contexts, such as authentic or social learning contexts, and provide substantial digital support for learning materials. The authors consider the use of digital learning tools, which have a differentiated presentation and characterize the most widespread types of e-learning used in the training of future teachers in Germany, and cover the modern spectrum of posting event scenarios and lecture materials on the Internet for fully virtual teaching, namely: computer online computer training, internet training, blended learning, exclusively virtual training, and distance training on the Internet. An important aspect of e-learning is the tools and media for its implementation, which include software for portals, a system for managing administrative functions (personnel management and student management), course management, a learning platform, and tools for creating and collaborating on a network. E-learning is widely used in German universities; it supports learning processes through the use of various digital technologies that provide operations in various ways. Teachers are offered a choice of teaching and learning scenarios, and the e-semester reserve is aimed at further supporting classroom teaching.

ПЕРСОНАЛІСТСЬКИЙ НАПРЯМ В УКРАЇНСЬКІЙ ПЕДАГОГІЧНІЙ КОМПАРАТИВІСТИЦІ (90-ТІ РР. ХХ – ПОЧАТОК ХХІ СТ.)

The article is focused on the problem of reflecting the personalist trend in Ukrainian pedagogical comparative studies of the late twentieth and early twenty-first centuries. It is emphasized that Ukraine's obtaining the status of a candidate for membership in the European Union (2022), the current challenges faced by Ukrainian pedagogical science and education, encourage the intensification of scientific research aimed at synchronizing Ukrainian education and science with European standards. In this context, Ukrainian pedagogical comparativistics is of particular importance, so there is a need for a deep and comprehensive study of the personalist direction of Ukrainian pedagogical comparativistics. It is considered an integral part of pedagogical biography. It is pointed out that, although in the era of restoration of Ukraine's independence, domestic scholars are actively studying foreign personalities, a significant layer of studies on cultural and educational figures abroad as integral scientific and pedagogical phenomena has not been fully clarified, so it is time to study their biographies, as well as the factors and conditions that contributed to their formation as pedagogical personalities, intellectual achievements, professional, pedagogical, educational, social, educational, scientific activities, and determination of their role in both national education and the development of world pedagogical thought. The author identifies generalized works in the field of Ukrainian pedagogical comparative studies that represent the development of foreign education and pedagogical thought in personalities, emphasizes the importance of the NAES of Ukraine, which has two comparative pedagogical structural units, in particular, the Institute of Pedagogy and the Institute of Pedagogical and Adult Education, and emphasizes the role of scientists of the Laboratory of Comparative Pedagogy of the Institute of Pedagogy of the NAES of Ukraine in the development of Ukrainian comparative studies. The conclusion is made about the need for a comprehensive study of issues related to the personalization of pedagogical thought abroad.

:Emergent Trends in Comparative Education: The Dialectical of the Global and the Local

:<i>Emergent Trends in Comparative Education: The Dialectical of the Global and the Local</i>

Сравнительные педагогические исследования и потенциал педагогики Ф. Фребеля как основания для сравнения дошкольного образования в разных странах

The work analyzes the meaning, methodological problems and current state of comparative pedagogy. It is concluded that the rapid development and extension of comparative pedagogy at present can be described as expansion. The author sees the full development of comparative pedagogy as a valuable branch of knowledge through its expansion not only in breadth, but also in depth. The interest in comparative studies of preschool education is explained, according to the author, by the recognition of childhood as a valuable period in a person’s life — an idea coming from F. Fröbel. It is proved that F. Fröbel’s pedagogy can be used as a methodological tool and basis for a comparative study of preschool education in different countries.

A COMPARATIVE STUDY OF STUDENT TEACHERS’ EXPERIENCES WITH COLLABORATING TEACHERS IN THE CZECH REPUBLIC AND THE UNITED STATES

Within a teacher education programs, student teachers must participate in a teaching practicum, when teachers-in-training (i.e., pre-service teachers) work with experienced teachers (i.e., in-service teachers) in their classrooms, learning the best practices related to pedagogy. This context, the student teaching practicum, has been studied extensively in a wide range of publications. However, comparative studies across countries that examine the experiences and perspectives of the practicum participants have not been deeply explored in the literature. The following study seeks to understand how student teachers in the Czech Republic and the United States perceive their practicum and the role of their collaborating teacher. Building on previous research that focuses on the effective traits of collaborating teachers and the effective types of feedback collaborating teachers give, this study compares student teachers’ experiences with their collaborating teachers and seeks to understand the differences between the two. The findings lead to topics in comparative education which could be explored in greater depth.

Comparative education and gender

The aim of this article is to present the importance of gender studies in comparative pedagogy and the role of women scientists in its development. The first part of the text is devoted to a gradual comparative increase in interest in gender issues, both in scientific and didactic contexts. This is followed by the presentation of two basic theoretical approaches to the analysis of cultural gender in comparative pedagogy in the context of inequality: direct gender inequality and structural inequality (gender, class, race). Both approaches are illustrated with examples of research and publications. In the second part of the text, an attempt is made to show the role of women as researchers in the development and organisation of comparative pedagogy, concerning scholarly work and in holding positions in international associations of comparative pedagogy. The article is intended to contribute to understanding the phenomenon of expanding the problem field of comparative pedagogy.