Dimensions Of Education Research Articles

Holistic Competencies of Chinese Preschool Teachers: Psychological, Physical, and Educational Dimensions

Preschool teacher training and development addresses the multiplicity of domains and competence areas important in the general development of young children. The psychological, physical and pedagogical aspects of holistic capabilities of preschool teachers have been discussed in this study carried out in China. The research utilized the Partial Least Squares Structural Equation Modeling (PLS-SEM) as well as a quantitative approach in collecting information from 325 preschool teachers located in different regions. Consequently, it is clear that there are significant relationships among the competences: psychological competences like stress management and emotional intelligence have an acceptable influence on educational and physical competences as well. Teachers’ energy levels and physical health greatly affect their efficiency at teaching their pupils. These results emphasize the importance of an integrated approach to pedagogical development involving professional, emotional and psychical training for better instruction provision. This paper also underlines correlations between various capabilities, which is congruent with Gardner’s Theory of Multiple Intelligences and Bronfenbrenner’s Ecological Systems Theory. Some suggestions include creating inclusive teacher education programs; developing inspiring work settings; starting health initiative programs among others. Hence policy decision makers can understand that massive needs have to be met by facilitating holistic programmatic growths whilst rewarding continuous professional development in academics field. This study provides imperative insights into the diverse responsibilities of preschool teachers and lays the groundwork for future research probing longitudinal consequences and objective measures of teacher competence, despite its reliance on self-report data and a narrow geographic emphasis

Pedagogizing Identity in Teacher Education Through Critical Autoethnographic Narrative

In this study, I report on my use of critical autoethnographic narrative (CAN) writing with English language teacher candidates (TCs) in a graduate-level teacher education course. In that iterative, scaffolded writing activity, I coached TCs to construct their teacher identity in narrative and make visible to themselves ideologies dominant in the sociopolitical context of language teaching. Drawing data from my CAN implementation in Spring 2023, I analyze Pamela's (pseudonym) case to address this research question: How does she construct her English language teacher identity in a semester-long CAN writing activity? The qualitative data analysis demonstrates that Pamela's language teacher identity involved: (a) becoming a social justice advocate, (b) grappling with neurodiversity, and (c) positioning language as an evolving local contextualized practice. Based on her positioning of language, she denies ‘one right way’ approach to language use, ‘teaching as correcting errors’ approach, and ‘assessment as gatekeeping’ approach as part of her teacher identity. Pamela's CAN shows that the personal, professional, and political dimensions of language teaching are intricately intertwined in teacher identity, and that teacher identity construction involves tensions of competing ideologies in the sociopolitical context.

Positions on sexuality education in a Chilean school: a collaborative ethnography from a partial perspective

ABSTRACT The present study analyzes how an educational community in the Valparaiso Region of Chile produces knowledge and forms of understanding sexuality education from its multiple positions. Addressing the ethical dimensions of sexuality education is crucial to understanding how it is conceptualised and implemented in diverse educational contexts. A qualitative methodology was used, employing a collaborative ethnography design that included teachers, students, parents, and legal guardians. The results reveal that although the positions on sexuality education appear similar, they differ significantly in how they are operationalised into visible and intervenable problems. Moreover, these findings highlight the existing controversies among all involved actors. These differences, conceptualised as ethics of sexuality, are discussed, and their implications for the Chilean school system are analysed.

Exploring Positive Emotions and Teaching Effectiveness in Language Education: Insights From the PERMA Model

ABSTRACTPositive emotions play a significant role in facilitating successful language learning by enhancing motivation, engagement, and overall academic achievements. Nonetheless, there remains a paucity of research exploring how language educators perceive and manifest positive emotions in the context of their teaching practices. This study endeavors to fill this gap by exploring the experiences, practices, and beliefs of language educators regarding positive emotions in effective teaching. Additionally, it seeks to elucidate the pedagogical strategies they associate with fostering conducive learning environments through the lens of Seligman's PERMA model. Employing thematic analysis of semi‐structured interviews with 60 Chinese language educators, the study uncovers key positive emotions integral to effective teaching, including passion, trust, joy, and empathy. Despite the prevalence of these positive emotions, teachers reported a diminished sense of meaning and accomplishment when instructing foreign languages in comparison to the engagement and relationship elements outlined in the PERMA model. The findings shed light on a spectrum of teaching strategies embraced by these educators that align with the components of the PERMA model. By illuminating the affective dimension of language teaching, this study not only provides valuable insights into understanding positive emotions, engagement, and relationships in language education but also offers practical implications for integrating PERMA elements into language teaching and learning practices.

‘Owning’ climate change for moral education

ABSTRACT It is widely acknowledged that anthropogenic climate change is already having severe adverse effects on our planet and poses an existential threat to many species, including our own. National curricula and schools and other formal educational settings have been slow to address the issue of climate change, despite the deep traction that it has with many young people. This paper introduces the papers in a Special Issue that arose from a four-day residential symposium on how schools for 5–19 year-olds and other sites for learning should address climate change in both their taught and wider curricula. As an invited symposium of the Journal of Moral Education Trust, contributors were asked to pay particular attention to the moral/ethical/civic dimensions of climate change education. In this paper, we also emphasise that a key purpose of this Special Issue is to ‘own’ climate change education as an important issue for moral education.

Prescribed pedagogy: An autoethnographic analysis of coursebook constraints, teacher identity, and power dynamics in Iran through Foucault’s lens

This study uses Critical Autoethnographic Narrative (CAN) to explore the influence of standardized coursebooks on English as a Foreign Language (EFL) teaching in Iran. Drawing on over ten years of experience as an English teacher and supervisor, the research highlights how these coursebooks act as tools of control, constraining teacher autonomy and creativity. While existing literature focuses on technical aspects of coursebooks, this study fills a gap by examining their impact on pedagogical flexibility and teacher identity. Through a reflexive analysis guided by Foucault’s theories of power and discipline, key themes such as "pedagogical constraints," "reduced autonomy," and "professional satisfaction" are identified. The findings reveal significant limitations imposed by standardized materials, suggesting a need for more flexible and culturally responsive teaching approaches. This study contributes to understanding the socio-political dimensions of EFL education in Iran and offers insights for enhancing teacher autonomy and curriculum development.

The intersection of anatomy and spirituality.

The intersection of anatomy and spirituality offers a profound exploration into how the physical and spiritual aspects of our being interrelate, enhancing our understanding of wholeness. These domains are often seen as distinct, with anatomy rooted in the tangible study of the human body, while spirituality is considered intangible and deeply personal. However, as our understanding of both fields has evolved, a more integrative approach is emerging, recognizing that the physical and spiritual are not separate but interconnected aspects of human experience. In this unique special issue, we explore the diverse ways in which spirituality influences the field of anatomy. To provide a comprehensive perspective, the issue is organized into three sections. The first section examines how spirituality shapes students' learning experiences in anatomy. The second section focuses on the role of religious beliefs in body donation practices. Finally, the third section considers the interplay between spirituality and culture, and how this dynamic has influenced the discipline of anatomy over time. This special issue emphasizes the connection between anatomy and spirituality, bridging the divide between the physical and spiritual dimensions of educators, students, body donors, and community members. More needs to be done in the future to embrace the connection between anatomy and spirituality and build upon it to advance our discipline.

Exploring the intercultural potential of picturebooks in early secondary EFL classrooms in Austria

Abstract Intercultural education has constituted an interdisciplinary teaching principle in Austrian upper and lower secondary curricula since 1992 and was reinforced by a decree in 2017. Literary texts have been identified as promising resources and valuable tools for initiating intercultural learning through their frequently inherent multi-perspectivity encouraging students to empathize with characters, consider different perspectives, contrast viewpoints, relate stories to personal experiences, and reflect on diverse ideas. However, research on the implementation of intercultural teaching and learning using literature in foreign language classrooms has so far mostly focused on upper secondary education and has frequently related to using postcolonial fiction writings. To counter the knowledge gap on the implementation of intercultural learning in lower educational levels, this study adopts a literary science approach to explore the potential of picturebooks in early secondary EFL classrooms. Using The Little Green Jacket (Dee, 2020), it specifically examines perspective-taking as a key dimension of intercultural learning. Through written learner reflections, the research study assesses whether students in two Austrian EFL classrooms (n = 35) can adopt a different viewpoint. The findings show that most students are successful, or at least partly successful, in perspective-taking and mostly describe emotions of sadness but also hopefulness in their reflective writings. Thus, the study suggests that picturebooks have the potential to facilitate perspective-taking as an essential dimension of intercultural education among young EFL learners with low language proficiency, highlighting their largely untapped potential in early language education.

Critical reflection and global citizenship education: exploring the views and experiences of teacher educators

ABSTRACT Reflection and reflective practice are internationally recognised as vital and central dimensions of initial teacher education (ITE) programmes. Despite this, numerous studies have identified issues relating to the process and impact of reflection on pre-service teachers views and practices, with critical reflection frequently remaining elusive. Drawing on in-depth interview data with teacher educators (n = 5), this paper explores teacher educators’ experience, concerns and understanding of reflection within ITE and the relationship between reflection and Global Citizenship Education (GCE). GCE is UNESCO’s response to global inequality and unsustainability and when integrated appropriately and effectively in education settings, can contribute to teaching and learning activities that support learners to explore the wider world and our place within it. Drawing on the data, the paper questions the dominant and persistent approaches to engaging with reflective practice and (critical) reflection within ITE, raising important questions around what reflection is or should be, and explores, through the lens of GCE, some possibilities for future practice.

Skills and competences of sexuality educators. Evidences from a qualitative research in Italy

Abstract Background The scientific literature recognizes the strategic role of educators in sexuality education projects in schools. If, however, there is often a discussion about the most effective professional figure (teachers, school experts or external experts), there is a little attention to the skills and competences that an educator should possess and to which he or she must be trained. Adopting a Comprehensive Sexuality Education (CSE) approach, which is evaluated as the most effective, it is necessary to consider a skill set for educators that should not be limited to the knowledge in the area of sexual health promotion and risk prevention. Methods In order to build evidence-based competencies and skills, a qualitative study was conducted. A total of 72 educators involved in school-based CSE interventions in 4 Italian Regions, in 24 middle and secondary schools (68 classes), during 2 consecutive school years were enrolled. Before, during, and after the activities in the classrooms, qualitative feedback was collected, through reflective journals written by educators themselves. These data were analyzed through a qualitative approach, according to the principles of empirical phenomenology. Results The phenomenological evidences confirm the need to overcome the conception of educator as instructor equipped only with knowledge in the field of sexual health. It is considered fundamental to possess and develop pedagogical competences and skills, such as: caring attitude, teaching skills, theoretical awareness, capacity to manage the unexpected. Moreover, educators reported the necessity of an initial and continuous training on these dimensions considered as the most challenging. Conclusions The research confirms the complexity of the competency profile of CSE educators. Therefore, their professional development should include tailored designed multi-disciplinary training programs, with particular attention to the pedagogical dimension. Key messages • Comprehensive sexuality education requires an adequate professional figure intended not as an instructor aimed only at risk prevention and health promotion, but as a real caring educator. • Pedagogical skills and competences should be included in the training processes for sex educator, through adequate activities.

Oppimisympäristön turvallisuuden osa-alueet ja tilannekuva

Dimensions of safetyt in learning environments and a timely snapshot - Managing safety in basic education based on safety notice reports Reporting safety deviations is a key indicator of safety culture in a community, and safety of learning environments is a constant concern in education. In this study safety is seen as a combination of physical, psychological, social, structural, environmental and pedagogical dimensions of safety. To advance research-based knowledge in recognizing and developing safety in learning environments we posed a research question “what is the state of safety in learning environments in basic education based on safety notice reports filed in by staff?”. The data was collected between 15 comprehensive schools (grades 1-9, students aged 7-16), and total 324 individual safety notice reports form an extensive case study. The data was analyzed according to the dimensions of safety in learning environments. The results reveal that safety notice reports concern ...

Okruchy egzystencji na płótnie i na papierze. O spotkaniach z trzema obrazami Caravaggia oraz innych polonistycznych inspiracjach

The article reflects on the essence of contemporary humanities in the educational dimension and emphasizes the importance of multidimensional dialogue based on four pillars: relationships, empathy, critical thinking and cultural context. Referring to Olga Tokarczuk’s category of a sensitive narrator, the author of the study postulates the need to educate a sensitive reader and viewer, as well as paying special attention to empathetic education. She presents the topos of homo viator as an anthropological category and in the context of three paintings by Caravaggio: Basket of Fruit, The Burial of Saint Lucy and The Raising of Lazarus, as well as a short story by Jarosław Iwaszkiewicz titled The Maidens of Wilko considers various types of journeys that people experience in life, stressing in particular the existential dimension of the human life. The author emphasizes the value of knowing the biographical context in the process of interpreting the proposed cultural texts, as well as proposes specific methodological solutions for working with the discussed cultural texts.

Religion and education: The forgotten dimensions of religious education?

Religion and education: The forgotten dimensions of religious education?

Boxed In and-and Busting Out

Working with a group of Alberta Grade 1 and 2 teachers we have observed and heard described several of the complexities they face in practicing well amidst multiple and competing dimensions of contemporary literacy instruction. The outcomes-driven machinery of their provincial context, their school district’s system for communicating classroom assessments, and the increasing dominance of synthetic phonics are factors the teachers note as constraining their knowledge, skills, and ways of being/doing, and that of their students. When these material expectations are positioned against other commitments to literacy education and diverse ways of being/becoming literate they both intend a certain future and serve as reminders of literacy education’s philosophical and practical “trouble without end” (Tsing, 2015, p. 2). Conceptualizing instructional contexts and practices as research assemblages, the study in which this paper is based investigates how early elementary teachers work at, with, and within the current conditionings of school-based literacy practices. Drawing on teacher interviews, photographs from within literacy teaching and learning situations (Snaza, 2019), and extended observations with a Grade 1 French Immersion teacher and class, the purpose of this paper is to explore liveable possibilities in reading, writing, and language instruction for the “right now” of literacy education (Kuby et al., 2019). Focusing on examples in which teachers seek “and…and…and…” pedagogies (Deleuze & Guattari, 1987, p. 25) our purpose is not to settle the troubled waters of literacy education but to trace contours of possibility as teachers encounter literacy education’s boxes and boundaries and exceed their confines. We follow teachers’ material and social participation in curricular attentions to affect and cultivations of newness as a practice of care for and curiosity about a shared world in early elementary literacy instruction.

Students Can Identify Quality Teachers, but can They Distinguish Between Dimensions of Quality Teaching? a Comparative Analysis of the Structure Behind the Tripod Survey

ABSTRACT Student perception surveys are prominent and pervasive tools for teacher appraisal and feedback across international contexts, buoyed by the strong relationship between higher student ratings of teachers and additional measures of teacher effectiveness. Yet, there is disagreement and conflicting evidence regarding the underlying structure of student perception survey instruments, including whether students distinguish multiple dimensions of teaching or form more general impressions (or unidimensional conceptions) of teaching. This study examined the structure of the Tripod student survey in Australian schools using a competing model analysis of different survey structures and examination of discriminant validity to identify the best model fit. Findings challenge the purported Tripod model structure and raise larger questions regarding elements of teaching that students distinguish via student perception surveys. Implications for the use of and continued research on student perception surveys, including those originating in other countries, are discussed.

REVISITING PUPPETS TO TEACH ENGLISH TO CHILDREN: MODEL ACTIVITIES TO FOSTER CLASSROOM ORAL INTERACTION USING PUPPETS

<p>Puppetry, as an educational resource, has been used for years to create a dynamic and interactive learning environment that encourages creativity, active oral participation and language fluency development. In a world where the use of technological tools, digital materials, apps and virtual classrooms have changed the dimension of education, making classes more dynamic and obliquus, puppets are still valuable in the class, as multiple research works have shown. For that reason, we revisited the use of puppets as a pedagogical tool in the English classroom, specifically to foster oral interactions in the English classes of a group of pre-schooling students. In that group, we observed that even though the teacher used multiple resources and activities (such as games, songs, act outs and more), some students did not participate in the oral interaction activities. We decided to design a set of activities mediated by impersonated puppets to foster oral interaction in the class. In this work, we presented the steps for designing those activities and a theoretical foundation for that design. The findings of its application are a matter of further research.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0745/a.php" alt="Hit counter" /></p>

AS PRÁTICAS PEDAGÓGICAS MEDIANTE AS REPERCUSSÕES DA APLICABILIDADE DAS TECNOLOGIAS

In recent years, the growing emphasis on teacher training and performance has revealed the urgency of critical and necessary actions. The rapid expansion of Information and Communication Technologies (ICTs) in the educational field not only highlights, but also intensifies, the widespread lack of preparation of many teachers in the face of the new possibilities that these technologies introduce into pedagogical practices. This study proposes an in-depth reflection on the impact of digital technologies on teachers' pedagogical practices, focusing on pedagogical innovations that emerge from classroom practices. The bibliographic research undertaken to support this study reveals that teachers recognize the pressing need for training courses that not only provide technical experiences, but also develop pedagogical dimensions in an integrated manner. Thus, teachers are required to master the curricular content and carry out a critical appropriation of ICTs, aiming to promote qualitative transformations in pedagogical practices. This integration makes it possible to combine pedagogical activities with digital technologies, promoting not only creativity and autonomy among students, but also encouraging deeper reflection on the dynamics of learning. However, by establishing this harmony between curricular knowledge and ICTs, teachers can foster an educational environment that truly takes advantage of the potential of new technologies to enrich and diversify the teaching-learning process.

A journey through time: Exploring Afro-futurism and Igbo cultural heritage in elementary education

This study explored the significance of including the study of some unrecognized Igbo cultural heritage into the primary education curriculum through the lens of Afrofuturism/African futurism. Drawing from data sourced from interviews conducted among individuals aged 75 years and above, this study illuminates the cultural, nutritional, and educational dimensions of integrating these elements into early education. From an Afrofuturist perspective, education serves as a vehicle for cultural preservation, empowerment, and envisioning alternative futures rooted in African heritage. The inclusion of this yet to be recognized aspect of Igbo cultural heritage in the curriculum not only imparts knowledge of traditional culinary practices and medicinal uses but also fosters a sense of cultural pride and connection among younger generations. By engaging these Igbo cultural heritage with students at a young age, they will develop a deeper understanding of their cultural identity and heritage, which will contribute to a more inclusive and diverse educational experience. More so, the study highlights the potential benefits of integrating indigenous knowledge systems into formal education, promoting sustainability, environmental stewardship, and community resilience. Through hands-on learning experiences related to agriculture, nutrition, and cultural studies, students are equipped with practical skills and critical thinking abilities essential for navigating future challenges like how to improve scientifically the use of the seeds and vegetables mentioned for the betterment of humans’ health as well as checkmate the abuse of them through unconscious overdose usage by people which leads to the damages of the organs of the body. In conclusion, integrating the study of indigenous vegetables and seeds into the primary education curriculum offers a transformative opportunity to cultivate cultural identity, foster intergenerational knowledge transfer, and advance Afrofuturist/African futurist visions of inclusive, empowered futures for African societies.

Exploring ethical dimensions of AI-enhanced language education: A literature perspective

Exploring ethical dimensions of AI-enhanced language education: A literature perspective

Learning, sharing and caring: Pedagogical features of parents’ educational activism

Scholars of social movements have afforded increasing attention in recent years to pedagogical processes and practices within activist organisations. This article contributes to the ‘pedagogical turn’ in social movement studies by exploring pedagogical features of parents’ educational activism. Drawing on qualitative data collected from parent-led campaign groups operating in England, UK, the article attends to three aspects of activist pedagogy evident within the campaigns. The first concerns the learning that occurs through engaging in activism. The second, internal and external processes of knowledge-sharing. And third, parents’ perceptions of the educative potential of activism as a means for imparting democratic values to their children. I argue that the pedagogical dimension is a central feature of parents’ activism. Indeed, such activism constitutes itself a form of civic education in which democratic values and ideals are transmitted from one generation to another.