Issues

Journal & Issues

Volume 24 (2022): Issue 1 (June 2022)

Volume 23 (2021): Issue 2 (December 2021)

Volume 23 (2021): Issue 1 (June 2021)

Volume 22 (2020): Issue 2 (December 2020)

Volume 22 (2020): Issue 1 (June 2020)

Volume 21 (2019): Issue 2 (December 2019)

Volume 21 (2019): Issue 1 (June 2019)

Volume 20 (2018): Issue 2 (December 2018)

Volume 20 (2018): Issue 1 (June 2018)

Volume 19 (2017): Issue 2 (December 2017)

Volume 19 (2017): Issue 1 (June 2017)

Volume 18 (2016): Issue 2 (December 2016)

Volume 18 (2016): Issue 1 (June 2016)

Volume 17 (2015): Issue 2 (December 2015)

Volume 17 (2015): Issue 1 (June 2015)

Volume 16 (2014): Issue 2 (December 2014)

Volume 16 (2014): Issue 1 (June 2014)

Volume 15 (2013): Issue 2 (December 2013)

Volume 15 (2013): Issue 1 (June 2013)

Volume 14 (2012): Issue 2 (December 2012)

Volume 14 (2012): Issue 1 (June 2012)

Volume 13 (2011): Issue 2 (December 2011)

Volume 13 (2011): Issue 1 (June 2011)

Volume 12 (2010): Issue 2 (December 2010)

Volume 12 (2010): Issue 1 (June 2010)

Volume 11 (2009): Issue 2 (December 2009)

Volume 11 (2009): Issue 1 (June 2009)

Volume 10 (2008): Issue 2008 (December 2008)

Volume 9 (2008): Issue 2008 (June 2008)

Volume 8 (2007): Issue 2007 (December 2007)

Volume 7 (2007): Issue 2007 (June 2007)

Journal Details
Format
Journal
eISSN
1691-5534
ISSN
1691-4147
First Published
04 May 2009
Publication timeframe
2 times per year
Languages
English

Search

Volume 11 (2009): Issue 2 (December 2009)

Journal Details
Format
Journal
eISSN
1691-5534
ISSN
1691-4147
First Published
04 May 2009
Publication timeframe
2 times per year
Languages
English

Search

7 Articles
Open Access

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

Published Online: 23 Dec 2009
Page range: 3 - 13

Abstract

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

In the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.

Keywords

  • inclusion
  • teacher preparation
  • attitudes
  • disabilities
  • pre-service
Open Access

Educational Action Research for Sustainability: Seeking Wisdom of Insight in Teacher Education

Published Online: 23 Dec 2009
Page range: 14 - 30

Abstract

Educational Action Research for Sustainability: Seeking Wisdom of Insight in Teacher Education

The article presents experience from educational action research in teacher education, which was obtained by conducting an investigation with first year students during the first semester of their studies. The aim of this action research is focused on the concept of phronesis, which was theoretically substantiated by Aristotle and further elaborated by several contemporary scholars. The article emphasises the need to recognise different kinds of action research.

This study focuses on the investigation of specific characteristics of phronetic processes. The content of our educational action research is people's attitudes towards own and other species. It was considered a tool for investigating the research aim, which is to develop the ability to find wisdom of insight in phronesis. Three stages of prhonesis (A, B and C) can be distinguished in this educational action research. This article reflects the organisation of action research and evaluates the use of communicative space at the initial stage of research from the perspective of researchers and research participants. The article also contains evaluation of research outcomes concerning the extension of communication discourse and the evaluation of experiences regarding attitudes towards own and other species in various contexts. Finally, the article proposes a brief review of tendencies that reflect changes in the research participant opinions. Discussion and conclusions reflect the specific features of phronetically-oriented action research. The article presents the first experience from phronetically-oriented action research and seeks conditions for promoting wisdom of insight (phronetic skills) in communication and through discourse.

Keywords

  • educational action research
  • phronesis
  • attitudes as content
  • communication through discourse
  • phronetic skills
  • wisdom of insight
Open Access

New Technologies for Sustainable Teaching and Learning: A Case Study from Slovenia on Diminishing Student Workload and Increasing Motivation Through ICT

Published Online: 23 Dec 2009
Page range: 31 - 40

Abstract

New Technologies for Sustainable Teaching and Learning: A Case Study from Slovenia on Diminishing Student Workload and Increasing Motivation Through ICT

If education is to become culturally appropriate and improve environmental, societal and economic conditions, it needs to consider that current cultural development across the globe is increasingly connected with the use of new information and communication technologies. A close analysis of a blended higher vocational education course design and its two annual implementation cycles in different schools shows that careful introduction of information and communication technologies can have a positive impact in an educational context from the perspective of sustainability; new-media affirmative teaching and learning methods can increase both the hour-per-credit value of a course and student satisfaction. Current discussions about time management and student workload as well as a symptomatic local situation concerning sustainability issues in Slovenian education show that integrating information and communication technologies into models and practices of sustainability should not only remain a profoundly disputed topic within reflections about sustainability in education, but also become an important practical method for achieving its goals.

Keywords

  • workload
  • time
  • information and communication technologies
  • blended
  • Slovenia
  • Moodle
Open Access

Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education

Published Online: 23 Dec 2009
Page range: 41 - 50

Abstract

Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education

Natural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies relate to their interest in continuing studies in teacher education. The participants of the study (N=92) were natural sciences students at Tallinn University. The data was collected using an adapted Learning and Studying Questionnaire by Entwistle et al. (2002) and questions designed by the authors of the study. The SPSS programme was used to analyse the data. The results of the study show that carefully planned curriculum selection and positive learning experiences increase student willingness to choose teacher education.

Keywords

  • education for sustainable development
  • teacher education
  • natural science area
  • student motives
  • student satisfaction
Open Access

The Quality of Family Relations in Ensuring Sustainable Education

Published Online: 23 Dec 2009
Page range: 51 - 63

Abstract

The Quality of Family Relations in Ensuring Sustainable Education

Family research is crucially important to teacher education and training because it delivers important insights for understanding the conditions of students' socialisation. Changes in family life, like longer working hours of parents, actual loss of adult company in children's life, less time spent on family activities, have raised the question of quality in family relationships. The current article discusses the main aspects of parental practices: care, control and family activities. The study analysed how students and parents understand family care, joint activities, vision of future and the differences of their conceptions. Two ethnic groups - Estonian and Russian families were studied. The current study was based on a questionnaire, which was administered to 4372 students in grades 4 through 12 of secondary schools and 2405 parents. The results were analysed using χ2-test. The results revealed that students worry about their future coping at school and about finishing the school significantly more than parents. There are differences between two ethnic groups - Estonian and Russian: Russian families tend to have higher levels of care and control than Estonian families and relations between children and parents are closer in Russian families as well. The article provides teachers with useful information to work with families of different ethnic groups.

Keywords

  • students
  • parents
  • parental practice
  • care
  • vision of future
Open Access

To Train or Not to Train?

Published Online: 23 Dec 2009
Page range: 64 - 76

Abstract

To Train or Not to Train?

This research paper examines the professional and non-professional methodological competencies of secondary school teachers in Nigeria. The main focus of this study is to probe the impact of professional and non-professional methodological competencies as a predictor of teaching effectiveness. Although this exploration is survey research, a questionnaire was used for data gathering, and multiple statistical procedures were employed in the analysis. This study contributes to the field both in terms of theory and practice. Theoretically, it provides an outline of school effectiveness and quality improvement that can be used as a basis for further research. The study identifies factors that create barriers to methodological competencies for the two categories of teachers used in this study. It also describes the present situation on the ground in Nigerian secondary schools. At the practical level, this outline might guide school leaders, education planners and policy makers in their school effectiveness and quality improvement endeavors.

Keywords

  • professional
  • non-professional
  • teachers
  • classroom
  • methodological competencies
Open Access

Pedagogical Systems Theory and Model for Sustainable Human Development in Early Childhood Education and Care (ECEC)

Published Online: 23 Dec 2009
Page range: 77 - 86

Abstract

Pedagogical Systems Theory and Model for Sustainable Human Development in Early Childhood Education and Care (ECEC)

The contexts are kindergarten teacher student education, early childhood education and the author's long term research process of constructing a new pedagogical systems theory. The two systems models, which the author created earlier, function now in a theoretical background. The models are different but both of them reflect on early childhood education and care (ECEC). The exact focused question is, what the interconnections of the two different models of ECEC are. Solutions will be shown by making a cross tabulation between these two qualitative models. The results will construct forward the new pedagogical systems theory of ECEC. This theory and a corresponding model can help teachers to become responsible mentors for sustainable development, especially for children's education for sustainable human development and well-being.

Keywords

  • early childhood education and care (ECEC)
  • pedagogical systems theory
  • pedagogical systems model
  • sustainable human development
7 Articles
Open Access

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

Published Online: 23 Dec 2009
Page range: 3 - 13

Abstract

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion

In the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 different phases of a teacher preparation programmes at a regional university in the United States. A survey was administered at the beginning and at the end of the semester. Results indicate that students become progressively more negative toward inclusion of students with disabilities in the general education classroom yet continue to support the social value of having all students in a general education setting. Results from the survey are presented and implications for practice are discussed.

Keywords

  • inclusion
  • teacher preparation
  • attitudes
  • disabilities
  • pre-service
Open Access

Educational Action Research for Sustainability: Seeking Wisdom of Insight in Teacher Education

Published Online: 23 Dec 2009
Page range: 14 - 30

Abstract

Educational Action Research for Sustainability: Seeking Wisdom of Insight in Teacher Education

The article presents experience from educational action research in teacher education, which was obtained by conducting an investigation with first year students during the first semester of their studies. The aim of this action research is focused on the concept of phronesis, which was theoretically substantiated by Aristotle and further elaborated by several contemporary scholars. The article emphasises the need to recognise different kinds of action research.

This study focuses on the investigation of specific characteristics of phronetic processes. The content of our educational action research is people's attitudes towards own and other species. It was considered a tool for investigating the research aim, which is to develop the ability to find wisdom of insight in phronesis. Three stages of prhonesis (A, B and C) can be distinguished in this educational action research. This article reflects the organisation of action research and evaluates the use of communicative space at the initial stage of research from the perspective of researchers and research participants. The article also contains evaluation of research outcomes concerning the extension of communication discourse and the evaluation of experiences regarding attitudes towards own and other species in various contexts. Finally, the article proposes a brief review of tendencies that reflect changes in the research participant opinions. Discussion and conclusions reflect the specific features of phronetically-oriented action research. The article presents the first experience from phronetically-oriented action research and seeks conditions for promoting wisdom of insight (phronetic skills) in communication and through discourse.

Keywords

  • educational action research
  • phronesis
  • attitudes as content
  • communication through discourse
  • phronetic skills
  • wisdom of insight
Open Access

New Technologies for Sustainable Teaching and Learning: A Case Study from Slovenia on Diminishing Student Workload and Increasing Motivation Through ICT

Published Online: 23 Dec 2009
Page range: 31 - 40

Abstract

New Technologies for Sustainable Teaching and Learning: A Case Study from Slovenia on Diminishing Student Workload and Increasing Motivation Through ICT

If education is to become culturally appropriate and improve environmental, societal and economic conditions, it needs to consider that current cultural development across the globe is increasingly connected with the use of new information and communication technologies. A close analysis of a blended higher vocational education course design and its two annual implementation cycles in different schools shows that careful introduction of information and communication technologies can have a positive impact in an educational context from the perspective of sustainability; new-media affirmative teaching and learning methods can increase both the hour-per-credit value of a course and student satisfaction. Current discussions about time management and student workload as well as a symptomatic local situation concerning sustainability issues in Slovenian education show that integrating information and communication technologies into models and practices of sustainability should not only remain a profoundly disputed topic within reflections about sustainability in education, but also become an important practical method for achieving its goals.

Keywords

  • workload
  • time
  • information and communication technologies
  • blended
  • Slovenia
  • Moodle
Open Access

Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education

Published Online: 23 Dec 2009
Page range: 41 - 50

Abstract

Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education

Natural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies relate to their interest in continuing studies in teacher education. The participants of the study (N=92) were natural sciences students at Tallinn University. The data was collected using an adapted Learning and Studying Questionnaire by Entwistle et al. (2002) and questions designed by the authors of the study. The SPSS programme was used to analyse the data. The results of the study show that carefully planned curriculum selection and positive learning experiences increase student willingness to choose teacher education.

Keywords

  • education for sustainable development
  • teacher education
  • natural science area
  • student motives
  • student satisfaction
Open Access

The Quality of Family Relations in Ensuring Sustainable Education

Published Online: 23 Dec 2009
Page range: 51 - 63

Abstract

The Quality of Family Relations in Ensuring Sustainable Education

Family research is crucially important to teacher education and training because it delivers important insights for understanding the conditions of students' socialisation. Changes in family life, like longer working hours of parents, actual loss of adult company in children's life, less time spent on family activities, have raised the question of quality in family relationships. The current article discusses the main aspects of parental practices: care, control and family activities. The study analysed how students and parents understand family care, joint activities, vision of future and the differences of their conceptions. Two ethnic groups - Estonian and Russian families were studied. The current study was based on a questionnaire, which was administered to 4372 students in grades 4 through 12 of secondary schools and 2405 parents. The results were analysed using χ2-test. The results revealed that students worry about their future coping at school and about finishing the school significantly more than parents. There are differences between two ethnic groups - Estonian and Russian: Russian families tend to have higher levels of care and control than Estonian families and relations between children and parents are closer in Russian families as well. The article provides teachers with useful information to work with families of different ethnic groups.

Keywords

  • students
  • parents
  • parental practice
  • care
  • vision of future
Open Access

To Train or Not to Train?

Published Online: 23 Dec 2009
Page range: 64 - 76

Abstract

To Train or Not to Train?

This research paper examines the professional and non-professional methodological competencies of secondary school teachers in Nigeria. The main focus of this study is to probe the impact of professional and non-professional methodological competencies as a predictor of teaching effectiveness. Although this exploration is survey research, a questionnaire was used for data gathering, and multiple statistical procedures were employed in the analysis. This study contributes to the field both in terms of theory and practice. Theoretically, it provides an outline of school effectiveness and quality improvement that can be used as a basis for further research. The study identifies factors that create barriers to methodological competencies for the two categories of teachers used in this study. It also describes the present situation on the ground in Nigerian secondary schools. At the practical level, this outline might guide school leaders, education planners and policy makers in their school effectiveness and quality improvement endeavors.

Keywords

  • professional
  • non-professional
  • teachers
  • classroom
  • methodological competencies
Open Access

Pedagogical Systems Theory and Model for Sustainable Human Development in Early Childhood Education and Care (ECEC)

Published Online: 23 Dec 2009
Page range: 77 - 86

Abstract

Pedagogical Systems Theory and Model for Sustainable Human Development in Early Childhood Education and Care (ECEC)

The contexts are kindergarten teacher student education, early childhood education and the author's long term research process of constructing a new pedagogical systems theory. The two systems models, which the author created earlier, function now in a theoretical background. The models are different but both of them reflect on early childhood education and care (ECEC). The exact focused question is, what the interconnections of the two different models of ECEC are. Solutions will be shown by making a cross tabulation between these two qualitative models. The results will construct forward the new pedagogical systems theory of ECEC. This theory and a corresponding model can help teachers to become responsible mentors for sustainable development, especially for children's education for sustainable human development and well-being.

Keywords

  • early childhood education and care (ECEC)
  • pedagogical systems theory
  • pedagogical systems model
  • sustainable human development

Plan your remote conference with Sciendo