bluuebunny/crossref_metadata_2025 huggingface dataset:
SUBJECTIVITY AND SOCIAL RECOGNITION: THEORETICAL AND EMPIRICAL PERSPECTIVES ON THE VALUE OF NON-FORMAL EDUCATION FROM THE PERSPECTIVE OF YOUNG PEOPLE
Authors: Grimm Sandra Biewers , Weis Daniel , Latz Anita
Published: July 2022

"Due to its principles of voluntariness and openness, and because of its diverse offer of experiential and subject?related educational opportunities, open youth work is increasingly seen as having a special potential in supporting the acquisition of key competences and life skills. But which educational opportunities are meant here and what form of education are we talking about here at all? These are the questions addressed by the qualitative?reconstructive study ""Educational Experiences in Non?formal Settings"", which is being conducted at the Centre for Childhood and Youth Research (CCY) at the University of Luxembourg. The study examines the subjective educational experiences of young people in open youth work on the basis of ethnographic observations in youth centers, in problem-centered interviews and group discussions with young people as well as a supplementary quantitative survey. The study is based on an understanding of education that follows the tradition of subject?scientific theory (v. Humboldt, Koller) as well as the recognition theory (Honneth) and discusses education with concepts of self?determination and maturity in dealing with social norms and routines. The starting point of this consideration is that education can be determined as the transformation of the relationship to the self and the world. It is also linked to the theoretical work of Albert Scherr (1996), who defines the development of self?awareness, self?esteem, self?determination and thus ultimately subjectivity as the central educational goals of youth work. Empirically, it is thus not primarily a matter of investigating processes of knowledge acquisition, but rather of describing ""innovative moments in the development of individual ways of thinking and acting (Koller, 2018, p.112). The results of the data analysis show a differentiated description of youth?related educational occasions and marks small?scale experiences of the appropriation of personal, social and everyday life references. They also highlight moments of expanding young people's ways of thinking, possibilities of action and dispositions in the context of open youth work. The high importance of social recognition as a basic prerequisite for educational processes (among the young people involved) becomes visible."
RECONFIGURING TEACHER EDUCATION IN SOUTH AFRICAN UNIVERSITIES TO ADDRESS LEARNER BEHAVIOURAL CONDUCTS IN SCHOOLS: CHANGED REALITY
Authors: Marongwe Newlin , Chisango Grasia
Published: July 2022

"The purpose of the paper is to argue for the need to reconfigure the training of Bachelor of Education Degree student teachers as a strategy to empower them in dealing with the changed reality in secondary schools. The purpose is achieved by looking at the relevancy of the education or training offered to undergraduate teacher trainee students at universities in Eastern Cape Province of South Africa regarding learner behavioural problems being experienced in secondary schools. The paper was guided by a situated learning theory. The paper adopted a qualitative approach and a case study design. The study purposively selected 3 universities, 9 lecturers and 15 teacher trainees as participants. Data were collected through use of interviews and focus group discussions. Thematic frames were used to analyse data that were discussed concurrently with the findings. The study established a mismatch between how the teachers’ training and actual reality in schools as a challenge that needs to be addressed. The implication drawn is that failure to move with speed to reconfigure the training of initial teacher education increases frustration and tension between teachers and learners. The paper concludes that the current way of training of teachers lacks reality of how teacher trainees should deal with learner behavioural problems in schools. Universities should redesign an initial teacher education programme that capacitates teacher trainees to handle and speak to the current generation of secondary school learners."
TEACHING AND LEARNING THE MULTIPLICATION TABLE BY USING MULTIPLICATIVE STRUCTURES: VARIATION AND CRUCIAL PATTERNS
Authors: Karlsson Natalia , Kilborn Wiggo
Published: July 2022

This paper examines and analyzes how students learn multiplication tables, specifically the role of multiplicative structures and how these are used as students learn to master the tables. The analysis is performed in the context of the generalization process related to the teaching activity focusing students’ perception of concepts. The theoretical approach applies Davydov’s concept of theoretical generalization as perception-conception-elementary concept (PCE model) and Vergnaud’s theory of multiplicative structures in three classes: mapping rule (MR), multiplicative comparison (MC), and Cartesian product (CP). For the methodological design, Marton’s variation theory has been chosen. This study includes two teachers and 40 students in two Year 3 classes, followed two years later by one teacher and 25 students in one Year 5 class. The analysis of the outcome is based on documented classroom observations, one-on-one interviews with students and teachers’ reflections on students’ learning outcomes. The conclusion of the study is that the generalization of multiplication is a difficult process for students, especially in the classes MC and PC, and one that sometimes results in challenges to identifying multiplicative situations and relating these to the multiplication tables. This illustrates that teaching activities and teachers’ support are necessary conditions for students’ learning. The study also shows that multiplicative structures can help students to find and systematize crucial patterns in the multiplication table, allowing them to learn the multiplication table in a more efficient and structured manner. During the one-on-one interviews, students actively searched for and found structures and solutions that did not come up during lessons. This shows that multiplicative structures are a suitable didactic tool for identifying patterns in multiplication tables, thereby facilitating learning other than by rote.
A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE
Authors: Pozzer Lilian L.
Published: July 2022

"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well as its sociocultural and historical contexts. There is also a lot of skepticism about science and scientists. This skepticism is not completely out of place; historically, there are embarrassing large numbers of cases in which human rights were infringed in the name of advancements of scientific knowledge. There are also incredible contributions of science to upholding and improving human rights. Whereas scientific discoveries are presented by the media as noteworthy and celebrated, there is a lack of intentional exploration and meaningful discussion of the “ups and downs” of science throughout its history and across cultures in the context of its relationship with human rights. To address this issue, I developed and implemented two courses designed for pre-service and in-service teachers, exploring the rather turbulent history of science and human rights from ancient times to the present day, from a perspective that considers both science and human rights within social, cultural and historical contexts, and highlights the contributions of science to human rights causes, from both negative and positive cases. Rather than promoting a naïve view of science as an a-cultural practice, detached from its sociocultural and historical context, and uncritical of the hegemonic Western, Judeo-Christian, White, male, heteronormative and colonial grounds on which rests the mainstream science presented in grade school textbooks, the courses pushed the boundaries of the very definition of science and its role in human rights causes, challenging students to consider the many implications of how we define, present and study science in schools, as well as how we promote and use scientific knowledge in our lives. Students in the courses were challenged to (re)envision science and human rights as they critically analyzed predominant Discourses from an eco-pedagogical social-cultural and historical perspective. A description of the courses and results evidencing the impact of the courses on students’ conceptualizations of science education for social change are reported in this conference presentation."
UNDERSTANDING THE TRANSITION TO KNOWLEDGE GENERATION ENVIRONMENTS: EXAMINING THE ROLE OF EPISTEMIC ORIENTATION AND TOOL USE
Authors: Hand Brian , Suh Jee , Fulmer Gavin
Published: July 2022

"Current reforms in education have emphasized shifting learning environments from a traditional replicative framework to be much more aligned to knowledge generation environments. These environments are focused on promoting student engagement with the epistemic practices of the discipline, which are the argumentative practices used to generate disciplinary knowledge. Helping teachers to shift from their more traditional pedagogical approaches requires professional development programs that enable them to not only experience learning within a generative environment but to also engage with the theoretical underpinning of such environments. To better understand the complexity involved in helping promote teacher change, the researchers implemented a professional development program that focused on asking teachers to examine their orientation to learning and how this influenced their pedagogical approaches. The knowledge generation approach, Science Writing Heuristic (SWH) approach, was the focus of the professional development as the work was centered on improving science teaching and learning. The professional development program focused on examining cognitive learning theory, the use of epistemic tools of argument, language and dialogue, the development of pedagogical approaches and development of teaching units that aligned with school curricula. The K-5 teachers were drawn from two states and were involved in 10 days of professional development – 6 during the summer and 4 during the academic year. To study teacher transition to these environments the researchers developed three new survey instruments focus on epistemic tools that are utilized in these environments: argument, dialogue and language. The teachers also completed an epistemic orientation for generative environments survey. Teachers completed these survey instruments every six months across the three years of the project. This presentation focuses on the first year of participation in the project as this represents the critical transition time for teachers in moving to implement the SWH approach within their classrooms. Using Latent Transition Analysis the 95 participating teachers were classified into three initial profiles. During the first six months there were transitions from both low to medium, and medium to high implementation. However, the reasons for the transitions were different. Low to medium transition was around improvements in orientation and dialogue, while for medium to high the transition was around understanding argument. The transitions during the second six months shifted to be centered much more on orientation, than epistemic tools. Once teachers transition to a new profile, they remain at that level or potentially move to the highest profile."
CHANGING THE TEACHING METHODOLOGY: HOW MUCH DOES IT COST?
Authors: Imperio Alessandra
Published: July 2022

"The paper describes selected results of a multifaceted intervention study aimed primarily at nurturing and assessing critical thinking (CT) competence in a sample of primary school children in the North-East of Italy. The core of the study comprises the implementation of a new learning framework considered effective in promoting thinking and problem-solving skills, the development of an assessment tool to appraise CT performances during peer dialogue tasks, and the comparison over time of the results achieved by participants in the intervention and control classes. As part of the same research, an exploratory survey was undertaken through a voluntary questionnaire with the twofold aim of knowing the most common teaching style among primary school teachers in the region and selecting the experimental classes. The analysis of the questionnaire data showed that the use of traditional methods is still prevalent among teachers. Italian schools have a tradition of using content-based approaches and, since these are considered ineffective in promoting CT competence, one of the research questions of the study, and the focus of this paper, was how teachers deal with the implementation of a new learning framework and whether it enables them to change their teaching towards more student-centered approaches. For this purpose, the 13 teachers in the experimental group were first trained about the “Thinking Actively in a Social Context” (TASC; Wallace, 2001) learning framework. After its implementation in the experimental classes for nine months, data were collected through logbooks, lesson plans, and a final questionnaire. Furthermore, data collected from those sources were analyzed and the words of teachers from formal and informal communications were considered. Throughout the implementation period, quantitative (e.g., number of TASC learning plans implemented) and qualitative (e.g., ways in which teachers had applied the learning framework) differences in the TASC use were observed among teachers. One group stayed with traditional approaches, keeping a more teacher-centered focus, another small group used TASC from a student-centered perspective, and a smaller group accommodated their usual learning plans within the TASC framework. Although some teachers had difficulty applying the new approach, most of them found it valuable in challenging their teaching style. The costs for changing teaching methods include extended times to fully develop the school curriculum with student-centered approaches and teachers’ efforts to re-frame practices and explore strategies within new learning perspectives. Both aspects should be taken into account when rethinking school system reforms and the training of future teachers."
THE CONTRIBUTION OF LEARNING SEQUENCES DESIGN FOR TEACHER PROFESSIONAL DEVELOPMENT IN HIGH SCHOOL VOCATIONAL EDUCATION
Authors: Zatti José Pablo , Mizukami Maria da Graça Nicoletti
Published: July 2022

"This article, generated from the thesis presented in the Master's Program in Education, Art and History of Culture at Mackenzie Presbyterian University (São Paulo – Brazil), refers to research intended, through the analysis of a teaching learning process related to performance in Technical High School, to verify the contribution of learning sequences design as a formative strategy to the professional development of teachers in this context. To support the analysis, we mainly adopted Carlos Marcelo Garcia's studies on teacher professional development and the formal and informal process of learning to teach. In his investigations, the author draws attention to the potential of learning sequences design as a strategy focused on the construction of pedagogical content knowledge and teachers’ professional identity. We were also supported, among other authors, by Lee S. Shulman's work on the knowledge basis for teaching, as well as Donald A. Schön’s studies on the reflective practice inherent in teaching. The research was conducted with a team of teachers from the São Miguel Paulista branch at Senac São Paulo, a professional education institution with a wide presence throughout Brazil. The team of educators was made up within the implementation framework of the IT Technical High School (EMED), a course characterized by its interdisciplinary curriculum. Through the analysis of statements collected from surveys and the examination of reports produced during these teachers’ continuing education process, their various experiences of formal and informal learning at different moments of their training course were recognized, as well as their perceptions regarding the impact of those experiences on teaching learning and teaching practice itself. It is worth mentioning that the period analyzed begins in their first contact with the school (still as candidates in the selection process) and goes up to the conclusion of their first working year at the institution. In this context, and from the information and statements collected, the experiences characterized by the design of learning sequences were described and analyzed with regard to their incidence in their professional development, resulting in the recognition, based on the point of view of educators participating in the research, of the relevance of each activity performed, the main learning process generated, the main challenges and difficulties faced and the possibilities of process improvement."
THE DUAL ROLE OF SCHOOL MENTORS: HOW TO ESTABLISH TEACHING AND SUPERVISION GOALS?
Authors: Uibu Krista , Salo Age
Published: July 2022

"In several countries, the schools’ responsibilities in preparing student teachers for their future work have increased over the last decade (Sandvik et al., 2019). In cooperation with the universities, school mentors are expected to set an example of how to teach pupils and use appropriate teaching practices in lessons. School mentors are expected to be capable of choosing teaching practices that achieve several educational goals and to connect student teachers’ theoretical concepts with practical training. However, not all school mentors are sufficiently prepared to supervise students and many do not appreciate the importance of their role in training future teachers. The purpose of the present study was to investigate Estonian school mentors’ teaching and supervising goals when they teach pupils and supervise student teachers as well as to identify how teachers in the role of mentors understand university expectations. The sample included 16 teachers, all of them had supervision experience with student teachers and they all taught various subjects at university teacher training schools (in grades 1 to 6). Observations and stimulated recall interviews were used to collect the data. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and mentors. The results demonstrated that Estonian school mentors have the challenge of combining two responsibilities: how to maintain balance between their teaching and supervising. It also appeared that mentors did not perceive clearly what universities expected from them as supervisors and, therefore, relied rather on their personal perception and experience than a clear knowledge of their supervision goals. Mentors’ main goal in model lessons for student teachers was to establish good teaching experience. To conclude, it is necessary to encourage cooperation between teachers and universities and support mentors’ professional development."
TEACHERS’ OPINIONS REGARDING THE LEARNING SKILLS OF BRAZILIAN DYSLEXIC SCHOOLCHILDREN
Authors: dos Santos Bianca Rodrigues , Germano Giseli Donadon , Capellini Simone Aparecida
Published: July 2022

"Dyslexia is described as a difficulty in learning to read, which affects 5-12% of students. The aim of this study was to characterize the opinion of teachers of students with dyslexia in a specific questionnaire on learning skills. 74 teachers of Brazilian schoolchildren with an interdisciplinary diagnosis of dyslexia participated, of both genders, aged from 9 years to 10 years and 11 months from the 3rd to the 5th year of Elementary School I. The teachers answered the Learning Skills Questionnaire, composed of six items: 1) attention skills; 2) visual processing skills; 3) auditory processing skills; 4) logical-mathematical reasoning skills; 5) motor skills; 6) behavioral skills. The questionnaire was filled out by teachers, with responses scored on a scale from 0 to 4 points (Likert Scale). Data for this study were collected from March 2019 to March 2020, before the start of the COVID-19 pandemic in Brazil. The results were analyzed statistically indicating that teachers answered “rarely” and “sometimes” for all categories, except for category 6 (behavioral), which most answers were “never”. There was also an indication of “I don't know” for all categories, suggesting that teachers’ lack of knowledge regarding behaviors aspects of dyslexic’s schoolchildren. The results allowed us to conclude that teachers still need of information about how schoolchildren with dyslexia learn to read, since the results “rarely” and “sometimes” were presented in all categories of academic learning."
DEVELOPING AN ANTI-OPPRESSIVE PROFESSIONAL VOICE AS A PRE-SERVICE TEACHER
Authors: Sennett Jacquelyn Baker
Published: July 2022

"Service-learning is traditionally used as a pedagogical tool in pre-service teacher education programs to connect theory to practice and to provide future teachers with experiences that support school needs and offer early opportunities to engage with children and youth. While the assumption is that pre-service teachers will benefit from service-learning by ultimately becoming more effective educators, the reality is that pre-service teachers often encounter entrenched power structures and deficit models of teaching and learning while participating in traditional service-learning activities. The research presented here examined one college’s critical service learning initiative designed to support pre-service teachers as they interrogated existing power structures impacting both teaching and children’s learning and lived experiences. The College’s rationale for this pedagogical shift was to support pre-service teachers’ understanding of equity and social justice and to help them develop an anti-oppressive professional advocacy voice that can be useful when attempting to reduce the systemic barriers they may encounter when working in U.S. schools. The researcher followed 94 pre-service teachers over the course of 10 weeks as they engaged in one of two self-selected critical service-learning projects: (1) Educational policy involvement during a government legislative session (n=51) or (2) Production of podcasts on educational equity issues for the local community (n=43). Survey data and analysis of student reflections were examined. 91% of pre-service teachers indicated that involvement enhanced their ability to implement anti-oppressive practices, and 96% reported that the experience helped them determine who they want to become in a movement for educational and social justice."
ETHICAL OUTCOMES OF ECOLOGICAL VALUES IMPLEMENTATION INTO MORAL EDUCATION ANALYZED BY ANIMAL RESPECT QUESTIONNAIRE (ANIRE-QUE)
Authors: Kaliský Ján
Published: July 2022

"The study presents life ethics respect outcomes and egalitarian zoocentrism theory implemented into the author´s, diagnostic tool of Animal Respect Questionnaire (AniRe-Que). AniRe-Que is a valid and reliable tool for teacher´s action research to assess intervention programs effectiveness aimed at environmental intelligence support and nature protection sensitivity. Subsequently, by means of 504 university students (future teachers of various study fields) as a research sample we focused on estimation of animal respect level (R-score for animals considered as natural beings and the essence of moral reasoning). R-score was analyzed in the context of dominant study field at university, prevailing value education from primary and high school education and worldview. Significant differences were proved for worldview in favor of non-religious respondents, for prevailing value education in favor of secular ethical education and for teacher´s training study field in favor of students studying Ethical Education as their future teaching profession. The study discusses the importance of nature protection sensitivity programs implementation into the educational process. Study was financially supported by KEGA project 028UMB-4/2021."
APPLICATION IN THE EDUCATIONAL CONTEXT OF INFORMATIVE AND INSTRUCTIONAL INTERVENTION PROGRAMS FOR THE READING COMPREHENSION OF SCHOOLCHILDREN FROM THE 3RD TO THE 5TH OF ELEMENTARY SCHOOL
Authors: Cunha Vera Lúcia Orlandi , Capellini Simone Aparecida
Published: July 2022

"Schoolchildren who have reading comprehension difficulties are out of step with their class group. This lag tends to increase over time, as curricular contents increase in quantity and complexity with the passage of school grades. Therefore, it is necessary that these difficulties are remedied so that these schoolchildren can develop academically. This study aimed to compare the performance of schoolchildren from the 3rd to the 5th of Elementary School in the application of two intervention programs in reading comprehension, one informative and the other instructional. A total of 211 schoolchildren from municipal public schools participated, of both genders, aged between eight and ten years and 11 months of age, divided into three groups, GI, GII and GIII. The schoolchildren were submitted to an assessment of reading comprehension and the results were statistically analyzed. The schoolchildren were placed in three types of program, one of control and two of intervention. The schoolchildren in the Control program did not receive specific activities aimed at the use of reading comprehension strategies. Those from the Informative program received mediation from the teacher in the application of strategies and those from the Instructional program were mediated by the teacher and the researcher. These schoolchildren received work-related activities with literal and inferential information on micro and macrostructure. The statistical results indicated that the schoolchildren of the Informative and Instructional programs, submitted to the application of the interventions, obtained superior performance in relation to the schoolchildren of the Control program, not submitted to the Intervention. The results indicated that the schoolchildren presented a lower performance, mainly for the macrostructure inferential questions, as well as indicating that after the application of the programs, the schoolchildren submitted to the intervention activities presented superior performance in reading comprehension regardless of the way in which the programs were applied. Based on the results analyzed, it was possible to conclude that the use of specific strategies aimed at reading comprehension provided significant results for the schoolchildren, since in both programs it was observed that there was an improvement in reading comprehension, although not all groups could benefit. of all proposed activities. There is, therefore, the need for revisions for applications in future studies."
READINESS OF FUTURE PRIMARY-SCHOOL TEACHERS TO SOLVE NON-STANDARD MATHEMATICAL PROBLEMS
Authors: Uhlířová Martina , Laitochová Jitka , Kočařová Eliška
Published: July 2022

"The paper will present partial results of a pilot research entitled “Readiness of future primary-school teachers to solve non-standard mathematical problems”. For the purposes of the research, a didactic test was designed – a set of 10 non-standard mathematical problems. The problems were chosen in difficulty corresponding to the curriculum of the 5th grade of primary school. The difficulty of the individual problems was statistically verified. A questionnaire survey method was chosen for the research. 74 students of the field of Teaching at the 1st Level of Primary School from the Faculty of Education of Palacký University in Olomouc participated in the pilot research. The researchers plan to carry out the research in a national and wider international context. In the pilot research, we were particularly interested in the success of the respondents in solving individual problems and the test as a whole, and the subjectively perceived difficulty of the individual problems in the context of the achieved success rate. It can be concluded that not all the prospective teachers were able to solve all the assigned problems. Some mistakes were caused by inattention, others by the stress factor of the time limit. The analysis of the subjectively perceived difficulty of the problem in relation to the success rate was interesting. We believe that the results of the research should be reflected in the concept of undergraduate teacher training."
AND THEN I ASK THE COMMUNITY - NURSING PROFESSIONAL IDENTITY DEVELOPMENT IN VIRTUAL COMMUNITIES OF PRACTICE
Authors: Hommel Linda
Published: July 2022

"Virtual Communities of Practice in the context of nursing - understood as interest-based associations of people who exchange nursing knowledge and nursing experiences using online platforms - also develop their significance in case of professional identity development. ""What does it mean to be a nursing professional?"" is a central question in the nursing education context, in which the foundation for the development of a professional identity is laid. While findings already exist regarding the development of nursing professional identity in the context of different learning places (nursing school and nursing practice), it’s still open, how the participation in virtual Communities of Practice can influence the development of professional identity already in the context of nursing education. This research project explores the following questions: Which nursing related themes show up in the context of virtual Communities of Practice? How the process of nursing professional identity development is influenced by the participation of nursing scholars in virtual Communities of Practice? Which meaning the learners attribute to the participation in virtual Communities of Practice with regard to the formation of nursing professional identity? The goal of the study is to develop the virtual Community of Practice as a learning space that supports the process of identity formation already in nursing education. Furthermore, the findings will be used to shed light on the medial reality of nursing scholars and to derive curricular consequences. Within the framework of a netnographic research design, data collection will be conducted via field observations of community activities and will additionally be supplemented by focused individual interviews with community members. In the context of data analysis, the documentary method will be used in addition to the production of dense descriptions."
POSSIBILITIES OF DEVELOPMENT OF PUPILS’ MATHEMATICAL LITERACY
Authors: Laitochová Jitka , Uhlířová Martina , Kočařová Eliška
Published: July 2022

"In this article, we deal with the development of mathematical literacy of pupils and students. The article responds to the current requirement to focus mathematics education on the practical use of knowledge in everyday life, i.e., on mathematical literacy. The article is motivated by the results of a questionnaire survey conducted on a group of 159 students at the university teaching program in the Faculty of Education, Palacký University, Czech Republic, in 2021. It turns out that most future mathematics teachers are interested in developing mathematical literacy of their future pupils and students and are willing to continue their education in this field, for example, by participating in seminars on the development of mathematical literacy in children of all ages. The aim of the article is to show ideas for a seminar for future mathematics teachers. We use mathematical examples to illustrate different approaches to the development of mathematical literacy and the joint development of mathematical and digital literacy."
DEVELOPING MATHEMATICAL PRE-LITERACY AND ROBOTIC TOYS FROM THE PERSPECTIVE OF SCHOOL PRACTICE
Authors: Uhlířová Martina , Laitochová Jitka , Adedokun Dana
Published: July 2022

"We encounter mathematics and mathematical concepts in our everyday lives. The foundation for later mathematical skills lies in the good development of pre-mathematical ideas in a child’s preschool years. In this paper we will discuss partial results of the study entitled “Mathematics and Reading Preschool Literacy (MRPL1)”, in which 119 teachers from 72 kindergartens from different parts of the Czech Republic participated. The focus will be mainly on the use of modern robotic tools based on the trend of incorporating digital technologies into preschool education. Targeted work with these tools can significantly contribute to the development of children’s spatial orientation, their numerical skills, logical reasoning and algorithmizing. In the application part we will focus specifically on the possibilities of educational use of the robotic toy Bee Bot. The research has revealed that the need to develop children’s mathematical literacy in kindergartens is still neglected by teachers. While teachers do acknowledge its importance, they themselves do not know how to develop children’s mathematical pre-literacy. In their own practice, they prefer the children to play spontaneously and fill in pre-printed worksheets. It is encouraging that the teachers have shown interest in the new ideas. Activities related to Bee Bot interested them. Overall, however, they lack sufficient methodological support. Based on the findings, educational activities with Bee Bot have been included as part of the undergraduate education of kindergarten teachers at the Faculty of Education of Palacký University in Olomouc."
SCHOOL MATHEMATICS AND DIGITAL LITERACY
Authors: Laitochová Jitka , Uhlířová Martina , Vaško Jiří
Published: July 2022

"In this article, we focus on the intended development of digital literacy of pupils in all schools, which is presented in the Strategy of the Education Policy in the Czech Republic until 2030+, issued by the Ministry of Education, Youth and Sports in the year 2020. The use of information technologies needs to be integrated into the methods and content of various subjects. From this point of view, we consider the training of future mathematics teachers. How to use digital technology in teaching mathematics? We deal with a questionnaire survey conducted among students of mathematics teaching at the Faculty of Education, Palacký University in Olomouc in 2021. The objectives of the research were to determine the current readiness of future mathematics teachers to use digital technologies, their awareness of the benefits of digital technology in mathematics in teaching, their view on appropriate use of digital technologies in teaching and their attitude to mastering the basics of programming and the subsequent use of this skill in teaching mathematics. We analyze and process the data obtained from the questionnaire using standard statistical methods. These findings are very beneficial for 21st century teacher educators. The ability to properly use digital technologies in teaching mathematics has an undeniable pedagogical benefit for the education of a new generation of students. The results of the survey show that students, who are mostly 19 to 21 years old, are acutely aware of the importance of digital technologies today."
NOMOPHOBIA AND PRIMARY SCHOOL CHILDREN´S EMOTIONAL AND PERSONAL FACTORS
Authors: Kaliská Lada
Published: July 2022

"Nomophobia as a new form of phobia is becoming a very serious topic threatening the ones responsible for education and upbringing of a new generation. The aim of our research was to find out whether nomophobia (assessed by Nomophobia questionnaire, NMP-Q, Yildirim & Correia, 2015) differs in the context of gender (N=110, Mage=14,51; SD=.501, 53.6% of girls) and is related to emotional aspects, i.e. trait emotional intelligence (EI, Trait Emotional Intelligence Questionnaire-Adolescent´s Short Form, TEIQue-ASF, Petrides, 2009), self-esteem (Rosenberg’s Self-esteem Scale, RSS, Rosenberg, 1965) and trait anxiety (Spielberger´s Trait Anxiety Inventory, STAI, Spielberger, Gorsuch, & Lushene, 1983). The analysis has proved statistically significant gender differences in nomophobia in favor to boys (p=.000), significant negative relations with trait EI and trait anxiety, and significant positive relation with self-esteem. The study discusses the importance of social-emotional education as a form of nomophobia addiction prevention. The study presents the partial results of KEGA 028UMB-4/2021 and KEGA 039UMB-4/2021 projects."
PROGRAM NOTES: EDUCATING MUSICIANS AND AUDIENCES IN PROFESSIONAL MUSIC TRAINING - THE TUT EXPERIENCE
Authors: Tseng Hua Hui
Published: July 2022

"This paper is written in response to the request to consider musical experiences at Western Classical Music concerts, and more specifically, the role of the program note that informs listeners and performers about the historical context of the composition and includes the composers’ biographical details and compositional thinking. Program notes are similar to reading the “spoilers” before seeing movies. What follows is based on observations and reflections from the Tainan University of Technology (TUT), Taiwan, and its educators’ experiences of teaching graduate music students. The idea put forward is that the content of the program note reflects the performers’ interpretations of the composer’s ideas, and access to this note provides an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the intended role of the program note and its relation to the interpretation, understanding, and collaboration in music course curricula, music educators continue to grow in their range of practices. Knowing a composer’s intention can be used to develop the performance of the composition and understand the genre and cultural/social/historical/political connections of the composer and composition, thus providing useful experiences for music students."
THE ROLE OF MOTIVATION AND JOB SATISFACTION IN THE USE OF MODERN TEACHING MODELS
Authors: Alajbeg Anna , Kovačević Sonja , Barbir Joško
Published: July 2022

"The aim of this paper is to examine the role of some socio-economic characteristics, familiarity with the concept of advanced teaching models, job satisfaction and motivation to work with children in the use of modern teaching models. A total of 83 teachers of Technical Education participated in the research. An online questionnaire was created to collect data, which consisted of 4 scales (SES; Job Satisfaction, Motivation to work with children, and Familiarity with advanced teaching models). Most teachers are very satisfied with their work and are highly motivated to work with children. The results show that 84.21% of teachers are familiar with some advanced teaching models. Job satisfaction has a statistically significant influence on the use of modern teaching models (project teaching, problem teaching, flipped classroom, interactive teaching, team teaching). Familiarity with advanced teaching models positively contributes to the use of modern teaching models. We conclude that job satisfaction is a very important segment in all organizations. A satisfied employee will be more productive. Each school should examine employee satisfaction and provide training on modern teaching models, which is going to contribute to the quality of the educational process."
ALTERNATIVE EDUCATIONAL ACTIVITIES TO ENHANCE YOUTH’S PARTICIPATION IN SOCIAL INNOVATION IN HIGHER EDUCATION: THE CASE STUDY OF “ACTIVE CITIZENS” PROGRAM BY BRITISH COUNCIL IN A VIETNAMESE UNIVERSITY
Authors: Nga Tran Thi
Published: July 2022

"The paper will provide the overview and practices of embedding social innovation into higher education through extra-curriculum activities in Vietnamese universities. The paper argues that the educational experiences provided by “Active Citizens” program can provide the youth necessary global skills, mindset and hand-on experiences to engage youth to social innovation through their social action projects. The study also recognizes that most challenging issue in carrying out this kind of program is to sustain students’ engagement and their active investment in their initiatives. The study also sees great potentials for enhanced partnerships among university-community in terms of both professional and financial support for student’s projects. Finally, there are discussions on embedding social innovation into Vietnamese universities to serve for higher education’s third mission."
USE OF ASSESSMENT FORMS TO EMBED SOCIAL JUSTICE PRINCIPLES THROUGH DIGITAL PLATFORMS IN HIGHER EDUCATION IN SOUTH AFRICA
Authors: Molomo Pulane
Published: July 2022

"This paper seeks to examine the extent to which assessment embed social justice principles in affording students with different learning abilities equal and fair opportunities to develop their intellectual abilities and remove ignorance. The aim was to establish if forms of assessment recognised principles of fairness and equity to build students’ capacity to think critically and to make meaningful decisions that contribute towards a just social order. The study adopted a mixed method approach. Semi-structured interviews were used to enlist eight academic staff views on the matter. Data obtained from interviews were systematically sorted and categorised into common themes. A structured questionnaire was distributed and responded to by twenty students and data obtained from the instrument were analysed statistically. The study found out that some forms of assessment developed students’ abilities by promoting a balanced, and equal opportunities. The acquisition of social justice principles enhanced learners’ ability to think critically and to challenge social injustices and challenges that threatens their right to human dignity, development by instituting social change. The findings also demonstrate the importance of recognising students’ learning styles and abilities through using forms of assessment in a balanced and fair manner. This study concludes that students’ success after pedagogic encounters depended on balancing forms of assessment and developing their analytical thinking abilities. Such methodological skills and knowledge enable them to eliminate ignorance and social inequities. The study provides further insights regarding the use of assessment to cater for diverse students’ aptitudes to advance humanity. It can be concluded that. assessment creates critical thinkers who challenge practices and policies that threaten human dignity and perpetuate inequalities."
INFLUENCE OF PARENTS' EDUCATION AND PROFESSION ON SELF-ASSESSMENT OF SECONDARY SCHOOL STUDENTS' PREREQUISITES FOR STUDYING
Authors: Vicherková Dana , Malach Josef , Kolář Martin
Published: July 2022

"The study is based on the concept of prerequisites for the study, which can be identified and assessed by established assessment tools or subjectively perceived and experienced at the entrance to education and throughout it. The subjective self-assessment of assumptions can be a source of self-confidence, self-efficacy, and proper study motivation, but on the other hand, the cause of study failure and drop-out. The empirical research aimed to determine whether parents' level of education and their profession influences the subjective evaluation of students' prerequisites for secondary school studies. Hypotheses assuming the statistical significance of the relationship between parents' level of education, profession, and subjectively determined level of prerequisites for the study were verified using the data acquired from the answers of 900 respondents who participated in the research. The influences of several moderating variables, i.e., gender, students' age, a field of study, and parent's gender, are also monitored in a more detailed analysis. Research findings can provide a basis for targeted planning and student-friendly strategies to prevent academic failure."
A STUDY ON STUDENT AGENCY OF COLLEGE STUDENTS WHO PARTICIPATED IN NON-FACE-TO-FACE CLASSES
Authors: SooAn Choi , YoungSoon Kim
Published: July 2022

"The purpose of this study is to look at the student as agency who leads the class, and to examine the experience of mutual communication as agency. For this purpose, 4 students who took the social education and major compulsory classes at University A in South Korea were selected as research participants. In order to increase the coherence of the research purpose, in addition to the interview data, the class impressions and midterm and final test assignments written by the students were supplemented. The research results according to this study are as follows. First, the non-face-to-face discussion class allowed students to experience both fear and unfamiliarity from the non-face-to-face environment at the same time. In particular, the non-face-to-face environment made people hesitate about how to communicate. Second, group discussion improved communication between theory and reality by analyzing textbooks based on class theory and sharing the analysis results among students. Third, field trip facilitated the connection between online and offline, allowing them to look back on their own world of life and build confidence as a future teacher. The following are the suggestions accordingly. First, it should promote interaction with students and teachers. Second, the class should provide various connections outside the class. Third, strong motivation for class is required. This study does not suggest a universal law of student agency in that it only targeted students from the College of Education of A University in Korea. However, it is meaningful in that by exploring the process of developing student agency, it gave hints on what direction to take in the future."
REFLECTIONS BY PRE-SERVICE ECONOMIC AND MANAGEMENT SCIENCES TEACHERS ON THEIR EXPERIENCES OF REMOTE LEARNING IN CURRICULUM PRACTICE
Authors: Mphuthi Mochina , Tshelane Molaodi
Published: July 2022

"Curriculum reformists were caught off-guard over the past two years by the unforeseen and extreme pressure of the COVID-19 pandemic. This phenomenon threatened to engulf humans in despair. Institutions of higher learning initiated moves to remote learning, as a measure to prevent the spread of the virus while continuing to promote teaching and learning. Scholars were absorbed by grasping the importance and application of a revolution in curriculum reform. The use of remote learning in curriculum practice to improve teaching and learning is a recent initiative in the package of curriculum and pedagogical reforms in South Africa. The aim of this paper is to reflect on adaptive experiences of pre-service economic and management sciences teachers, their ability to adapt curriculum practice to remote learning of this specific curriculum, and pedagogical reform of the use of remote learning in schools. An architecture theory, which draws on the famous quotation of Adolf Loos's parable about “the poor rich man” and whether they really understand the lesson, was used as the main lens for the study. An interpretative phenomenological analysis approach, as a form of critical education science, was employed to generate data. The basic purpose and essence of the IPA approach in a qualitative research study is to examine the life experiences of the research participants and to allow them to narrate the research findings through their lived experiences and critical reflections, thereby deliberately embracing diversity as characterised by the unequal context of South African education. Phenomenological analysis was used to arrive at the following findings. First, higher learning institutions are obligated to create practical learning experiences for pre-service teachers. Second, the phenomenon that resulted in the necessity to embrace remote learning impacted participants academically, socially and psychologically. The paper concludes with the recommendation that the prefigured remote learning for professional teaching practice should be reconfigured."