ethanporcaro/eric-fulltext-meta huggingface dataset:
Interactional Metadiscourse in &quot;English Teaching&quot; Articles: A Diachronic Perspective (1980-2021)
Author: Park, Hae In
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Diachronic Linguistics,Periodicals,Asians,Language Usage,Discourse Analysis,Computational Linguistics,Korean,Native Language,Research Reports,Writing for Publication,Academic Language,English (Second Language),Researchers

While the use of metadiscourse in L2 writing has received considerable attention in the past, little effort has been made to examine how L2 writers' use of metadiscourse in academic writing has evolved over time. In addressing this, the present study explored a diachronic evolution of interactional metadiscourse in research articles (RAs) published across a span of 40 years (1980-2021) in &quot;English Teaching.&quot; Based on 931 articles consisting of 6.4 million words, we examined whether the use of interactional metadiscourse has changed over the past 40 years. Our findings revealed that there was a global decrease in interactional metadiscourse over the past 40 years. While the frequency and diversity of interactional metadiscourse have slightly decreased over time, the proportion of each metadiscourse category remained consistent. The study further suggests that Korean L2 scholars who publish in &quot;English Teaching&quot; tend to hedge more than they boost or use attitude markers compared to those who publish in global journals.
Teacher and Student Perceptions of the Criterion-Referenced Assessment of English in CSAT
Author: Kim, Hyunju
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Attitudes,Language Tests,Criterion Referenced Tests,High School Teachers,Undergraduate Students,English (Second Language),Positive Attitudes,Competition,Korean,Mathematics Tests,Scores,Native Language,Second Language Learning,Second Language Instruction,Test Validity,Communication Skills,Communicative Competence (Languages),College Admission,Language Teachers,Foreign Countries

The present study examines Korean high school English teachers' and university students' perceptions about the criterion-referenced assessment of English in CSAT. A total of 400 participants (149 teachers and 251 students) answered an online questionnaire. Teachers showed more positive attitudes than students in their perceptions about the reduction of excessive competition among students, more communicative English classes, and the use of Korean and mathematics scores of the CSAT for the admission materials. Students, on the other hand, were more positive than teachers in their perceptions about the effects of the criterion-referenced assessment of English in CSAT on the reduction of private education and more high scorers in the CSAT. Regarding the alternatives to current criterion-referenced assessments of English in CSAT, teachers seem to emphasize the development of new question types for a valid criterion-referenced assessment system while students seem to focus on improving the communication skills through the English test in CSAT, not on the validity of the criterion-referenced assessment.
The Dynamics of Beginning EFL Teachers&apos; Teaching Experiences and Their Emotional Labor from an Activity Theory Perspective
Author: Kim, Youngmi
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Communities of Practice,Classroom Techniques,Behavior Problems,Emotional Experience,Teacher Attitudes,Beginning Teachers,Behavior Standards,Professionalism,Junior High School Teachers,Conflict Resolution,Teaching Methods,Heterogeneous Grouping,Foreign Countries,Teaching Experience

This study investigates beginning EFL teachers' emotional labor from the perspective of the Activity Theory. Emotional labor is defined as the process of controlling one's emotions and emotional expressions in accordance with the occupational standards for proper emotional expression. Two beginning EFL teachers at Korean junior high schools were recruited by means of a qualitative research method. Semi-structured interviews were conducted and analyzed based on Activity Theory. The findings indicate that participants' emotional labor in relation to their students was represented as conflicts in their activity system. Additionally, the resolution of the conflicts could be possible if a teacher can join a new teacher learning community and use new instruments. The results suggest that beginning EFL teachers should be encouraged to be empowered with new instruments such as classroom management skills and teaching practices for handling mixed-level students. These new instruments are expected to prevent students' problem behavior and ease the burden of teachers experiencing emotional labor.
Teaching for Positive and Transformational Creativity through Service Learning
Author: Desmet, Ophélie Allyssa
Date: 2022-00-00
Type: Journal Articles
Subjects: Creativity,Service Learning,Creative Thinking,Elementary Secondary Education,Higher Education,Teaching Methods,Models,Problem Based Learning,Activism,School Community Relationship

Positive creativity involves creative ideas and products that are beneficial to humanity. This paper discusses the importance of fostering positive and transformational creativity in PK-12 and college settings, and concrete classroom strategies for nurturing positive creativity through a service learning pedagogy. A brief history of service learning pedagogy is discussed, along with a practical application of the K-12 Developmental Service Learning Typology, a theoretical service learning pedagogical model. This practical application highlights three examples of how service learning can foster positive and transformational creativity: experiential learning through community service or volunteering, problem-based learning through community exploration, and using Destination Imagination as a form of social or community activism. The latter two examples demonstrate using curiosity to create positive, novel, and useful products through a cycle of deep exploration of topics that each student has an intense interest in, called the Roberts Curiosity Community Exploration Cycle (R-CCEC).
Midwifery Now: Narratives about Motivations for Career Choice
Author: Sim-Sim, Margarida
Date: 2022-00-00
Type: Journal Articles
Subjects: Nursing Students,Obstetrics,Career Choice,Foreign Countries,Student Motivation,Masters Programs,Professional Identity,Learning Processes

The objective of this study was to analyse nursing students' motivation to choose the midwifery career. This is a cross-sectional study with a qualitatively driven mixed-methods approach. The settings are three higher education institutions located in Portugal. The study was conducted between September 2019 and November 2021, with the participation of 74 midwifery master's students, through convenience sampling. The data were collected through the LimeSurvey software and were subsequently analysed in the SPSS and IRaMuTeQ software programs. The emerging thematic areas were as follows: (1) building a professional identity and (2) knowledge construction. From these two thematic areas, six classes emerged that revealed commitment to the profession. It is in Class 6 that the ancestral essence of the profession lies, revealing the meanings of competence and care perpetuation linked to gender. Midwifery is a first-line profession, and the career choice reflects a commitment to support the mother/newborn dyad in view of the inevitability of human care for the preservation of the species. Midwives with a Socratic inspiration are the model for the profession. Given the development of professional identity, it can be interesting to have an educational curriculum where human values are reinforced. A woman-centred birth environment and birth territory are elementary for midwifery education.
Effects of the Reading Practice Platform (Readvise) in Developing Self-Regulated Reading Skills of Tertiary Students in L2 Learning
Author: Akopyan, Anait
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Skills,College Students,English (Second Language),Second Language Learning,Electronic Learning,Learning Strategies,Self Management,Metacognition,Student Behavior,Reading Motivation,Reading Programs

Reading, as one of the four basic language skills, activates language learning. Tertiary-level students often undermine this opportunity and rarely read anything in addition to their course assignments. Rapid technological developments offer additional possibilities in this domain. The present study aims to define to what extent the specifically designed web-based reading platform (Readvise) can support and improve students' second language reading skills with the intent to transform them into self-regulated reading (SRR) skills. The focus of this design-based research is 39 undergraduate students who study English as a second language (L2). According to the results, through the elimination of the main barriers and uncertainties declared by the students when reading independently in L2, the platform contributes to the advancement of L2 reading skills of the students, encourages changes in their L2 reading behaviour, fosters metacognitive abilities, and reinforces intrinsic reading motivation. When supported consistently through the platform, these features can ensure the development and enhancement of SRR skills in the long run, contributing equally to the improvement of the students' L2 proficiency level.
Scaffolding Positive Creativity in Secondary School Students
Author: Ivcevic, Zorana
Date: 2022-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Creativity,Secondary School Students,Prosocial Behavior,Social Emotional Learning,Student Motivation,Student Projects

Guided by research in creativity studies, moral development, and positive youth development, this paper proposes four principles to guide education toward positive creativity: (1) building prosocial motivation, (2) building emotion skills to build persistence, (3) building an understanding of creativity as dynamic, and (4) building self-concept of positive creativity. To illustrate applying these theoretically derived principles to teaching positive creativity, we provide examples from the inspirED program for secondary school students, which aims to build a more positive social and emotional climate through student-led creative projects. The four phases of the inspirED program--Assess the problems, Brainstorm ideas, Complete a project, and Debrief the project's impact--are mapped onto the four principles of teaching for positive creativity.
The Transversality of Civic Learning as the Basis for Development in the University
Author: Naval, Concepción
Date: 2022-00-00
Type: Journal Articles
Subjects: Civics,Citizenship Education,Values Education,Moral Values,Teaching Methods,Interpersonal Competence,Higher Education,Informal Education,Nonformal Education,Integrated Activities

The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to orientate their learning. To address these objectives, the present study is divided into five parts. First, we define what we understand as civic or citizen competence. In the second part, we describe the reasons why we consider that the learning of civic competence may occur in different settings (formal, informal, or non-formal) of university life. We propose character education and integrated learning (IL) as promising approaches to foster civic learning in the third and fourth sections. Finally, we offer recommendations on how university leaders and professors might promote civic or citizenship competence.
Embedding a Coaching Culture into Programmatic Assessment
Author: King, Svetlana Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Medical Education,School Culture,Coaching (Performance),Foreign Countries,Student Evaluation,College Students

Educational change in higher education is challenging and complex, requiring engagement with a multitude of perspectives and contextual factors. In this paper, we present a case study based on our experiences of enacting a fundamental educational change in a medical program; namely, the steps taken in the transition to programmatic assessment. Specifically, we reflect on the successes and failures in embedding a coaching culture into programmatic assessment. To do this, we refer to the principles of programmatic assessment as they apply to this case and conclude with some key lessons that we have learnt from engaging in this change process. Fostering a culture of programmatic assessment that supports learners to thrive through coaching has required compromise and adaptability, particularly in light of the changes to teaching and learning necessitated by the global pandemic. We continue to inculcate this culture and enact the principles of programmatic assessment with a focus on continuous quality improvement.
Exploring Pre-Service Chemistry Teachers&apos; Pedagogical Scientific Language Knowledge
Author: Mönch, Corinna
Date: 2022-00-00
Type: Journal Articles
Subjects: Chemistry,Science Teachers,Pedagogical Content Knowledge,Language Usage,Teaching Methods,Learning Processes,Difficulty Level,Science Instruction,Preservice Teachers,Teacher Education Programs,Secondary School Teachers,Content Analysis,Foreign Countries

&quot;Chemish,&quot; as the scientific language of chemistry, is essential for communicating in and understanding chemistry. At the same time, Chemish is one of the major difficulties in teaching and learning chemistry in the school context. Although in recent years the importance of language in general and scientific language in particular has been pointed out and much research has been carried out on these topics, less is known about (pre-service) chemistry teachers' knowledge of teaching and learning the scientific language in chemistry classes. Thus, the research on &quot;Pedagogical Scientific Language Knowledge&quot; (PSLK) is missing. As this knowledge is crucial for (future) chemistry teachers to teach chemistry, in our survey, we seek to evaluate the extent of 41 pre-service chemistry teachers' PSLK. The answers are analyzed using qualitative content analysis. Results show that pre-service chemistry teachers' content knowledge resembles the level of knowledge for higher secondary schools. Likewise, the pre-service chemistry teachers have a lack of incisive pedagogical content knowledge: although recognizing problems within Chemish, the pre-service chemistry teachers hardly address those and do not focus on the characteristics of Chemish while explaining scientific terms. On this basis, implications for further university chemistry teacher education and research will be drawn.
Designing Activities to Develop Statistical Literacy in Primary Pupils While Conducting Physics Laboratory Work in Informal Settings
Author: Medová, Janka
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Foreign Countries,International Assessment,Achievement Tests,Elementary School Students,Scores,Scientific Literacy,Student Attitudes,Scientific Attitudes,Interdisciplinary Approach,Laboratory Experiments,Teaching Methods,Thinking Skills,Heterogeneous Grouping,Science Tests,Verbal Communication,Science Activities,Scientific Research,Instructional Design,Statistics Education,Informal Education

According to the Programme for International Student Assessment (PISA) 2015 measurements, Slovak primary school pupils commonly can reach some below average scores in terms of scientific literacy and have less and less positive attitudes towards the natural sciences. Natural sciences and statistics are intertwined disciplines. This implies that there is a room for teachers to try using interdisciplinarity and including basic statistics in the laboratory lessons of natural sciences. The aim of this research paper is to identify the difficulties that can occur when primary pupils collect and process data during a practical research task, combining, here, the knowledge stemming from the natural sciences and statistical reasoning. The research sample consisted of nine primary pupils from grade 1 to grade 4; the average age was 9.44 ± 1.33 years. Pupils were divided into the three age heterogeneous groups who were assigned a laboratory exam. The data were collected via an unstructured participatory observation. The results of our analysis of verbal expressions and practical activities suggest that pupils in our research sample are in the range of levels of nonformal and inconsistent understanding of statistics. In addition, we observed here some characteristics of consistent noncritical understanding. These findings suggest that, with the proper stimulation and frequent research activities requiring the direct activity and involvement of pupils, they could achieve higher levels of statistical literacy as well.
The Flipped Classroom and the Development of Competences: A Teaching Innovation Experience in Higher Education
Author: Sevillano-Monje, Verónica
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Physical Education,Team Sports,Instructional Innovation,Educational History,Physical Activities,Exercise Physiology,Universities,Student Attitudes,Undergraduate Students,Comparative Analysis,Competence,Instructional Effectiveness

Because of the changes in society, the educational scope must implement teaching--learning methodologies that help students to develop the competences that will be necessary in their academic--professional journey. This study presents a teaching innovation experience that is based on the flipped classroom methodology, which was carried out with 136 students (academic year: 2019-2020) in the subject of &quot;Theory and History of Physical Education, Physical Activity and Sport&quot; of the degree of Physical Activity and Sport Sciences of the University of Seville. The methodology of the study combines qualitative and quantitative approaches (mixed methods) through a pre-experimental design. The results show that there were significant differences in the acquisition of knowledge after the application of the methodology, which had a significant impact on the students' competence levels. Moreover, the students presented high levels of satisfaction in different areas. This allows for the conclusion that it is important for this methodology to continue in later courses, given its contribution to the competences that are related to the formal aspects and that are linked to research and organisation. Recommendations for practice are presented at the end of this article.
Experimentation and Research in the Physics Course for the Preparation of Primary School Teachers in Naples
Author: Amabile, Alessandro
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Elementary School Teachers,Preservice Teachers,Foreign Countries,Science Experiments,Scientific Research,Teaching Methods

Physics preparation for primary school teachers has received attention only in recent decades. Research on science education provides useful guidelines, often disregarded. Several interrelated research questions must be addressed by field research, namely, (a) which physics subjects to teach in primary school and its relationships with other sciences, technology, and mathematics; (b) how to prepare teachers to grasp the complexity of their tasks; and (c) how to bridge pre-service and in-service training. In this study, we describe innovative aspects of a course, based on the research and action research of our research group, that aims to overcome the limitations of a purely academic approach. Future teachers are dynamically involved in activities in informal and formal contexts and in the training of in-service teachers' activities. The idea of cognitive resonance and a phenomenological approach to the modeling process are the basis of the activities that integrate key concepts of physics with transversal ones to develop skills in physics, mathematics, technology, and language. Field research carried out with qualitative methods shows that the course, despite being demanding, is well received by students. Dozens of students are then involved in the activities of the group when they start a teaching career at school.
Analysis of Requirements for the Digital Competence of a Future Teacher
Author: Galimullina, Elvira Z.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Technological Literacy,Teacher Attitudes,Teacher Education Programs,Student Attitudes,Models,Problem Solving,Foreign Countries,Futures (of Society),Teacher Competencies

The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors' content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers' digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.