Forum for Education Studies

Caught in the rye: Novice teachers’ journeys of self-discovery and identity formation

2024-12-10T01:45:39+00:00

This qualitative study explores the experiences of novice teachers as they navigate the complexities of identity formation and self-discovery during their early careers. Grounded in Transformative Learning Theory (TLT) and themes from J.D. Salinger’s The Catcher in the Rye, the research employs thematic analysis of interviews and reflective notes from eight novice teachers to uncover their emotional and professional struggles. Four key themes emerged: Alienation, identity and self-discovery, rejection of societal norms, and the search for genuine connections. Findings indicate that feelings of alienation often undermine teachers’ confidence and motivation, while self-discovery fosters resilience and adaptability. The rejection of standardized norms prompts educators to seek more meaningful teaching practices, enhancing student engagement and empowerment. Furthermore, the study highlights the significance of building authentic relationships with colleagues and students in creating a supportive teaching environment. This research underscores the need for systemic support, including mentorship and collaborative practices, to improve novice teacher retention rates. By linking literary themes to educational experiences, this study advocates for the integration of narrative inquiry in teacher training programs, ultimately contributing to a deeper understanding of the challenges faced by new teachers.

Knowledge management and e-Portfolios for sustainability

2024-12-13T02:39:03+00:00

Integrating sustainable practices within technical university settings has garnered significant attention in recent years. However, there needs to be more progress in merging these practices with active foreign language learning and knowledge management. Recent studies have introduced new perspectives on social constructivism and second/third language (L2/3) acquisition, emphasizing knowledge-building and gender-related factors. This paper presents the methodology of a pilot study conducted during an English for Specific Purposes (ESP) course. The primary instructional technique employed was electronic portfolios (e-Portfolios), which facilitated extensive data collection to compare gender-differentiated lexical production among engineering university students. Two research instruments provided a comprehensive qualitative analysis of professional portfolio texts written in English. The visualization of e-Portfolio data, incorporating lexical and sentiment analysis, revealed specific differences in the characteristics of learners. This approach aims to integrate a broader perspective of ESP with sustainability and university knowledge management, areas that have yet to be explored. This study’s convergence of academic and labor market needs highlights the potential to prioritize sustainability goals while fostering and showcasing innovation in higher education.

The fragile foundation of pre- and early-school programs for disadvantaged children

2024-12-13T03:48:15+00:00

In many countries, pre- and early-school programs are the core of educational disadvantage policy. Such programs aim at preventing educational delays of children growing up under unfavorable socioeconomic circumstances. The programs provide a range of compensational stimulation activities in child care centers and kindergartens, sometimes combined with activities for parents at home. Despite the investment of billions of dollars each year, the educational gap between the rich and poor is widening. The question, then, is whether such programs are really effective. Therefore, studies into the effectiveness of such programs are significant. In this sense, this article reviews two so-called model programs, the Perry Preschool and the Abecedarian programs, which were small-scale experimental programs conducted in the 1960s and 1970s. This review critically analyzes a series of publications written by the projects’ staff and reanalyses done by Nobel laureate James Heckman and colleagues. They claim that both programs are highly effective and that their findings can be generalized to other reasonably similar programs. This review shows, however, that both experiments were hampered by several methodological shortcomings, which seriously threaten the reliability and validity of their outcomes. Furthermore, the projects were so exceptional, in terms of circumstances, target groups, budgets, and teacher qualifications, that it is not possible to generalize their results. It is concluded that not just quality research, but especially critical quality research, is imperative. That is, researchers should be more critical with regard to their own work and that of their colleagues, and they should not accept research findings at face value.

Digital education in Germany: Policies, teacher perspectives, and challenges in a post-pandemic world

2024-12-16T03:34:09+00:00

This article intends to conduct a theoretical examination of education and technology public policies proposed for the German school system, under a post-pandemic context in which governments around the world have strengthened their pedagogical initiatives in digital technologies in the school environment. The results presented here are part of the research “Post-pandemic education: understanding of analogic education and digital education from the perspective of educational institutions and teachers in Brazil and Germany”, carried out between 2023 and 2024. As a method, we conducted extensive documentary research that analyzed within the context of technology-mediated educational policies in Germany, in a global context. We sought to relate these policies to a possible change in school education that can also reposition teacher training in the country. In the German context, the article describes the education system, digital education policies and the challenges in their implementation. The results show important avenues for changes in teacher training for the use of technology and the need for additional research to assess the impact of digital education.

Open educational practices and virtual learning readiness among B.Ed. trainees

2024-12-16T03:35:35+00:00

In recent time, Bachelor of Education (B.Ed.) trainees have increasingly adopted technology-oriented learning to enhance their classroom teaching and learning experiences. These trainees are also creating various learning environment, such as self-directed learning, group learning, and other activities with the digital tools. This study examined the integration of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR) among B.Ed. trainees across different districts in Uttar Pradesh, India. With the growing dependence on technology, these trainees are utilizing digital resources like mobile learning applications, Zoom, Google Meet, Google Classroom freckle and digital whiteboards to improve their classroom engagement. The research, which included 960 B.Ed. trainees, employed standardized tools to evaluate their levels of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR). The findings indicated that the trainees exhibited a moderate level of both variables, with notable variations based on certain background factors. A statistical analysis has done, which included percentage, descriptive, differential, and relational methods to analyze the collected data critically. However, the main challenges include limited time to locate suitable resources, insufficient awareness regarding quality assurance, technological constraints. The study suggests that targeted booster programs should be organized to enrich trainees’ technological skills, enabling them to excel in future classroom teaching and learning. The study’s outcomes are expected to significantly contribute to the improvement of the emerging learning society.

Modelling education equality through online platform adoption: Insights into the digital divide, fairness, perceived ease of use, and usefulness

2024-12-17T02:05:59+00:00

Online education platforms are pivotal in achieving educational equity. This study employs grounded theory to examine the factors influencing the adoption of online education platforms by students and educators in Chinese higher education institutions. Data were collected through semi-structured interviews with 30 participants, including 15 students and 15 educators, to provide a detailed qualitative analysis. The findings identify critical factors affecting platform adoption, including digital accessibility and infrastructure, user experience and interface design, adoption and integration challenges, and the impact on educational outcomes and equity. Significant disparities in digital access, especially between urban and rural areas, underscore the need for enhanced digital infrastructure to ensure equitable access to online education. The usability of the platforms, facilitated by user-friendly interfaces and comprehensive training, emerged as essential for engaging students and educators effectively. The study also highlights technological challenges and a lack of digital literacy as significant barriers, necessitating targeted interventions like digital literacy programs and robust technical support.

Remote pedagogical residence in pandemic times of a pedagogy course from a university campus in the interior of Rio de Janeiro, Brazil

2024-12-20T08:04:21+00:00

This article aims to discuss in an experience report the activities developed through the Pedagogical Residency Program for literacy of the Pedagogy course at UFF (Universidade Federal Fluminense) at INFES (Instituto Noroeste Fluminense de Educação Superior-Northwest Fluminense Institute of Higher Education) located in Santo Antônio de Pádua/Rio de Janeiro/Brazil, which due to the Covid-19 pandemic, it started to be carried out remotely, in a virtual context, using digital technologies. We will describe the context and activities that were carried out within this new reality. In conclusion, we argue that pedagogical residency program has been of paramount importance for the education of future pedagogues, bringing the possibility of studying and researching in depth about literacy and different ways of working activities that are meaningful and creative for children.