logo logo European Journal of Educational Research

EU-JER is a leading, peer-reviewed research journal that provides an online forum for studies in education by and for scholars and practitioners worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS

'professional teacher development' Search Results

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

belief elt in preschool issues preschool teacher

Mohamad Iskanda Mohamad , Muar Suziyani Mohamed , Kamariah Abu-Bakar


...

The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.1.281
Pages: 279-296
cloud_download 638
visibility 3380
2
Article Metrics
Views
638
Download
3380
Citations
Crossref
2

Scopus
2

How Participation in a Teachers' Eco-Pedagogy Workshop Affects the Promotion of Teachers’ Environmental Education and Organizational Concepts

eco-pedagogy environmental education professional development teachers' workshop

Sare Asli , Riad Abu-Alhiga , Tagred Teti , Shafea Algmal , Avi Hofstein , Abeer Shehadeh-Nasser , Muhamad Hugerat


...

Eco-pedagogy is a pedagogy utilized in the framework of teaching environmental education in schools. The adoption of various eco-pedagogy programs within schools has proven to be helpful in improving students' environmental attitudes, and it was concluded that schools are the best place for critical learning of environmental concerns. Thus, the primary purpose of this study was to investigate how a teachers' eco-pedagogy workshop promotes teachers' educational, environmental, and organizational concepts. An integrated study (quantitative and qualitative) was carried out that included a sample of 44 teachers in elementary schools. The sample was divided into two groups: an experimental group that participated in the workshop, and a control group that did not participate in it. Improvement was found in the environmental education and the organizational concepts of eco-pedagogy for teachers who participated in the program, compared with those who did not. The study's key findings indicated that attending an eco-pedagogy workshop helped teachers perceive the subject more favorably, developed their higher-order thinking skills, and they learned more about it. Another finding was that a workshop is crucial for teachers to advance their professional development.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.1.341
Pages: 341-352
cloud_download 475
visibility 2304
2
Article Metrics
Views
475
Download
2304
Citations
Crossref
2

Scopus
2

Mapping the Intellectual Structure of Studies on Internationalization of the Curriculum: A Bibliometric Analysis From the Scopus Database

bibliometrics curriculum internationalization of higher education scopus

Do Hong Cuong , Do Thi Hong Lien , Le Van An Nguyen , Tran Thi Ha Giang , Ha Thi Lich , Tien-Trung Nguyen


...

The pervasive development and momentous changes of internationalization in higher education have led to the acceleration of research on its key component – the curriculum. However, there has not been any comprehensive analysis of the research status of the internationalization of the curriculum (IoC). To address the gap, this study employs the bibliometric method to construct an intellectual structure of research on the topic. The data, retrieved from the Scopus Database, consisted of 386 publications. The extracted data were then analyzed using citation, co-authorship, and keyword co-occurrence analysis. The results reveal a significant growth in research volume during the last ten years and the domination of Global North in the geographical distribution of publications. Besides, the most prominent authors include those who introduced fundamental knowledge on the topic. The most cited works and the most popular publishing sources focus on various aspects of internationalization of higher education. They also show a multidisciplinary interest in the topic. Finally, concerning newly emerged themes of studies on IoC, “cultural competence” and “internationalization at home” are outstanding keywords. The research findings emphasize IoC as a potential research matter. Hence, this study is recommended as a starting point for future researchers when examining related subjects.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.1.379
Pages: 379-395
cloud_download 620
visibility 3197
2
Article Metrics
Views
620
Download
3197
Citations
Crossref
2

Scopus
2

Teachers Underutilize Their Learning Styles in Developing Thought-Provoking Questions: A Case Study

critical thinking learning styles thought-provoking questions

Agustiani Putri , Abdur Rahman As’ari , Purwanto , Sharifah Osman , Selly Anastassia Amellia Kharis


...

Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.2.479
Pages: 479-495
cloud_download 612
visibility 3222
2
Article Metrics
Views
612
Download
3222
Citations
Crossref
2

Scopus
0

Indonesian Teachers' Acceptance on Online Teaching Technology During the COVID-19 Pandemic

facilitating condition pandemic pls-sem technology acceptance model tpack self-efficacy

Bisri Musthofa , I Nyoman Sudana Degeng , Punaji Setyosari , Sulthoni


...

This study investigates the impact of external variables, technological pedagogical and content knowledge (TPACK) self-efficacy, and facilitating conditions on teacher adoption of online teaching technology during the COVID-19 pandemic. It employs explanatory research to characterize the effect of external variables on the variables of the technology acceptance model. 240 high school teachers filled out Google Forms survey questionnaires for six research variables and analyzed by the SmartPLS program. The result indicates that attitude and perceived usefulness significantly and positively influence behavioral intention. Perceived usefulness and ease of use have a strong positive effect on attitude. Furthermore, perceived ease of use has a considerable effect on perceived usefulness. Perceived usefulness and ease of use are not significantly influenced by external variables. Facilitating conditions significantly positively affect behavioral intention, whereas TPACK self-efficacy negatively affects behavioral intention.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.2.497
Pages: 497-509
cloud_download 615
visibility 3294
0
Article Metrics
Views
615
Download
3294
Citations
Crossref
0

Scopus
1

...

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.2.557
Pages: 557-571
cloud_download 566
visibility 2427
3
Article Metrics
Views
566
Download
2427
Citations
Crossref
3

Scopus
1

Development and Psychometric Validation of an Information Competency Assessment: The Information Management Brief Scale

information competency information literacy information management inventory inventory

Mónica Azucena Castillo-de-León , Luz Marina Méndez-Hinojosa , Magaly Cárdenas-Rodríguez


...

Today's college students relate directly to the information through which they learn. They are the ones who detect the information they need, search and evaluate it, and also use it to develop academic projects. Information literacy programs have increased in universities to support the development of these skills to students. The aim of this study was to provide an instrument that allows the measurement of information competency in higher level students and generate evidence of its validity and reliability. The Information Management Brief Inventory (IMBS) was developed, which consisted of 16 Likert type items. IMBS was applied to a sample of 1,937 students from a public university in northern Mexico. For the evaluation of the construct validity and identification of the factor grouping of the items, an exploratory factor analysis (EFA) was carried out. Confirmatory factor analysis (CFA) was carried out to explore the goodness of fit of the model. It was found that the 16 items were grouped into three factors: information management, access to information and information ethics. The psychometric properties of IMBS were adequate.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.2.619
Pages: 619-630
cloud_download 468
visibility 1811
0
Article Metrics
Views
468
Download
1811
Citations
Crossref
0

Scopus
0

Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy

collective teacher efficacy principal support teacher self-efficacy

Marina Đuranović , Irena Klasnić , Tomislava Vidić


...

This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.2.693
Pages: 693-703
cloud_download 463
visibility 3164
0
Article Metrics
Views
463
Download
3164
Citations
Crossref
0

Scopus
1

...

This paper presents the meaning and characteristics of collaboration between school counsellors, school principals, and teachers in the context of the COVID-19 pandemic in Slovenia and the extraordinary situation in which work in educational institutions changed dramatically overnight and the community of students and professionals moved into a virtual space. In the first part of the paper, we highlight that a strong network of professionals in an educational institution is key to achieving the vision, goals and quality of educational work. In the second part of the paper, we present the results of a survey conducted through an online questionnaire among 328 Slovenian counsellors during the first wave of COVID-19 in April 2020. The results of this survey show a positive attitude of counsellors towards collaboration with principals and teachers. The emergency situation has raised awareness among all school professionals about the importance of mutual support, while providing an opportunity to reflect on ways to improve mutual collaboration and build mutual relationships that enable quality pedagogical work. One of the biggest challenges for any school community now is to maintain the sense of alliance and mutual support that was created in many schools during the pandemic.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.2.763
Pages: 763-777
cloud_download 425
visibility 1772
0
Article Metrics
Views
425
Download
1772
Citations
Crossref
0

Scopus
0

...

The importance of research competence in pre-service teacher education has been highlighted in many studies, but concerns over the lack and inconsistency of definition, measurement, and development of research competence still exist. This poses a challenge for pre-service education programmes to provide quality education to pre-service teachers in this area. Through a systematic literature review it was found that there is a gap in the existing literature regarding the definition of research competence in pre-service teacher education, as there seems to be no consensus on the definition. There is, however, an agreement that the development of research competence is an important part of study programmes, as it contributes to higher quality education of pre-service teachers. Addressing this, the review proposes a concise definition of research competence as a multifaceted construct that includes critical thinking, self-directed learning, and organizational skills essential for effective research. The review also highlighted a lack of consensus on the most appropriate frameworks and tools to use in measuring research competence in pre-service teachers, with studies using various frameworks and tools that differ in terms of research methods, instruments and sample characteristics. The results suggest that there is a need for greater attention to be paid to the definition and measurement of research competence, as well as its development within pre-service teacher education programmes.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.2.877
Pages: 877-894
cloud_download 702
visibility 3507
2
Article Metrics
Views
702
Download
3507
Citations
Crossref
2

Scopus
3

Research on STEM in Early Childhood Education from 1992 to 2022: A Bibliometric Analysis from the Web of Science Database

bibliometric early childhood education stem education web of science

Thi-Lam Bui , Thanh-Huong Nguyen , Manh-Tuan Nguyen , Thi-Tham Tran , Thi-Luyen Nguyen , Viet-Nhi Tran , Ut Phuong Dang , Cam-Tu Vu , Anh-Duc Hoang


...

STEM education is an irreplaceable movement of educational systems across the globe in the 21st century. Both Pre-K, K-12, and higher education institutions consider STEM as an innovative approach to integrate and reform the teaching and learning processes. The purpose of this paper is to examine the development of studies on STEM in the Early Childhood Education context from 1992 to 2022. We investigated a dataset of 308 scholarly works from the Clarivate Web of Science database and figured a diversified collection of research focuses on topics such as children’s readiness, outcomes, teachers’ competency in designing and implementing STEM activities, and the role of computational thinking and robotics. The findings of this paper revealed the dominant contribution of researchers from the USA regarding research quantity and impact, as well as their collaborations with researchers from Western countries. In addition, we also figured out the top influencing authors, documents, and journals as a suggestion for scholars who are new to this topic. However, we would like to note that our findings depended on the quality of the imported database from the WoS system, which covers top-tier journals only.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.3.1057
Pages: 1057-1075
cloud_download 756
visibility 6326
5
Article Metrics
Views
756
Download
6326
Citations
Crossref
5

Scopus
4

...

This study aimed to evaluate the impact of problem-based learning (PBL) within a teaching unit on the advancement of ethical reasoning and decision-making skills among Israeli female tertiary students. Employing a quasi-experimental design, 48 female students were distributed into three groups, with two serving as control groups receiving conventional curriculum-based instruction and one as an experimental group exposed to the PBL methodology. Both before and after implementation, all groups underwent assessments using a decision-making competency test and an ethical reasoning scale. The results unequivocally demonstrated the significant enhancement of decision-making abilities and ethical thinking through the implementation of the PBL strategy. Comparative analysis revealed substantial improvements in the experimental group compared to the control groups, emphasizing the efficacy of PBL in fostering comprehensive skill development. Furthermore, a positive correlation between ethical thinking and decision-making skills further reinforces the beneficial outcomes associated with PBL. These findings advocate for the widespread integration of PBL techniques across various academic disciplines.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.3.1077
Pages: 1077-1091
cloud_download 570
visibility 1989
0
Article Metrics
Views
570
Download
1989
Citations
Crossref
0

Scopus
2

...

Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.3.1247
Pages: 1247-1262
cloud_download 439
visibility 2163
0
Article Metrics
Views
439
Download
2163
Citations
Crossref
0

Scopus
0

...

This integrative literature review aims to provide a broader and updated perspective of teachers’ intergenerational learning (IL). The search was done in Web of Science and EBSCO ultimate  databases between 2011 and 2022. Thirty-two empirical studies were selected and submitted to a thematic analysis and five themes were identified: (a) defining and conceptualising generation, (b) IL from understandings to practices, (c) contexts, factors and roles from different generations and institutions to promote IL, (d) factors that facilitate the success of IL, and (e) factors that make IL difficult. Data shows an increase in the last decades of research in IL within the educational context, but an absence of the prospective dimension still prevails. Intergenerational knowledge has been researched mainly from an individual professional perspective at the micro and meso levels of scholarship. Effectiveness requires intentional cultivation and a genuine desire for intergenerational knowledge exchange, involving active engagement and awareness among diverse generations and alignment with organizational aims. The promotion of IL takes place in very different ways and forms, and reflection on what is different seems to be a dominant trait. Furthermore, the review could conclude that intergenerational opportunities to work together will improve teacher education and continuous professional development. 

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.3.1275
Pages: 1275-1290
cloud_download 582
visibility 3134
3
Article Metrics
Views
582
Download
3134
Citations
Crossref
3

Scopus
2

Developing Creative Thinking in Preschool Children: A Comprehensive Review of Innovative

comprehensive review creative thinking early childhood

Novita Eka Nurjanah , Elindra Yetti , Mohamad Syarif Sumantri


...

The ability to think creatively has a vital role in the development of preschool children. This research provides a comprehensive review of innovative approaches and strategies for developing creative thinking in preschool children based on current trends and methodologies used in educational settings. This research shows three significant areas: (a) creative thinking skills in preschool children, (b) factors influencing creative thinking skills in depth, and (c) innovative strategies and approaches to stimulate creative thinking abilities in preschool children. This research uses a literature study method assisted by the publish perish application to find reference sources related to creative thinking abilities in preschool children. Studies show that creative thinking abilities in preschool children enable them to find innovative solutions, help them adapt to challenges, foster self-confidence and courage, and enrich their experience and knowledge of the world around them. Meanwhile, preschool children's creative thinking abilities are influenced by collaboration from the external environment (parents, teachers, and society); providing support and examples for children to develop and stimulate their creative thinking skills is very important.

 

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.3.1303
Pages: 1303-1319
cloud_download 1332
visibility 8883
2
Article Metrics
Views
1332
Download
8883
Citations
Crossref
2

Scopus
2

Classroom Climate and Student–Teacher Relationship: A Study Among Students and Teachers in Slovenia

classroom climate primary school students teachers

Sonja Čotar Konrad , Jurka Lepičnik Vodopivec , Tina Štemberger


...

The primary objective of this study was to determine how students and teachers in primary schools view the classroom climate and its dimensions: (a) peer relationships and (b) student-teacher relationships. Additionally, the study aimed to explore the role of students' age (11-12 years old - 7th grade students vs. 14-15 years old - 9th grade primary school students) and gender on their perceptions of the school climate. Classroom climate was measured with the "Classroom Climate Questionnaire", which was completed by a total of 1,531 students (792; 51.6% female) and 348 teachers (296; 84.6% female). The findings of the study indicated that both students and teachers generally perceived the classroom climate as being relatively neutral to positive. However, teachers tended to report more positive classroom relationships compared to students. Furthermore, the study found no significant gender-based differences in how students perceived the classroom climate, peer relationships, and student-teacher interactions. However, differences were identified based on the age or grade level of the students. The results were discussed in the context of the students’ psychological development characteristics and the aspects of socio-emotional learning within school environments, also considering educational policies for achieving greater school quality.

 

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.3.1411
Pages: 1411-1420
cloud_download 568
visibility 3736
2
Article Metrics
Views
568
Download
3736
Citations
Crossref
2

Scopus
0

Scientific Information and Validation Criteria in Kindergarten Teachers: An Exploratory Study in Chile

early childhood educators early childhood education evaluation criteria sources of information

Sergio Sepúlveda-Vallejos , Alejandro Almonacid-Fierro , María Isabel Cifo , Andrew Philominraj


...

Teaching is a demanding and complex exercise, exposed to the direct or immediate resolution of multiple problematic situations, whether pedagogical, relational, or socio-affective. The teacher's personal resources are often insufficient to cope with the profession's demands. The research reports that there is a gap between research and educational practice. Hence, the objective of this research was to analyze the criteria used by early childhood educators to attribute validity to the written sources of information that guide their pedagogical decisions. The present study follows a qualitative research methodology. The sample for this study was non-probabilistic and consisted of 18 early childhood educators who participated through semi-structured interviews and discussion groups. The data obtained were analyzed by inductive categorization using NVivo 14. The findings revealed that the validity criteria assigned by the educators about the sources of information related to theoretical aspects is mainly attributed to the texts and authors they know, while those referring to practical aspects are attributed to their own experiences or the other educators at the same level. The results showed that specific information and obtaining it in the shortest possible time were the criteria that determined the use of information sources.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.4.1507
Pages: 1507-1518
cloud_download 472
visibility 2214
0
Article Metrics
Views
472
Download
2214
Citations
Crossref
0

Scopus
0

...

This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.4.1519
Pages: 1519-1534
cloud_download 556
visibility 3100
2
Article Metrics
Views
556
Download
3100
Citations
Crossref
2

Scopus
1

eTwinning in Science Learning: The Perspectives of Pre-service Primary School Teachers

collaborative research etwinning ite initiative teacher training

María Napal-Fraile , María Isabel Zudaire , Svava Pétursdóttir , Jerneja Pavlin


...

eTwinning is a community of European schools that promotes networking and transnational collaboration projects. Therefore, as part of the Initial Teacher Education (ITE) initiative, we decided to explore how the research projects on scientific topics familiarize pre-service primary school teachers with eTwinning. 251 pre-service primary school teachers from Spain, Iceland, and Slovenia designed and carried out joint research projects on scientific topics. The aim was to gain insight into their self-assessment of their knowledge of the platform, the limitations of working with it, and their responses. An electronic questionnaire was used as the main instrument for data collection. It turned out that the pre-service teachers enjoyed this international collaboration, but also found it challenging. By the end of the projects, they were familiar with the eTwinning platform, although the least engaged prospective teachers recognized that they needed strong support and considered the platform a non-intuitive environment. Overall, they were willing to use the platform with pupils in the future, which is in line with the aim of the ITE initiative.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.4.1555
Pages: 1555-1572
cloud_download 563
visibility 3284
3
Article Metrics
Views
563
Download
3284
Citations
Crossref
3

Scopus
2

...

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.13.4.1573
Pages: 1573-1585
cloud_download 554
visibility 2760
0
Article Metrics
Views
554
Download
2760
Citations
Crossref
0

Scopus
0

...