Towards a Consensus: Harmonizing Definitions and Consistency in Terminology Use of Conceptions of Teaching in Higher Education. A Systematic Literature Review
Velibor MLADENOVICI, Mariana CRAȘOVAN & Marian D. ILIE
Abstract
Teaching conceptions in higher education, or so-called academics’ conceptions of teaching (ACTs), are essential in informing teaching behaviors and influencing students" learning. Consequently, several attempts have been made since the 1990s to understand what ACTs represent and how they can be developed towards student-centered teaching. However, the expected results did not occur as planned because ACTs were frequently misinterpreted mainly because of the similarities with teaching beliefs and other comparable concepts like cognitions about teaching or perspectives of teaching. Hence, many fundamental issues still need to be solved (e.g., ACTs definition, terminology use, measurement, etc.). The present systematic literature review aimed to clarify the conceptual discrepancies in the ACTs" definitions and terminology and propose a consensus regarding the most appropriate working definition and terminological use. We analyzed 1123 studies using systematic online searching in the Web of Science Database and citation searching. After the eligibility process, we came across 78 eligible articles. The results showed that most of the studies used the terminology and definitions of "conceptions of teaching" (Pratt, 1992) to the detriment of the "beliefs of teaching" or another related term. Even though the concepts "conceptions of teaching" and "beliefs of teaching" come from different theoretical perspectives—where "conceptions" originate from a phenomenological approach, characterized by qualitative methodologies, and "beliefs" come from a cognitive approach, represented by quantitative studies—most studies used them interchangeably. However, the authors only extremely rarely (N = 2) appeared aware of this interchangeability and explicitly mentioned it. While the "conceptions of teaching" emerged as the most utilized term, Pratt’s (1992) definition was the most often employed definition of ACTs. We advocate for consistency in teaching conceptions, research definitions, and terminological use, paramount for diminishing the risk of misinterpretation, comparing, and synthesizing findings, as well as straightforward communication among educationalists, researchers, and policymakers.
Keywords: academics’ conceptions of teaching, beliefs of teaching, framework of definitions and terminology, higher education, systematic literature review
Research on pedagogical practice in initial teacher education for primary and pre-school teachers: a systematic literature review
Mirela SCORȚESCU, Simona SAVA
Abstract
The initial training of future teachers in pre-primary and primary education is of major importance for the quality of education of pre-school and early school-age children. It involves preparing students, for a teaching career and involves both theoretical training and practical introduction to teaching. The practical part of training is done usually in partnership of university institutions, with the schools of practice. Concerns about the different aspects of practice are visible in studies looking at how the practice programs are conceptualised, run, organised, and evaluated, from the perspectives of people involved: student, mentor, and university coordinator. Trying to understand how practicum is done within the frame of interinstitutional collaboration and shared responsibility, drawing on the theory of the third space, a systematic literature review was conducted to answer: How is the pedagogical practice of future primary and pre-school teachers researched from the perspective of the coordinator-student-mentor triad? 96 studies were selected, based on criteria related to issue researched, methodology used, categories of participants in the study, and results obtained. The analysis showed that most of the studies are qualitative, with relatively small numbers of subjects, most frequently students. The findings reflect the impact of the practice on each category of partners and the various facets of collaboration between those involved, as well as highlighting areas that the research did not fully address and require further investigation. The findings also highlight aspects to be considered for the further improvement of the teaching practice part of the initial teacher training programs.
Keywords: initial teacher education, practicum, preschool and primary education, systematic literature review
Learning in higher education while being at war
Francesca TORLONE, Anna ISHCHENKO
Abstract
Learning in higher education while being at war is the topic of this paper. The investigation on the management of one’s own learning processes by students living war conditions has been addressed through a survey that was conducted on a sample of 1,685 students at the Igor Sikorsky Kyiv Polytechnic Institute in Kiev during February-March 2023, one year after the Russian invasion. The aim is to understand the strategies adopted by students to oppose and counteract the informal learning processes that are produced by the war. Findings of the study show that, although people are immersed in adverse conditions, they can autonomously direct their own learning processes and defend themselves against the learning valencies of the war to counteract its effects. This is a possibility that might depend on the educational quality of social relations and the networks each student has and was able to build. The possibility to be trained represents the most common concern among students. It is more widespread than the precariousness of material living conditions. However, this attitude is not generalised. According to the authors, the different positions expressed by the students could be attributed to the different level of the capacity each student developed to control the learning processes they are exposed to in their daily life. Based on this capacity of control of their own informal learning processes it is possible to activate autonomous self-directed learning and tackle the challenges the war poses.
Keywords: learning in adverse conditions; self-directed learners; learning in war times.
Postgraduate study and the relationship supervisor-student in West Africa: Dealing with suffering and achievement in Benin
Elieth EYEBIYI
Abstract
In the context of an increasing number of doctoral studies on the African continent, there is a paucity of research examining the daily relationship between supervisors and doctoral students in Francophone sub-Saharan Africa. Consequently, the experience of doctoral students in this field is under-debated, under-questioned, under-analysed and under-taken into account. This is despite the fact that it is central to the success or failure of the thesis process. This paper aims to reflect on postgraduate study conditions in the context of the relationship between supervisor and candidate in francophone West Africa. A qualitative study based on conversational interviews with PhD students and supervisors, was conducted at the University of Abomey-Calavi, the main public university in Benin, with 58 doctoral programmes, and statistical data issued by the university analyzed. The paper examines the conditions of suffering at various levels for PhD candidates, the asymmetrical power relation between supervisors and candidates and silo’s logics which driven them. The paper demonstrates how the thesis process is complex as asymmetrical, power and conflict-prone. It also point that de the nature of doctoral work, doctoral students are exposes to various psychological, psychic and mental pressures that supervisors have to manage.
Keywords: Postgraduate student, doctoral journey, suffering, supervision relationship, Africa.
Civic society and education: international teachers’ perspectives on the roles of NGOs in supporting youth immigrants, in Hungary
Sibiya THANDEKA
Abstract
Civil Society (herein NGOs) seem to fall short of improving the education of immigrant youth in Hungary. This failure is significantly attributed to government’s immigration policies that perpetually position immigrants at a disadvantage, in terms of equipping them with sustainable educational and socio-economic readiness skills. It appears that immigrants of African, Asian, and Middle Eastern origin, bear the brunt the most. NGOs are expected to defend justice and democracy, develop a language, and empower immigrants with a voice to express their past and present experiences, a possible effective tool in fighting discrimination, marginalisation, stigmatisation, and other forms of racisms, which is a path towards a sustainable future. This qualitative exploratory study that explores the various nuanced opinions of foreign teachers associated with the lack of sustainable educational programmes for immigrant youth, focusing on the intersection of civic society and education against the backdrop of the Hungarian political climate. With immigration posing profound challenges to Hungary’s educational system, understanding the perceptions of foreign educators is paramount for extracting the complexities at play. Through qualitative analysis of interviews conducted among foreign teachers, this study uncovers multifaceted challenges impeding the development and implementation of sustainable educational initiatives. These challenges encompass insufficient resources, linguistic and cultural barriers, and institutional constraints. Moreover, the Hungarian political climate, characterised by nationalist rhetoric and restrictive policies, exacerbates these obstacles, creating a hostile environment for immigrant. The findings underscore the urgent need for policy interventions and collaborative efforts to address these challenges and foster a more inclusive and supportive educational environment. This research contributes to a deeper understanding of the systemic barriers to immigrant integration and advocates for transformative change within the educational system. The results reveal a complex interplay of factors that shape immigrant integration within the Hungarian society.
Keywords: International teachers, immigrant youth, sustainable educatio, Hungarian political climate, civil society.
Understanding North American curriculum reforms through theory of rationality
Dan-Laurențiu CARDAȘ-RĂDUȚA
Abstract
The present study aims on the one hand to analyze North American curriculum reforms with a focus on the twentieth century, and on the other hand it aims to demonstrate the implications of Weberian rationality theory for century-specific curriculum theory and practice. At the theoretical level the study shows the implications of Weberian rationality in the work of Dewet, Weber and Tyler. At the practical level, the main findings of the study show that the progressive period was influenced by practical rationality or more specifically instrumental rationality through the social efficiency orientation promoted by Bobbitt and Tyler. Also, the need for post-Sputnik reform of the North American curriculum led to a hyper-rationalization of education towards the imposition of external standards on schools, this trend culminating in the report "A Nation at Risk" (1983) which led to an economic approach to education. The North American curriculum reforms that followed did not abandon this trend of hyper-rationalization and standardization of education.
Keywords: rationality, american, curriculum, reform, weberian.
An Empirical Investigation into the Utility of Descriptions of Inclusive Vocational Excellence Practices
Cosmina MIRONOV, Lucian CIOLAN, Dragos ILIESCU, Anca NEDELCU, Șerban ZANFIRESCU, Madlen SERBAN, Daniela AVARVARE
Abstract
The present paper investigated how inclusive vocational excellence (IVE) practices specific to vocational education and training (VET) can be described in an effective and transparent manner. A framework for the description of such practices was proposed, and then 44 descriptions of practices were collected with this framework from an international sample of providers of such practices from four countries. Expert raters have rated the quality of these descriptions, in terms of how much they respect the proposed structure, provide relevant information about the proposed practice, provide relevant information about the manner in which the practice was implemented and offers a clear and explicit description, further usable by other interested VET institutions. Statistical analyses have then revealed that the framework generates more consistent descriptions for some domains then for others. Implications for practice are discussed.
Keywords: inclusive vocational excellence (IVE); vocational education and training (VET); practice descriptions; communicability.
Teachers Perception on Digital Technology in Teaching and Learning as a Quality Factor in Ethiopian Universities
Mebrate BEKELE FEYISA, Orsolya KÁLMÁN, László HORVÁTH
Abstract
In this 21st century, HEIs are experiencing a dynamic change in technology, and they should be responsive to stay in the competition space. A recent phenomenon of the COVID-19 outbreak was an alarm that caused many HEIs to look back at their capacity in digital technology to deliver online teaching and learning. This paper presents technology-based teaching and learning at two Ethiopian higher education institutions. Two research questions were set to guide the study: -how do academics perceive tech-based teaching and learning as an element of quality? Do other Inputs, Processes, and Outputs impact the application of digital technology in teaching and learning? A quantitative research method was employed to assess the case. 188 university teachers were taken from two universities as a sample for questionnaire administration. Jamovi software was deployed for data analysis. The result shows that digital technology-assisted teaching and learning are among the important elements of quality. Teachers believe that technology-based teaching and learning improves quality. Their beliefs were similar across their qualifications, departments, university type, and gender. In contrast, their service years have made a significant difference between teachers of less than five years (5) experience and those between five to ten (5-10) years. Inputs and processes-oriented quality elements significantly affect the integration of ICT into teaching and learning. It is recommended that HEIs of Ethiopia be proactive in planning to adopt relevant and timely digital technologies to deliver quality teaching and learning. Besides this, their openness to cooperate with Ethio Telecom, the Ministry of Education, and other NGOs to work toward capacity building to integrate digital technology into their teaching and learning by minimizing the challenges related to poor digital competency, scarce resources, internet connection, and infrastructure.
Keywords: digital technology; online teaching and learning; digital skill; ICT; quality teaching and learning.
Preliminary Study: Exploring the Perception and Experiences of Using Character Strengths in Student Teachers
Thet Thet MAR, Mária HERCZ
Abstract
In order to empower and well prepare student teachers for their future roles, integrating character strengths into their personal development and academic pursuits is crucial. This will equip them to contribute invaluable knowledge and practice to future generations. Given the absence of character strengths research in Myanmar, the investigation is essential. Myanmar Education Degree Colleges (EDCs) are implementing a 4-year degree program that prioritizes competencies and teaching-learning approaches to encourage student teachers to apply character strengths and make them confident and enthusiastic learners. Character strengths can be defined as an inherent quality that allows individuals to achieve their goals and lead fulfilling lives. Peterson and Seligman identified 24-character strengths that are divided into six virtues: wisdom and knowledge, courage, humanity, justice, temperance, and transcendence, based on significant examination of cross-cultural and numerous research. By following the framework of VIA classification, this study aims to explore the Myanmar student teachers’ perception and experiences of using their character strengths thereby raising their awareness and validating the existence of 24-character strengths in Myanmar culture. To achieve this, a qualitative exploratory study was conducted using semi-structured interviews with 18 student teachers (Mage = 20.22, SDage = .83). The reliability and validity of the research were confirmed through a pilot, and ethical approval was obtained. Direct content analysis and framework analysis were performed by using the VIA classification. The findings showed that 24-character strengths related to Buddhist beliefs were recognized by the participants. When they use their creativity, curiosity, judgment, cooperation, and leadership, they perform better in class and feel more productive. They became more conscious of the value of character strengths as a result of the interview. Their plans for enhancing specific character strengths in EDC provide valuable insights for scholars, educators, and curriculum developers.
Keywords: positive psychology, character strengths, perception, experiences, student teachers.
Resistance to Change in the Romanian Educational System: Challenges and Opportunities
Ioana DARJAN
Abstract
The traditional perspective on education, teaching, and learning is no longer sufficient in fluid societies exposed to dramatic and rapid changes. The need for continuous educational reform is evident. However, recent paradigmatic societal shifts, extreme events, and extraordinary scientific and technological advances underscore the urgency of these changes. These developments highlight the necessity for innovation and the reduction of intergenerational gaps in educating new generations. By embracing these changes, we can create a more inclusive, adaptable, and innovative educational environment for all. While the Romanian educational system, like many traditional systems, is extensive in its spatial coverage, material resources, human resources, and the number of beneficiaries served, it also presents an opportunity for positive change. Its highly centralized, over-normative, and strictly structured nature, with a top-down control approach, has fostered systemic inertia and resistance to change. However, this also means that with the right strategies, the system can be transformed into a more dynamic and adaptable one. Effective and sustainable reforms are not just the responsibility of policymakers and educational leaders. They require initial assessments of the status quo to identify genuine needs for change and to determine possible obstacles and available resources. Real change and innovation are promoted and supported by a clear definition and understanding of the factors that generate and maintain inertia and resistance to change. Identifying and understanding these complex mechanisms at both the organizational and individual levels should precede any change plan, emphasizing the crucial role of each individual in the process. To identify individual motivations that can generate opposition or resistance to potential change requests within the educational system, we conducted a study involving 293 in-service and pre-service teachers from the Department of Educational Sciences at the West University of Timisoara. The study utilized the Resistance to Change Scale developed by Oreg (2003), a widely recognized and validated tool, which evaluates the primary factors determining resistance to change: routine seeking, emotional reaction, short-term focus, and cognitive rigidity. This scale was administered through a structured questionnaire and the data was analyzed using statistical methods. This study revealed notable variations in attitudes toward change based on gender, residency, and professional status (in-service and pre-service teachers). These findings underscore the importance of addressing both systemic and individual factors to facilitate meaningful and lasting reforms in education. By understanding and mitigating the sources of resistance, educational leaders can implement strategies such as fostering a culture of innovation, providing professional development opportunities, and involving stakeholders in decision-making, that foster a more adaptable and innovative educational environment.
Keywords: resistance to change, educational system, pre-service teachers, in-service teachers.
Constructing Ability in the Classroom: A Descriptive Analysis of Pedagogical Practices in Primary Education
Elena UNGUREANU
Abstract
In this article I explore how certain pedagogic practices construct students’ ability as visible. The concept of ability is viewed as constructed, put into place by specific educational practices, rather than a fixed traitof the students. Conducted in two primary classrooms, this study employs observational methods complemented by audio-video recording. Through the analysis of the recordings and transcripts, I identify and thematize several pedagogical practices, used to organize learning activities. The analysis is framed by Basil Bernstein"s concepts of visible pedagogy and framing, complemented by Rosenholtz and Simpson’s (1984) view of ability as a socially constructed phenomenon. The findings are organized around two main themes that align with Bernstein’s concepts of visible pedagogy: (1) Practices that make visible the means for ability development, and (2) Practices that make visible the rhythm of ability. The study aims to contribute to our understanding of how ability, a central concept in education, can be viewd as socially constructed by pedagogical practices, understood as an alternative to the developmentalist view that sees the same concept as fix, normally disperesed and liniearly developed.
Keywords: Ability, Bernstein, social constructionism, primary education, pedagogic practices.
The 3PT & Ii model - of the teacher-student relationship
Mara – Sînziana PASCU, Laurențiu ȘOITU
Abstract
The research is conceptual, introducing a synthetic picture of the teacher-student relationship with the environment in which they develop throughout their lives. Starting from the conception of cognitive and social constructivism (Piaget, 1952; Vîgotsky, 1978) and the alternative Reggio Emilia pedagogy (Hewitt, 2001; Moss, 2019), we use the TPACK model (Mishra & Koehler, 2006). On their foundation, we build a new integrative model in which the development of the professor, the student, and the environment support and influence each other. The model enables understanding of the role of the means and the prioritization of the unity of interests and ideals of the people who relate. The TPACK model serves as a relevant example to illustrate the benefits of technology and its relationship with pedagogy. The 3PT&Ii model situates technology as both a source of teaching tools and a mediator of relationships with other established discoveries in human and societal development. 3PT&Ii eliminates the error of an obsessive demand for schools to solely adapt to new technologies, arguing instead that humanity constantly refines and adapts means according to evolving needs and expectations. Technology and its tools have consistently played integral roles and meanings. The model emphasizes that humans produce everything, including innovative technologies, with decisions resting within individuals, communities, and society. The 3PT&Ii model is explanatory and illustrative, providing a framework for understanding individual, group, and societal development. Definitions of communication often oversimplify the relationship between Sender - Channel - Receiver and Feedback; digitization allows for dynamic imagery, and we aim to present the model accordingly. Explanations of the 3PT&Ii model are rooted in the T-time axis and directed towards the educational ideal represented by I.
Keywords: integrative model; professor-student relationship; constructivism; Reggio Emilia; educational ideal; interests.
Music and children with autism spectrum disorder: A case study
Jasna ŠULENTIĆ BEGIĆ, Marija KOLAR
Abstract
Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, music therapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student"s parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment.
Keywords: children with autism spectrum disorder, teaching of Music culture, music therapy, musical ability, case study.
West University of Timisoara, Faculty of Sociology and Psychology, Department of EDUCATIONAL SCIENCES
