Fast and focused: A targeted approach to changing pre-service teachers’ images of scientists
Timothy HINCHMAN
Abstract
Stereotypical imagery of scientists is detrimental to effective and inclusive science education. Many elementary pre-services teachers often hold onto these images, creating an unconscious bias limiting their effectiveness to both teach science content and discourage some groups from entering the scientific field. Proactive and targeted interventions could help mitigate this bias and provide a more inclusive perception of actual scientists. This one-group pretest-posttest quasi-experimental study investigated changes in the perceptions of elementary pre-service teachers regarding scientists. Thirty-three participants completed the Draw-A-Scientist Test before and after a 25-minute intervention aimed at challenging stereotypical views of scientists. The Draw-A-Scientist Test (DAST) checklist assessed participants’ depictions of scientists. The results showed a significant reduction in stereotypical imagery post-intervention: 30 participants depicted less stereotypical scientists, while three showed no change. Statistical analysis using the Wilcoxon signed-rank test revealed a significant difference in DAST scores (Mdn = 2 posttest vs. Mdn = 7 pretest, z = -4.805, p < .001). These findings suggest that brief, targeted interventions can effectively alter the naive conceptions of scientists held by elementary pre-service teachers. Implementing such succinct and focused interventions in educator preparation programs may foster more inclusive representations of scientists, potentially inspiring diverse student populations to envision themselves as scientists. This research provides a foundation for promoting accurate and varied representations of scientists in education without the need for significant curricular modifications. The findings of this study indicate that once deficits are identified, well-designed, brief, and targeted interventions can alter elementary pre-service teachers’ perceptions, setting the foundation for accurate and inclusive science instruction at the elementary level.
Keywords: DAST, Science Education, Scientist Stereotyp
A nexus of the relationships between learning approaches, epistemic beliefs and response to discordant supervisors’ feedback among pre-service teachers
Oyebode Stephen OYETORO
Abstract
The study examined the correlation between pre-service teachers’ epistemic beliefs, learning approaches and their response to discordant supervisors’ feedback. The study is survey research that adopt a descriptive technique. Results found significant relationships between how pre-service teachers’ respond to discordant feedback and each of the four epistemic beliefs type viz.: quick learning (r=0.22, p=0.002); omniscient authority (r=0.25, p=0.001), innate ability (r=0.28, p=0.000) and simple knowledge (r=0.32, p=0.000). No significant relationship was found between the pre-service teachers’ response to discordant feedback and certain knowledge (r= -0.011 and p=0.88). The study also found that when the surface approach to learning was controlled, there was significant correlation between teachers’ response to discordant feedback and deep approach to learning (r=0.39, p=0.000); while there was no significant relationship between their response to discordant feedback and surface approach (r=0.041, p=0.578) when deep approach was controlled. The study concluded on the need for the incorporation of deep approaches into teacher education programmes including reflective teaching practices and how to give and respond to feedback by supervisors and pre-service teachers respectively. The approaches should also consider the contexts of epistemic beliefs of the pre-service teachers.
Keywords: cognitive dissonance, epistemic beliefs, feedback, learning approaches, teacher education.
Teaching collaboration in networks: analysis in public schools in Bogotá, Colombia across modalities and levels
Heidy Natalia GARCÍA CADENA
Abstract
This study analyzes the manner in which the positive perception of the "Program to promote and support innovative teachers" serves as a mediator in the relationship between participation in professional networks and collaborative cohesion. In addition, the text examines how this phenomenon varies according to the educational modality in question (i.e., primary education versus technical secondary education) within the context of public institutions in Bogotá. The sample consisted of 197 elementary, primary, and technical secondary school teachers selected from a cross-sectional quantitative perspective using a structured survey to measure network participation, program perception, and collaborative cohesion. Moderate mediation analysis and non-parametric tests were conducted to identify differences by educational modality. The results indicate that the positive perception of the mentoring programme significantly mediates the relationship between participation in teacher networks and collaborative cohesion. The aforementioned effect is more pronounced and direct in technical upper secondary education, where autonomy and reciprocity prevail. Conversely, in primary education, the effect is indirect and contingent on structuring and external accompaniment. A statistically significant discrepancy exists between the various modalities, which is indicative of the impact of institutional factors. In summary, the present study demonstrates the significance of programmatic perception as a mediator in teacher collaboration and underscores the necessity for diversified support policies according to educational modality. The findings provide criteria for adapting support programs in Latin American education systems and analogous international contexts.
Keywords: Professional learning communities, teacher networks, collaboration, educational innovation
Evolving Trends in Teacher Self-Efficacy Research: A Bibliometric Review (2020–2025)
Ana-Maria MADINA , Daniel MARA
Abstract
Despite the rapid expansion of self-efficacy research in education, little is known about how thematic priorities and conceptual orientations have evolved in recent years—particularly in response to changing educational contexts and technological developments. Moreover, existing reviews often focus on synthesizing outcomes rather than mapping structural shifts in the field. To address this gap, this study conducts a bibliometric analysis of self-efficacy research in education, examining publication patterns, thematic trends, and temporal shifts. It does not synthesize effect sizes or outcomes as in a statistical meta-analysis. The analysis draws on 1,883 articles published between 2020 and 2025 in the Springer and ScienceDirect databases. Using a systematic coding protocol and correlational analysis, we identified significant shifts in research priorities and thematic orientations across this five-year period. Results revealed a marked decline in publications explicitly focused on teacher self-efficacy (r = –0.210, p < .01), concurrent with increasing emphasis on technology integration and systemic approaches. Context-specific self-efficacy dominated the thematic landscape (37.5%), followed by technology integration (22.2%). Significant database specialization patterns emerged, with Springer publications substantially more likely to address teacher self-efficacy than ScienceDirect (47.7% versus 1.8%). Primary education settings received minimal attention (4%), despite showing a higher likelihood of focusing on teacher self-efficacy when addressed. Conceptual analysis of primary education studies revealed four distinct operational dimensions of teacher self-efficacy: general instructional efficacy, domain-specific efficacy, contextual/relational efficacy, and process-oriented efficacy. These findings document a field in significant transition, moving from teacher-centered conceptualizations toward broader systemic frameworks. The research patterns raise important questions about theoretical coherence and highlight considerable gaps in primary education contexts, suggesting the need for more integrative theoretical frameworks and targeted investigation of underrepresented educational settings.
Keywords: teacher self-efficacy; bibliometric analysis; research trends; preschool and primary education; educational psychology
The role of humanism in medical practice and medical education - A narrative review and bibliometric analysis
Radu-Mihai DUMITRESCU
Abstract
In a context marked by clinical complexity and systemic pressures, the integration of the humanities into medical professional education is becoming increasingly relevant. This paper explores, through a narrative review and a bibliometric analysis of the literature (2000-2025, PubMed), the contributions of the humanities to medical education, clinical practice and public health. Findings reveal thematic recurrence around five major areas: narrative medicine and empathy, ethical and moral reasoning, cultural competence, clinical communication and professional well-being. Results show that students exposure to literature, philosophy, arts and social sciences significantly improves empathy, critical reflection, emotional resilience and understanding of the patient experience. The bibliometric analysis also confirmed the coherence and interdependence of these themes, highlighting an emerging core of interdisciplinary interdisciplinary research between narrative medicine, clinical ethics and global health. Key recommendations include: the systematic introduction of humanities courses in the medical curriculum, the development of integrated thematic modules throughout clinical training, institutional support for continuing reflective education, and the encouragement of collaboration between medical and humanities disciplines. In conclusion, the humanities provide an essential underpinning for the preparation of competent, empathic and competent medical professionals adapted to contemporary challenges. An integrative educational approach, centred on the human dimensions of practice, is fundamental for a more ethical, equitable and sustainable health system.
Keywords: humanities, empathy, narrative medicine, burnout, holistic care, professionalism, medical education, interdisciplinarity, patient-centred care.
New tools for approaching translation studies by simulation environments: EVOLI and ECORE
Aba-Carina PÂRLOG, Marius-Mircea CRIŞAN
Abstract
The context of this study was offered by the Erasmus+ research project Eco/logical Learning and Simulation Environments in HE (2018-2021) which focused on the development of web-based digital resources such as EVOLI and ECORE. In this paper, our objectives are to show their actual use as part of our teaching-learning translation activities, their essential role in our efficient interaction with students and their overall interdisciplinary applicability.
As far as EVOLI is concerned, the methodology we have employed focuses on a YouTube talk given by Anthony Pym on natural equivalence theories and a YouTube speech by Jeremy Munday addressing general topics related to Translation and Interpretation Studies. The alternative online digital tool, ECORE, is a storyboard or serious game in which an avatar generates content input, and the player must choose an answer from the options provided. Some of the theorists we have considered in our research are Richard Andrews (on ICTs), Anthony William Bates (digital teaching), Roger Thomas Bell (translation studies), Pitt Corder (translation errors), Eric Sotto (learners’ motivation), alongside those of the translation studies (TS) leading personalities above.
The findings centre on the students’ feeling encouraged and motivated to analyse EVOLI materials, submit feedback and share their opinions, as they may watch the video(s) at home, this leading to their easier learning about TS and not only. Also, the ECORE metaphoric structure might be more challenging for certain students to adapt to, and the shifting perspectives demand cognitive effort for them to grasp the reasoning behind the activity. Although students typically enjoy engaging elements like the speaking avatar, vibrant background, and interactive aspects of the online tools, there are a number of problems they encounter which point to the areas that they need to tackle in order to better master their discipline of study.
Keywords: teaching translation; equivalence; digital tools; serious games; simulation environment
Guadalingo: a case study of a gamified video game for learning Spanish as a foreign language
Roxana GAIȚĂ
Abstract
A gamified video game is a game that combines elements of the video game world with educational objectives. In other words, it is an educational tool that applies the elements of the game — like narrative, aesthetics, points, levels, challenges, rewards, missions, characters etc. — to motivate the student and facilitate learning. The reason why I decided to verify the effectiveness of the gamified video game Guadalingo, as a motivating tool in the educational context, is because I am convinced that it adapts to the needs and requirements of new generations of students, as well as the skills required for the 21st century. This study aimed to evaluate the impact of Guadalingo on learning, motivation, overall satisfaction, and as well as in the development of digital skills of the students enrolled at the West University of Timișoara. This quasi-experiment was conducted over 3 academic years, from 2021 to 2024, and both qualitative and quantitative instruments were applied. The results showed a significant improvement in engagement, flow, the feeling of well-being, autonomy, and increased attention span, and support the conclusion that the use of Guadalingo is fun and motivating for students and facilitates Spanish language acquisition.
Keywords: engagement; flipped learning; flow; gamification; higher education;
Searching for the Right Path: Segregation, Integration, and Inclusion
Csilla ANTAL
Abstract
The research examines the three most well-known educational strategies concerning Roma children from theoretical and practical perspectives. Numerous studies and articles widely discuss segregation, integration, and inclusion; however, their practical implementation in everyday life often goes beyond the frameworks presented in academic literature. Between 2020 and 2024, a research project investigated these three educational strategies with a strong emphasis on practical considerations. The primary focus of the academic work was on the factors influencing the institutional attendance of preschool-aged Roma children in Harghita County. Data was collected from four major zones of Harghita County: Odorheiu - Secuiesc, Miercurea Ciuc, Gheorgheni, and Cristuru Secuiesc, where various kindergartens were visited. Segregated and integrated groups were observed, and interviews were conducted with kindergarten teachers and the parents of attending children. The findings revealed that most preschool-aged Roma children in Harghita County are enrolled in segregated educational settings. Integrated education was observed at only two sites: the Ficánka Kindergarten in Odorheiu-Secuiesc and another anonymous kindergarten in the rural region of Odorheiu-Secuiesc. The results highlighted unique perspectives: we learned about the challenges faced by rural kindergartens operating in segregated and integrated groups and gained first-hand insights into the difficulties outlined by the educators themselves. At the Ficánka Kindergarten Center in Odorheiu-Secueisc, segregated and integrated groups are present; however, inclusion efforts are still in their early stages. The long-term goals of the Ficánka Kindergarten include implementing a fully inclusive strategy, although such a goal requires complex infrastructural development. We did not find any kindergarten within Harghita County that currently embodies a fully inclusive educational approach. From a practical perspective, inclusion remains uncharted, yet pursuing long-term inclusive goals is unquestionably worthwhile.
Keywords: segregation, integration, inclusion, romology, institutional attendance
Exploring Intercultural Engagement: The Multifaceted Challenges Faced by International Students in Hungary
Anisa Trisha PABINGWIT
Abstract
Engagement is widely regarded as a fundamental concept for understanding academic achievement and student motivation in contemporary educational science. Moreover, student mobility has been identified as an effective approach to enhance engagement among international students. Despite the numerous challenges posed by a foreign environment, Eastern-European higher education has seen a sharp rise in international student enrolment, driven by advancements in education, internationalization, and attractive opportunities. Established by a government decree in 2013, the Stipendium Hungaricum scholarship has positioned Hungary as a top destination for international students seeking higher education. However, awareness and engagement with cultural diversity and the available resources for international students remained limited, often resulting in their needs being overlooked. Given this, research on the experiences of international students and their adaptation to cultural diversity in Hungary warrants significant attention. This study aims to explore the challenges faced by international students across various Hungarian universities. Data were collected from N=15 international doctoral students through semi-structured interviews and analysed using qualitative thematic analysis. While the participants had high English proficiency, their limited Hungarian language skills emerged as a significant challenge in daily life and academic engagement. The emerging themes encompass cultural differences, social environments, and varied personal experiences, specifically focusing on communication, cultural challenges like language barriers, opportunities for social interaction—or their absence—along with accommodation services, and health concerns. The study’s findings offer valuable insights for leaders and stakeholders, aiding them in addressing challenges and improving preparations for welcoming international students through both short- and long-term strategies.
Keywords: Student engagement, international students, higher education, intercultural diversity, internationalization
Affective geographies of adolescent young people’s wellbeing during the Covid-19 pandemic
Leyla SAFTA-ZECHERIA, Mihaela MITESCU MANEA, Francisca-Hortensia VIRAG, Andra-Maria JURCA, Ioana-Alexandra NEGRU
Abstract
The Covid-19 pandemic and measures put in place to contain the spread of Sars-Cov-2 virus have limited and changed the ways in which people around the world use space. In this paper, we look at how young people’s affective geographies of wellbeing have been reconfigured by the Covid-19 pandemic. Building on visual and textual data from a photovoice workshop with fourteen adolescent young people (aged 15-18) from a high-school in North-West Romania held in the fall of 2021, we show how both domestic and public outdoor spaces were reshaped by the public health crisis and by measures put in place to control it. Our findings point to the fact that the relationship between digital and domestic spaces has become even more blurred through the incorporation of educational and socializing activities within digital-domestic spaces. Furthermore, we point to the reconfiguration of relationships between young people and non-human others, especially animals that they share domestic spaces with, as well as other household and family members. Finally, we show that adolescent young people came to claim the use of outdoor public spaces as a prosaic form of everyday resistance in their quest for wellbeing. Spaces such as hypermarket and gas station parking lots, (unused) school courtyards and deserted stadiums came to be used by young people as clandestine spaces in which to socialize and to do sports.
Keywords: young people, wellbeing, photovoice, affective geographies, Covid-19 pandemic
Book review
Revisiting Enduring Questions in a Changing Educational Context: A Review of the Handbook of Research on Teacher Education.
Mestawot Beyene TAFESE, Erika KOPP
Abstract
The Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (Third Edition), edited by Marilyn Cochran-Smith, Sharon Feiman-Nemser, D. John McIntyre, and Kelly E. Demers, offers a comprehensive and critical exploration of foundational issues in teacher education. Structured around nine enduring questions, the volume examines the purposes, content, institutional contexts, recruitment and retention, diversity, professional learning, governance, research, and outcomes of teacher education. This edition departs from traditional handbook formats by organizing content through thematic sections, each combining framing essays, historical and contemporary artifacts, and diverse commentaries. The collection draws on multiple philosophical, historical, empirical, and critical perspectives to interrogate longstanding challenges in teacher education. It addresses contemporary concerns such as preparing culturally responsive teachers, supporting democratic and equitable schooling, and advancing teacher identity formation. While the handbook synthesizes a range of scholarly perspectives and includes discussions of research genres (quantitative, qualitative, and critical), it is primarily analytical and conceptual rather than empirical. It does not present original data or formal meta-analyses, and its focus is largely centered on the U.S. context, with limited engagement in international comparative analysis. Similarly, while it critiques standardized evaluation systems and explores the political dimensions of teacher education policy, it stops short of offering a unified framework for assessing program effectiveness. The volume"s emphasis lies in its theoretical richness, historical grounding, and inclusive dialogue among educators, scholars, and policymakers. Future research could build on these foundations by incorporating developments in digital pedagogy, interdisciplinary approaches, and cross-national comparisons. Positioned within broader educational research and policy discourses, the handbook remains a vital resource for scholars and practitioners committed to equity, inclusion, and the continuous reimagining of teacher education in a changing world.
West University of Timisoara, Faculty of Sociology and Psychology, Department of EDUCATIONAL SCIENCES
