Education & Pedagogy

Preparing students for their lives beyond schooling appears to be a universal goal of formal education. Much has been done to make mathematics education more "realistic," but such activities nevertheless generally remain within the institutional norms of education. In this article, we assume that pedagogic relations are also an integral part of working life and draw on Bernstein's work to address their significant features in this context. However, unlike participation in formal mathematics education, where the discipline is central, workers are likely to be confronted by, and need to reconcile, a range of other valued workplace discourses, both epistemic and social/cultural in nature. How might mathematics education work towards overcoming the hiatus between these two very different institutional settings? This article will argue that the skills of recontextualisation, central to teachers' work, should be integral to the mathematics education of all future workers. It will consider theoretical perspectives on pedagogic discourse and the consequences of diverse knowledge structures at work, with implications for general and vocational mathematics education.

Inherent in neocolonial systems of power is the perpetuation of racism, injustice, and inequity reinforced in education systems. In Bermuda, this phenomenon is exemplified by the division between public and private education and the relative inequities and outcome deficits in public education. The divide is systemic and sustained by government policies, which preserve a racial stratification in educational and economic attainment by stopping short of transformational changes that would close the divide. The community at large inadvertently reinforces this divide when they attempt to circumvent the possible negative impact of a public education on their children. Transformative change requires a vision of what public education can and should become, accompanied by action to close the divide that transcends the bounds of the neocolonial legacy. Extracting the community from entrenchment in neocolonialism requires commitment to the development of human capital, understanding that excellence in public education is fundamental to creating avenues of change for the community at large and will contribute to the sustainability of Bermuda.

This research aims to find out the current situation of the articles in terms of teacher training in gifted and talented education. The key words used are as follows: "gifted education", "teacher training", "teacher education" and limited to publications between 2000-2020. In the research, google scholar, TUBITAK ULAKBIM Dergipark, Council of Higher Education Thesis Center, ERIC were used as data base of this research. The researches which are inaccessible were left out of the scope. Each of the studies was examined according to aim, sample, methodology, and results using content analysis technique. This research is a meta-synthesis study. Four master and five doctorate dissertations, 21 articles, 30 in total, were included in the analysis. An extensive literature review was the focus of this research in order to access all the researches including the defined key words. At the end of the research, some suggestions were presented related to the conclusions.

This study aims to examine the opinions of parents with children with special needs regarding the distance education process by using SWOT analysis. The research was carried out in the phenomenology study model, which is one of the qualitative research methods. The study group of the study consists of 10 parents who have children with special needs and who voluntarily agree to participate in the study. The data of the research were obtained by using the semi-structured "Special Education Evaluation Form in Distance Education" prepared by the researchers. SWOT analysis was performed on the written documents collected within the scope of the research by using the content analysis method. As a result of the research; It has been observed that parents of children with special needs have many advantages for their children and themselves, but they have difficulties in certain areas due to some limitations of distance education. The results of the research were discussed concerning the literature and recommendations were made.

The Higher Education Expansion (HEE) policy implemented by the Chinese government in 1999 provides an exceptional opportunity to study the impact of university and college education (graduates) on entrepreneurship in China using an econometric approach. The study applied secondary data from the National Bureau of Statistics of China (NBS) to examine the role of entrepreneurship education on Chinese entrepreneurship intentions from 2005 to 2019. The study used fully modified ordinary least squares (FMOLS) and ordinary least squares (OLS) to estimate the long-run association between the variables. The study further accounts for endogeneity using two-stage least squares (2SLS). The findings show that graduates (undergraduates, master's, and postgraduates) positively influence entrepreneurship education. This means that people who have passed through the higher education system are likely to have taken a program or programs in entrepreneurship that motivate them to create new business. The acquisition of knowledge and skills about entrepreneurship seems to rise with graduates. Moreover, entrepreneurship education increases entrepreneurship intentions in China. However, human capital decreases entrepreneurship intentions. The government should leverage further the policy benefits and promote the passion of entrepreneurship education within colleges and universities.

This study, which aims to examine the distance education experiences of people who work as teachers but who are also parents during the COVID-19 pandemic uses descriptive phenomenology, an approach used in qualitative research. The analysis revealed six main themes that explain the distance education experiences of parent-teachers -- students' academic learning environment, teacher-student communication, use of EIN (education information network) and live lessons, family support, advantages and limitations of distance education, and teachers' views on distance education. The study concluded that the academic learning environment students have during distance learning is inadequate, that the quality and duration of student-teacher communication during distance learning is inadequate, that the quality of teacher-student communication favored students in private schools over teacher parent-children communication, that parent-teachers possessed negative views about distance education, and that distance learning led to unequal opportunities among students.

Effective inclusive teaching practices continue to be an area of uncertainty for preservice and practicing teachers. This qualitative study examined the lived experiences of three, general education, early childhood, preservice teachers (PST) completing a field experience in preschool classrooms for children with significant disabilities. All three PSTs in the study were completing a semester long requisite field experience while concurrently completing an introduction to special education course. Both the field experience and the introduction to special education course were required for their early childhood, general education certification program. While the PSTs initially acknowledged anxiety related to working with children with significant disabilities, the levels of anxiety decreased during the experience. Additionally, PSTs noted the importance of the pedagogical skills they acquired from their special education mentor teachers. Highly skilled, special education mentor teachers were noted being critical to a successful experience.

My aim in this paper is to draw the attention of educational theorists to the pedagogical arguments that Plato puts forward in his account of imperfect political systems ("Republic," VIII and IX)--viz. his discussion of timocracy, oligarchy, democracy and tyranny. I present Plato's account of political systems and argue that the educational arguments found in this section of the "Republic" can be of notable merit for contemporary virtue education for two main (and interrelated) reasons: (i) they highlight ways in which virtue education can fail to bring about the desired outcome (viz. intellectually and morally virtuous students), and (ii) they show the significance of an 'education of desire' for the development of intellectual virtues in students. Following Plato's lead, I argue that physical education is instrumental in training students to regulate their desires--ultimately enabling them to develop intellectual virtues. This is of significant import to contemporary virtue-based approaches to education considering that virtue theorists have yet to determine the best methods to foster the growth of intellectual virtues in students and overlook the significance of physical education for the development of intellectual excellences.

This study intends to identify existing permeability pathways between post-secondary education and training in Cambodia and to highlight hindrances that hamper the smooth permeability between the two systems. Adopting a hybrid process, the study combines both inductive and deductive thematic analysis approaches in coding transcribed interviews at 15 sampled training institutions and universities. The study finds that the most common route to higher education and training is through the higher qualification programmes under the same track. Although a transfer mechanism between education and training is in place thanks to the establishment of the national qualifications framework and credit transfer system, it is still a much complicated and less utilised pathway. Challenges that thwart the mobility of students include the lack of inter-ministerial collaboration and coordination, issues related to the assessment of students' prior qualifications, and differences in quality assurance mechanisms between the two tracks. Be it more or less, these barriers have contributed to the academisation of technical training and the vocationalisation of higher education in the country.

LGBT inclusive sex education is one way to address health disparities that exist between students who identify as LGBT and those who identify as heterosexual and cisgender. This study examined the inclusivity of sex education in Montana's high schools and the challenges faced by teachers in providing sex education that is relevant for LGBT youth. Data were collected via electronic questionnaires from 237 young adult alumni of Montana's high schools, about half of whom identified as LGBT, and 64 health enhancement teachers tasked with teaching sex education. Nearly 90% of respondents rated the nine sex education topics listed on the questionnaire as "somewhat or very important." While the importance of sex education was affirmed by most of the young adults and teachers represented in this study, fewer than 30% recalled topics related to LGBT sexual health being "fully covered." Lack of teacher training was the most salient factor related to the paucity of coverage. Meeting the needs of all students in Montana's schools requires professional training and development for teachers that includes a focus on delivering inclusive, comprehensive sex education.

Over the past two decades, there have been calls to integrate Education for Sustainable Development (ESD) across all subjects in the primary and secondary curricula. However, researchers have argued that sustainability and mathematics education remain largely unconnected in actual classrooms. The question of what sustainable mathematics education could look like in the twenty-first century remains unanswered. There is a pressing need to rethink, re-envision mathematics teaching and learning for the twenty-first-century learning priorities. In this note, we first present a theoretical synthesis of the specialized literature on the learning and teaching of mathematics. We then attempt to contribute to this particular area by challenging the traditional boundaries of the philosophy of mathematics, followed by some thoughts on ESD in mathematics teacher education. In doing so, we seek to call attention to the need for integrating ESD into mathematics education. We hope, through our call in this note, that more researchers will be stimulated to revisit the integration of ESD into mathematics education, and, consequently, to conceptualize how, and where, efforts should be focused to integrate the aspects of ESD with mathematics teaching and learning in schools.

Entrepreneurship education in colleges and universities influences college students' entrepreneurial intention and entrepreneurial self-efficacy, but previous studies have approached entrepreneurship education as a whole to obscure the relational mechanisms between the three. On the basis of the classification framework of theoretical and practical entrepreneurship education, the interactive relationships between lecture reports, entrepreneurship courses, entrepreneurship competitions, entrepreneurship training, and entrepreneurship practica and entrepreneurial intention and entrepreneurial self-efficacy among college students were analyzed. Analysis through structural equation modeling indicates that: Theoretical entrepreneurship education not only directly influences entrepreneurial intention among college students, but also indirectly influences entrepreneurial intention through entrepreneurial self-efficacy; practical entrepreneurship education only indirectly influences entrepreneurial intention among college students through entrepreneurial self-efficacy. The influencing effect of theoretical entrepreneurship education on entrepreneurial intention among college students is greater than that of practical entrepreneurship education, and furthermore, entrepreneurship courses have the largest influencing effect on entrepreneurial intention among college students. More importantly, relative to the direct effect of entrepreneurship education on entrepreneurial intention among college students, the indirect effect produced on entrepreneurial intention through entrepreneurial self-efficacy is greater. [This article was translated by Carissa Fletcher.]

Purpose: As a borrowed concept, science, technology, engineering, and mathematics (STEM) education holds limited relevance in many country contexts. This study investigates how school administrators in Turkey view STEM education from three dimensions: (a) their understanding of STEM education, (b) their experiences of STEM implementations, and (c) their perception of their roles in STEM implementation. Design/Approach/Methods: This phenomenological study analyzes the perceptions of school principals working in prominent high schools in Turkey. Findings: The findings indicate that there are gaps in STEM implementation at both the conceptual level and the school level, including epistemological issues, infrastructural gaps, mismatch with overall organizational culture, and knowledge and skill gaps. Despite efforts to integrate STEM education into educational practices, significant deficiencies are making it an unrealistic practice in Turkey. Originality/Value: While the literature on STEM education is expanding, a few empirical studies focus on school management in relation to STEM education. Arguably, despite promising to transform science and mathematics teaching, STEM education appears to have limited relevance to science and mathematics teaching in Turkey--rendering it yet another example of concept and policy borrowing in education.

A bibliometric analysis of 309 publications related to Education 4.0 published in both Scopus and Web of Science (WoS) databases has been conducted to analyze the development of this research field since the first articles published in 2017. Although being an emerging field, the number of publications increased quickly. Scholars from developing countries (i.e., Malaysia, Indonesia, Mexico, Brazil, and Philippines) are among the most productive authors, but internal and cross-country collaborations between them are very limited. Quality of the publication collection is not high as within the top ten most popular journals, five journals are not qualified to the Scopus database since 2020, and only three journals belong to the WoS core collections. Research topics related to Education 4.0 can be classified into five main clusters, including application of modern technologies on Education 4.0, effects of Industry 4.0 on teaching and learning activities, Education 4.0 in engineering education, education innovations in Education 4.0, and empirical research and quantitative analyses using questionnaires on different aspects of Education 4.0.

The changing context and increasing professionalization in higher education have ushered in challenges for liberal arts education worldwide. Situated this discourse in the context of Chinese universities, this paper explores (1) Why do we need a liberal arts education that has been accused of being elitist in the twenty first century? (2) Should an effective or ideal liberal arts education evolve with time and context? If yes, what needs to be taken into account to conceptualize a twenty first century model of liberal arts education? (3) How is a twenty first century liberal arts education defined and featured at Chinese universities and elsewhere? Drawing on an analytical framework constructed with the German concept of "Bildung" and the Confucian perspective on knowledge, this paper contends that a twenty first century liberal arts education for universities in China and elsewhere needs to absorb meta changes and movements in society at home and around the world, while ideally rooted in a knowledge tradition respectively. Specifically, it should comprise three essential pillars: humanism education, cognitive education, and global education.