Education & Pedagogy

Once the COVID-19 was announced as a pandemic by the World Health Organization at the beginning of 2020, almost all countries around the world shifted from traditional face to face education to distance education to prevent the spread of the virus. Türkiye implemented distance education practices through a web-based platform named education information network (EBA) and EBA TV channels. However, the rapid shift from traditional face to face education to distance education was challenging especially for students with disabilities, their parents and teachers because these students needed individualised education and some services which were impossible to implement remotely. The purpose of this study was to explore (a) the challenges that teachers and students faced during distance education; (b) the implications of distance education on students with disabilities. Further, this study explored opinions of special education teachers regarding how to make distance education more effective for students with disabilities. A semi-structured interview was conducted with 12 special education teachers. Findings demonstrated that distance education through EBA was neither sufficient nor convenient for most students with disabilities. Limitations of this study and suggestions for future research were discussed.

This study examines the links between early childhood teachers' attitudes toward STEM education, constructivist beliefs, and self-efficacy in STEM education. For this purpose, the study was conducted using a survey model. The study's participants are 211 early childhood teachers working in various regions of Turkey. The study collected the data through attitudes toward STEM education, self-efficacy, and constructivist beliefs scales. The data were analyzed by Pearson correlation, multiple linear regression, and path analysis. According to the results, a low positive correlation was found between attitudes toward STEM education, self-efficacy in STEM education, and constructivist beliefs. In addition, it was determined that traditional beliefs did not significantly affect attitudes toward STEM education. At the same time, self-efficacy in STEM education and constructivist beliefs significantly predict teachers' attitudes toward STEM education. Another finding determined that teachers' constructivist beliefs were a partial mediator variable in the relationship between self-efficacy in STEM education and attitude towards STEM education. The results provide perspectives on the links between teachers' attitudes toward STEM education, constructivist beliefs, and self-efficacy in STEM education.

The development of Global Citizenship Education (GCE) in China has spurred some transitions in cultural education related to English curriculum development. Notwithstanding researchers have discussed cultural education in the field of English language teaching, there is still a dearth of study in Chinese academia about the diachronic analysis of cultural education with reference to GCE in the National English Curriculum Standards (NECS). To fill the gap, a qualitative study was conducted to examine the extent to which Chinese NECS considers the impact of GCE with regard to cultural education, and how cultural education has transitioned between two NECS during the past decade through qualitative content analysis of themes including orientation of cultural education, Chinese cultural education, global cultural education, transcultural education, and cultural education of English-speaking countries. The findings reveal that critical GCE has not been sufficiently taken into account in NECS, while some transitions associated with inclusivity and diversity were identified regarding cultural education in the new curriculum, which could provide implications for English curriculum development and teachers' practices towards more flexible, dynamic and fluid transcultural communications.

Purpose: The purpose of this study was to better understand Comprehensive School Physical Activity Program (CSPAP) curricular offerings related to physical activity leadership training competencies that occur within physical education teacher education programs across the United States. Methods: Physical education teacher education program stakeholders were emailed an online survey about physical activity leadership training competencies and CSPAP training in physical education teacher education. A total of 142 participants (28% response rate) completed the survey. Descriptive statistics were used, and open-ended questions were analyzed. Results: Participants reported training preservice physical education teachers in CSPAP components: quality physical education (84%), physical activity before/after school (61%), physical activity during school (78%), staff involvement (50%), and family and community engagement (64%). Reported physical activity leadership competency training for preservice physical education teachers included: physical activity content knowledge (99%), leadership competencies (93%), communication and promotion (38%), and collaboration competencies (78%). Discussion/Conclusion: Training classroom teachers and physical education teachers to promote, sustain, and implement CSPAPs is vital to CSPAP uptake in schools.

The main purpose of mathematics education in special education is to enable each student to learn and apply mathematical concepts by taking into account their individual needs. The aim of the study is to determine the place of publications including "special education and mathematics", "special education and mathematics education" in the literature and to present a panoramic perspective by revealing the dynamics of the field. In the study, bibliometric analysis was used, which offers an approach to accurately measure and analyse the publications examined in the database. Within the scope of the study, mathematics and mathematics education publications in special education provided important diagnostic data by presenting trends in past, present and future perspectives in the field. In this context, 487 articles were systematically analysed. It is a remarkable result of the study that most of the publications including "special education and mathematics", "special education and mathematics education" are found in special education journals. Another result is that the participants of the majority of the studies are students and children. In general, author collaborations between different groups are very few.

If education is going to offer a remedy for rather than exasperate the problem of the ecological and cultural crisis currently being faced, teacher learning must be at the forefront of the discussion. Current efforts to educate for sustainability rely upon teachers who are knowledgeable, skilled, and committed agents for change. The same is true for efforts to provide equitable education for students from culturally, linguistically, ethnically, and racially diverse populations. But how do institutions of higher education prepare preservice teachers to assume these roles? This article draws upon literature in the fields of sustainability education, multicultural education, and teacher learning to advance the discussion of how to equip preservice teachers to educate for sustainability. Using a generalized framework based in research on discipline-specific pedagogical content knowledge, a vision for sustainability pedagogical content knowledge is proposed. The framework describes the subject matter knowledge, orientations, curricular knowledge, and instructional strategies needed for teachers to enact sustainability education in diverse school environments. It draws upon a wealth of resources from the fields of environmental education, place-based education, and eco-justice education.

In this article, I suggest that the question whether the proper place for philosophy of education is in the domain of philosophy or the domain of education cannot be resolved as long as we think of the connection between philosophy and education in terms of the idea of "philosophy of education". To substantiate this point, I look into the history of the idea of "philosophy of education", both as a general idea and with regard to the way in which it became institutionalised in universities in the English-speaking world. I contrast this with the way in which the academic study of education developed in German-speaking countries in order to highlight that "philosophy of education" is not the only way in which philosophy and education can be connected. Being aware that the connection between philosophy and education can be made differently not only provides a way out of the discussion about the proper identity and location of philosophy of education, but also hints at forms of philosophically informed scholarship that are more firmly based with the academic field of education rather than that they remain a halfway house in between philosophy and education.

This publication identifies the essential characteristics of a coherent and integrated educational system for all stages and sectors of life. The three main documents produced as part of a permanent education project undertaken by the Council for Cultural Co-operation of the Council of Europe are included. The work, which continued from 1967 to 1979, involved both theoretical conceptualization and observation of pilot projects in various member countries exemplifying some of the features arrived at theoretically. There are three major parts. The first part consists of the report of the symposium held in Siena in 1979. Topics treated include work and permanent education, school and permanent education, and local and regional development and permanent education. Final recommendations are presented. The second part summarizes observations made at the 25 projects visited. Projects dealing with basic education, secondary and tertiary education, and continuing education of adults are described. The third part consists of the final report of the "permanent education" project, which examined 25 pilot experiments to judge how far the theory of permanent education was being validated in actual practice. Lessons learned from the projects visited are discussed. (RM)

Several modes of expressive arts may be especially appropriate for peace education and conflict resolution instruction in early childhood and teacher education classrooms. This paper explores the integration of the concepts and processes of peace education and conflict resolution through an examination of current research and professional development publications, as well as observations made in selected U.S. early education and teacher education classrooms. The paper focuses on the role of the dramatic and language arts in fostering peace education and conflict resolution. With regard to early education, the paper is informed by several sources, including literature on brain-based learning and multiple intelligences. Also discussed is the effective use of reflective listening, reading and storytelling, journal writing, creative drama, dramatic play, and problem-solving techniques. The report concludes that peace education strategies developed through appropriate dramatic and puppet play and other language and communication experiences can counteract the violent images depicted in the media and many children's toys. Language and literacy experiences can foster peace education and conflict resolution and play an important role in early childhood teacher education. (Contains 54 references.) (KB)

This paper ties technologies used in education to purposes of education by correlating technologies with structures and structures with purposes. The paper begins with an exploration of the history of higher education structures, showing how technological innovation is a key component of major improvements in access to education. Next, the debate between advocates and critics of online education is considered against the backdrop of the three purposes of education: creating of an educated citizenry; resolving social inequities; and making educational systems more efficient. Finally, a vision of using online technology as a unifying influence is presented, bringing the three purposes of education into accord to support individual learners. Highlights include individualization of instruction and guidance, interactions among students and teachers, improvements in pedagogy, issues of equity, and a new model, called "Education for One," that includes five components: expanding access to education; the realization that one-size-fits-all curricula limit the effectiveness of education; the individualized nature of instruction; time and place independence of students and teachers; and cultivation of an academic community that is parallel to and integrated with the parent institution. Contains 17 references. (MES)