International Journal of Progressive Education (IJPE)
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Indigenizing Social Work in Kenya%253A The Role of The Implicit Curriculum in Technical and Vocational Education
Full text linkIn social work education, the implicit curriculum is integral in shaping professional values, ethics, behaviors, and practices. When faculty are consciously aware of how classroom interactions explicate, demonstrate, or underscore content covered in class material, they are more likely to use these instances as an invitation for students to analyze and provide a critique of their professional practices. Answering the clarion call to indigenize social work education, and to fulfill the objectives of Kenya%20s Technical and Vocational Education and Training system, we argue that the social work profession needs to turn its attention to the implicit pillars of the curriculum. By focusing on mid-level colleges, which serve the vital function of addressing workforce gaps in resource constrained settings, we examine the significance of implicit aspects of learning on students’ professional development. We focus on the country’s multicultural identity, trauma histories, and the deeply embedded culture of student activism and argue that by applying a transformative lens in the conceptualization of the implicit curriculum we can prepare future-ready social workers equipped for practice in Kenya’s diverse and rapidly changing practice environment. While the strategies we propose are not exhaustive, they are initial steps in embracing the indigenization of the social work profession
I Miss My Students!%253A Investigating the Effects of Türkiye%20s Earthquakes on Education from the Perspective of Teachers Who Experienced Earthquake Trauma
Full text linkOn February 6, 2023, two earthquakes called the disaster of the century occurred in Türkiye. These earthquakes affected education as well as every aspect of life. This research was conducted to investigate the effects of earthquakes on teachers, students, and the education system through the eyes of teachers who experienced the earthquake. The participants of the study consisted of sixteen teachers working in Hatay province, which was most affected by the earthquakes. The data were obtained through online interviews with semi-structured questions and analyzed with interpretative phenomenological analysis. In addition, Kübler-Ross%20s theory of mourning was used in the study. According to the results of the research, earthquakes affected teachers%20 private lives psychologically and physically. Earthquakes have both positive and negative effects on teachers%20 professional lives. Participating teachers think that earthquakes affect education in three dimensions%253A "teacher", "student", and "education system". After the earthquake, teachers question and criticize the practices of the Ministry of National Education in terms of teacher, student, and system. According to Kübler-Ross%20s theory of grief, it has been determined that teachers experience the stages of denial, anger, bargaining and depression, but are not yet at the stage of acceptance. In conclusion, this research contributes to the literature by revealing the personal and professional experiences of teachers who experienced the earthquake, their working conditions, and their strategies for coping with post-earthquake situations. I can say that to increase the welfare of the society after the disaster, state institutions, especially the Ministry of National Education, should take urgent measures and be multidimensionally prepared for disasters
Investigation of Teachers%252339%253B Views on Classroom Practices to Support Children%252339%253Bs Self-Regulation Skills
No full textThis research investigates preschool teachers%252339%253B views on classroom practices to support children%252339%253Bs self-regulation skills. The study was conducted with 27 preschool teachers working in the Independent Kindergarten affiliated with the Ministry of National Education in the city center of Bursa in Turkey. Data were obtained from teachers by asking semi-structured questions using the interview technique. Descriptive analysis was used to evaluate the data from the interviews. As a result, the teachers participating in the research stated that self-regulation skills could be gained by teaching children emotion management and self-care skills and supporting their ability to express their feelings and thoughts comfortably and appropriately. In addition, the teachers stated that they mainly included stories, play, and drama activities that support daily life skills in the classroom, and teachers stated that they arranged the materials in the learning centers and other materials in the classroom so children could easily access them
An Examination of Parental Support for Children%252339%253Bs Drawing Skills
No full textThe purpose of this study is to examine the factors influencing parental support for children%252339%253Bs drawing skills. Using a mixed-methods approach, the Parental Support for Children%252339%253Bs Drawing Skills Scale was employed as a quantitative data collection tool, while a semi-structured interview form was utilized for qualitative data. The study sample consists of parents of 3-6-year-old children attending preschools affiliated with the Ministry of National Education in the city center of Van during the 2023-2024 academic year. A total of 25 schools were selected based on districts and neighborhoods with varying rental levels, and 736 parents were included in the study group through random sampling. For the qualitative portion of the study, maximum variation sampling, a type of purposive sampling, was chosen to form the study group, and 8 parents with different socioeconomic and educational backgrounds were included. Descriptive analyses, independent samples t-test, and ANOVA were applied for the quantitative data analysis, while content analysis was used for qualitative data. The study observed that parents were more inclined to praise their children rather than engage in drawing activities with them. No significant effect was found in the total scores on the overall scale and sub-dimensions based on the gender variable of the parents. However, significant differences were identified in both the overall scale and sub-dimensions based on parents%252339%253B educational backgrounds. Furthermore, the analysis of the age variable revealed a significant difference in the resource support sub-dimension in favor of parents aged 31-40, while a significant difference was observed in the collaborative drawing sub-dimension in favor of younger parents. Qualitative analysis revealed that parents support their children%252339%253Bs artistic development through diverse methods, including facilitating access to artistic materials, creating designated workspaces, displaying their children%252339%253Bs artwork, engaging in joint artistic activities, introducing novel techniques, providing verbal guidance, and offering both process-oriented and product-oriented praise to enhance self-confidence. It would be beneficial to further investigate the types and levels of parental support needed by children of different age groups when engaging in drawing activities
The Artful Life as Transactional Process%253A How John Dewey Connects Art, Democracy, and Everyday Experience
Full text linkThis article explores John Deweys influential perspective on art, which challenges traditional views that confine art to museums and galleries. Drawing on Deweys seminal work, Art as Experience, the article demonstrates that art is not merely about objects, but rather the quality of experience we have with the world around us. This experience is an ongoing transactional process between ourselves and our environment. Artworks serve as powerful tools within this process, shaping how we engage with everything from everyday tasks to artistic masterpieces. Through art, we can refine our experiences, gain new perspectives, and even undergo personal transformation. Furthermore, the article delves into the connection between Deweys concept of art and his broader philosophical ideals, particularly his democratic vision. Art, according to John Dewey, plays a crucial role in a healthy democracy. Artworks can foster a sense of community by providing shared experiences and sparking communication about important social issues. The article further discusses how art can challenge the status quo and inspire citizens to become active participants in shaping their society. Finally, the article explores Deweys notion of the Everyday as Artful, where artistic principles can be applied to even the most mundane tasks, enriching our daily lives and contributing to a more aesthetically pleasing society. To illustrate these concepts, the article references various art examples throughout the discussion
Teachers Beliefs on Moral Development in Hungary - with Reference to Children with Mild Intellectual Disability
Full text linkThe aim of our research was to find out teachers, lower primary school teachers, and special education teachers beliefs of moral development with a special focus on children with mild intellectual disabilities. We also look at the perceptions of candidates studying on the same subjects. Numerous research studies show that teachers educational beliefs having significant impact on the educational process. This paper presents the qualitative part of a mixed method research. Semi-structured interviews (N%253D13) and one focus group discussion (N%253D1) were used. Interview respondents reported that they found it difficult to define moral behavior because it is situational. We found that among the factors influencing moral development, family background plays the strongest role, but they also feel their own responsibility is paramount. Opinions on the moral development of children with mild intellectual disabilities are varied. The main tendencies are that some say that they cannot reach the same level of development as a typically developing children, and some say that IQ should not be a barrier. And, according to some, moral development may be also atypical. We found interesting correlations between the views of teachers in the field and those of candidates
The Effects of Electronic Monitoring in the University Workplace%253A Bangladeshi Academics%252339%253B Perceptions of Work Performance Monitoring
No full textTechnology applications play an important role in promoting progressive education in the higher education sector, where student-centered and holistic development approaches are essential. In this context, electronic monitoring can meet the needs of education authorities, institutions, and university administrators while also aiding academics and students. This study explores the consequences of electronic monitoring from the perspective of Bangladeshi academics working in private universities. It investigates the extent to which electronic monitoring is utilized to monitor job performance and academics%252339%253B perceptions of using the application. Guided by the panopticon model, we designed a qualitative research approach and employed case study and interview methods to obtain data. Two private universities were involved in data collection. The results revealed that most academics saw the value of electronic monitoring as an alternative to traditional means of surveillance. Furthermore, academics%252339%253B positive attitudes toward such practice were influenced by their level of awareness being electronically monitored using technological means with features that could provide them with control over work performance and the available support mechanisms. Some highlighted benefits are safety, productivity, cost-effectiveness, potentially unlawful or unethical conduct monitoring, and workplace accountability and obligation. Despite little concern about privacy issues regarding the widespread use of electronic monitoring, most academics opposed using CCTV cameras in classroom teaching. The study revealed that academics%252339%253B thoughts on electronic monitoring, which are linked to specific government directives, can be heavily influenced by external forces, and how flexible the monitoring environment can play a role in minimizing resistance and improving policy adherence. This study has important practical implications for education authorities, academic administrators, and educators
The Advisory Program%253A A Space for Nurturing Student-Teacher Relationships to Strengthen Student Advocacy in a Progressive Secondary School
Full text linkStudent motivation and engagement are linked to the quality of relationships they have with adults at school. An advisory program is one site for developing warm, caring relationships between students and teachers. Effective advisory programs have two-fold benefits%253A they enhance students feelings of belonging and build teachers ability to understand their professional role beyond that of curriculum instruction. Teachers with explicit professional expectations to develop relationships with students and provide social and emotional support are more effective across multiple domains. The purpose of this qualitative, ethnographic case study was to understand how the structure of an established advisory program in a small, secondary school serves as a space to support teachers, as advisors, in building relationships with their advisees to provide them with academic, social, and emotional guidance. Interviews with advisors and administrators point to the advisory program as a central structure for cultivating trust-based relationships. Within this structure advisors and administrators collaborate to enhance student success in achieving goals through advocacy. Findings indicate that advisors feel supported within this structure to navigate their expanded role, build strong relationships with their students, and advocate for their advisees needs. They point to key functions of the advisory program structure, including the meeting system and administrative support, as factors that enable them to grow strong relationships with their students to nurture self-advocacy
Investigating 8th Grade Students%252339%253B Strategies for Solving Multiple-Choice Physics, Chemistry, and Biology Questions
No full textThis study aimed to identify the strategies used by 8th-grade students when solving multiple-choice questions in Physics, Chemistry, and Biology, and to explore any differences or similarities in these strategies. Five 8th-grade students from a private secondary school in Kars participated in the study. They were asked to solve multiple-choice questions in each subject using the Think Aloud strategy, followed by semi-structured interviews to understand their problem-solving approaches. The data from the recordings and interviews were transcribed and analyzed using qualitative research software. The findings indicated that students employed distinct cognitive strategies for each subject. In Physics, strategies focused on numerical operations, including using formulas, setting up equations, and simplifying expressions. Chemistry problem-solving involved strategies such as self-questioning, trial and error, and the use of inequalities. For Biology questions, students relied on strategies that facilitated comprehension, such as careful reading, underlining, and identifying key parts of the question. In addition to cognitive strategies, students also utilized meta-cognitive strategies, such as reviewing and marking graphs or figures in Physics and Chemistry, and increasing reading speed and paraphrasing in Biology. The characteristics of the questions, such as the inclusion of visuals or explanations, appeared to influence the types and number of strategies employed
Exploring Technological Pedagogical Content Knowledge (TPACK) Among Visual Arts Teachers
Full text linkThis study investigated the levels of Technological Pedagogical Content Knowledge (TPACK) among visual arts teachers in the Diyarbakır region during the 2023-2024 academic year, considering various demographic variables. Using a descriptive survey design and a quantitative approach, the study involved 152 visual arts teachers selected through convenience sampling. Data were collected using a demographic information form and the Technological Pedagogical Content Knowledge Scale. The results indicated a high proficiency across all dimensions of TPACK%253A technology knowledge, pedagogical knowledge, content knowledge, and the integrated TPACK construct. Furthermore, no significant differences in TPACK levels were observed based on gender, socioeconomic status, participation in educational technology training, or years of teaching experience. These findings suggest that visual arts teachers in the Diyarbakır region possess strong capabilities in the various knowledge domains that contribute to effective technology integration in teaching. The study underscores the importance of incorporating technological advancements into visual arts curricula and teacher training programs, with a focus on developing TPACK. It is recommended that pre-service teachers be provided with practical experiences to enhance their competence in integrating technology within educational contexts