European Journals of Education Studies
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TOWARD AN UNDERGRADUATE DEGREE IN TESOL: PREPARING NON-NATIVE SPEAKERS FOR TEACHING POSITIONS IN HIGHER EDUCATION
Get PDFThere are many paths for the preparation of TESOL instructors, although the most common are certificate programs, such as CELTA, and graduate programs, often involving a master’s degree. Regardless of the kind of preparation a TESOL instructor undergoes, the curriculum is similar – involving coursework in linguistics, second language acquisition, methods of TESOL, curriculum, classroom assessment, and a practicum experience. While preparation programs do, for the most part, meet the standards suggested by the major professional organization in the field, the TESOL International Association, they are limited in important ways. Most importantly, none target the particular audience on which we focus in this article: students in countries that are part of either the outer or external circles, who are not themselves native speakers of English, who wish to teach English at the university level. These students pose a unique challenge for teacher educators in their home societies, and are often left unprepared for the pedagogical and institutional challenges that they will meet. In this article, we offer an outline of a teacher preparation program that is intended to serve non-native speakers of English entering university with the goal of becoming English language instructors at the university level. Article visualizations
VALIDITY OF THE LOGICAL-MATHEMATICAL SUBSCALE IN IDENTIFYING GIFTEDNESS: PARENT VERSION / VALIDEZ DE LA SUBESCALA LÓGICO-MATEMÁTICA EN LA IDENTIFICACIÓN DE LA SUPERDOTACIÓN: VERSIÓN PAÍS
No full textThe aim of the study was to describe the evidence of semantic and content validity of the items in the Logical-Mathematical Subscale of an identification scale for High Abilities/Giftedness (HA/GD) behaviors in children aged 6 to 10 years – parent version. The semantic analysis was conducted with the support of a sample of 45 parents/guardians from various regions of Brazil, through the Google Meet platform, via Focus Group meetings. The subscale was analyzed by five experts specializing in HA/GD and/or instrument development. The results showed that the subscale items are easy to understand; minor suggestions were made to enhance their clarity, demonstrating evidence of semantic validity from the perspective of parents/guardians. The content-based analysis of the subscale, assessed by the experts, indicated a Content Validity Index (CVI) of 100%, evidencing high agreement among the judges. The analyses revealed that the subscale demonstrated reliable evidence of semantic and content validity for identifying HA/GD behaviors, in conjunction with other sources of information. Future research is necessary to investigate additional validity evidence.El objetivo del estudio fue describir las evidencias de validez semántica y de contenido de los ítems de la Subescala Lógico-Matemática de una escala de identificación de comportamientos de Altas Capacidades/Superdotación (AC/SD) en niños de 6 a 10 años, en su versión para padres. El análisis semántico se realizó con el apoyo de una muestra de 45 padres/tutores provenientes de diversas regiones de Brasil, a través de la plataforma Google Meet, mediante encuentros en Grupos Focales. La subescala fue analizada por cinco jueces especializados en AC/SD y/o en la construcción de instrumentos. Los resultados mostraron que los ítems de la subescala son de fácil comprensión; se sugirieron ajustes sutiles para hacerlos aún más comprensibles, lo que demuestra evidencias de validez semántica por parte de los padres/tutores. El análisis basado en el contenido de la subescala, a través de la evaluación de los jueces, indicó un Índice de Validez de Contenido (IVC) del 100%, evidenciando una alta concordancia entre los jueces. Los análisis revelaron que la subescala presentó evidencias de validez semántica y de contenido, además de ser confiable para la identificación de comportamientos de AC/SD, en conjunto con otras fuentes de información. Se requieren futuras investigaciones para explorar otras evidencias de validez. Article visualizations
BLUE OCEAN INTEGRITY: HIGH EXPECTATIONS WITHIN STRUCTURED LEARNING OPPORTUNITIES
Get PDFThis paper examines the intersection of student autonomy, academic integrity, and institutional responsibility through the lens of the “Blue Ocean” strategy, proposing a proactive and educative approach to reducing academic misconduct. Drawing on contemporary theory, including Self-Determination Theory and self-regulated learning frameworks, it argues that when students are explicitly taught the principles of academic integrity, provided with structured opportunities to practise academic skills, and expected to take ownership of their learning, both ethical engagement and academic success are enhanced. The study positions academic misconduct not merely as a compliance issue, but as a developmental challenge that can be addressed through early, embedded integrity education. It synthesises evidence from recent literature and practical examples, such as formative Turnitin use, peer review, and targeted skills workshops, to illustrate how autonomy-supportive environments foster pride in ethical scholarship. The “Blue Ocean” model is advanced as a means of shifting from reactive detection and punishment to a culture in which integrity is normalised, student-owned, and embedded across the curriculum. Article visualizations
TRANSFORMING NON-READERS INTO INDEPENDENT READERS: BEST PRACTICES OF ELEMENTARY SCHOOL TEACHERS IN DAVAO CITY, PHILIPPINES
Get PDFThis study employed Interpretative Phenomenological Analysis (IPA) to explore the best practices of elementary teachers in transforming non-readers into independent readers. Seven elementary teachers from different public institutions in Davao City, Philippines, shared their best practices through in-depth interviews. The results revealed three superordinate themes: Upon reflecting on their practices, the teachers acknowledged the vital role of parent-teacher collaboration; the teachers highlighted the importance of devoting time to reading through reading sessions and remediation; and the teachers emphasized the significance of boosting students' motivation through positive feedback and encouragement. This study underscored the pivotal role of parents and the need for their active involvement in supporting non-readers. It emphasized the significance of early identification and timely interventions tailored to the specific needs of non-readers, such as individualized instruction, small-group activities, or specialized reading programs. Furthermore, the study highlighted the importance of creating an engaging and motivating reading environment through positive and supportive activities to foster a love for reading among non-readers. The insights gained from this study contribute to the broader discourse on effective literacy practices in elementary education
READING PROFICIENCY LEVEL OF GRADE III LEARNERS: BASIS FOR A PROPOSED BASA TAYO PROGRAM
Get PDFThis study aimed to evaluate the reading proficiency level of Grade 3 learners at Labangal Elementary School as a basis for an intervention program. The researcher employed a quantitative research approach using a descriptive-evaluative survey method. Total enumeration was utilized, in determining including all 320 Grade 3 learners enrolled at Labangal Elementary School during the School Year 2022-2023. Findings revealed that half of the respondents were classified as frustration level readers, some were independent level readers, and others were instructional level readers. These results indicated that many Grade 3 learners struggled with decoding words, had limited vocabulary, poor comprehension, and lacked engagement in reading. Additionally, they often found it challenging to understand and make sense of texts at their grade level, which led to frustration and disengagement. Nevertheless, reading proficiency level is crucial for academic success as it enables students to comprehend complex texts, engage in critical thinking, and access information across subjects. Furthermore, strong reading skills are essential for lifelong learning, enabling individuals to communicate effectively, make informed decisions, and participate fully in society. Article visualizations
INTERCONNECTING THE USE OF ASSESSMENT DATA WITH EDUCATIONAL DESIGN DECISIONS IN THE KINDERGARTEN SETTING
Get PDFIn the context of modern pedagogy, assessment is not limited to the measurement of performance, but functions as a tool to diagnose, monitor and support the learning path of each child with the ultimate goal of understanding and supporting his or her all-around development. In kindergarten, assessment takes on a formative and diagnostic character as it focuses on the continuous observation, recording and reflective analysis of each child's learning path. Through the systematic and organized collection and analysis of data (such as observations, recordings, work samples, reflective journals, student portfolios, etc.), the kindergarten teacher can understand the needs, interests and particular characteristics of the children. These data provide important evidence to support children's development and learning, but also a valuable basis for making pedagogical decisions related to planning activities, selecting teaching strategies, and shaping a learning environment that meets each child's abilities and challenges. By integrating the context of assessment with the framework of educational design, the construction of a quality learning environment and the active participation of children in the learning process are enhanced, thus promoting their autonomy, self-activity and socio-emotional development. At the same time, the professional development of the kindergarten teacher is promoted through continuous feedback, reflection and informed decision-making. The purpose of this paper is to recognize and understand the importance of the interconnection of assessment with the educational design decision-making process and to highlight their contribution to the everyday educational life of the kindergarten. The results show that the use of assessment data makes the educational design process more flexible, adaptive and effective as it enhances the creation of a qualitative and democratic educational framework in kindergarten that respects and supports the development of each child, laying a solid foundation for his/her future learning and life path. Article visualizations
DEVELOPING QUALITY ASSURANCE SYSTEM FOR COLLEGE ENGLISH CURRICULUM IN CHINESE VOCATIONAL UNIVERSITIES: A PDCA CYCLE MODEL APPROACH
Get PDFThe quality assurance of the College English Curriculum is crucial for the overall quality of higher education in China, impacting both general undergraduate education and vocational undergraduate education. This study aims to explore the key factors influencing the quality assurance of College English Curriculum in Chinese vocational universities, establish evaluation indicators for its quality assurance system, and construct an evaluation model for the quality assurance system. This research employs web content analysis and expert review methods. The results of this research are as follows: The 7 key factors affecting the quality assurance of College English in Chinese vocational universities include quality philosophy; goals and characteristics; comprehensive curriculum planning and design; teachers’ qualifications and teaching quality; learning resources and environment; evaluation and improvement mechanisms; and students’ achievements. Seven categories with 28 subcategories of evaluation indicators are identified for the quality assurance system of the College English Curriculum in Chinese vocational universities. Based on the evaluation indicators and the Plan-Do-Check-Act cycle, an evaluation model for the quality assurance system of the College English Curriculum in Chinese vocational universities is constructed. This research provides a systematic theoretical framework and practical guidance for the quality assurance system of the College English Curriculum in Chinese vocational universities. It serves as a valuable reference for elevating educational standards and enhancing students’ comprehensive abilities. Article visualizations
THE PREDICTIVE ROLE OF MINDFULNESS AND SOCIAL SUPPORT ON SUBJECTIVE VITALITY OF STUDENT–ATHLETES
Get PDFThe dual roles of student-athletes pose some threats to their subjective vitality and overall well-being as they struggle to balance the dual responsibilities. This unique population requires substantial physical and mental energy to balance the competing demands, as prolonged exposure to stressors may lead to burnout and diminished vitality. However, the present study examined the predictive roles of mindfulness and social support on the subjective vitality of student-athletes. A total of 287 student-athletes [male, n=167 (52.8%); female, n=120 (41.8%)] from two public universities in South-west Nigeria participated in the study. The age range was between 16 and 31 years. The measures completed by the participants were the Mindful Attention Awareness Scale (MAAS), the Perceived Available Support in Sport Questionnaire (PASS-Q) and the Subjective Vitality Scale (SVS). Descriptive statistics were employed to determine the demographic characteristics of the participants. The multiple regression analyses revealed that both mindfulness (β = .055, t = 3.031, p < .05) and social support (β = .242, t = 7.668, p < .05) independently and jointly (F(2,284) = 36.413, p < 0.05) predicted subjective vitality in student-athletes, with social support emerging the most potent predictor. It was further indicated that mindfulness and social support combined accounted for a 19.8% variation in the prediction of subjective vitality. The findings provide insight into understanding the significant predictive roles of mindfulness and social support of student-athletes. The findings emphasized the need for educational institutions and athletic programs to implement mindfulness training and enhance social support systems for student-athletes in order to improve subjective vitality. Article visualizations
SOLUTIONS TO DEVELOP THE SPORTS TRAINING MOVEMENT FOR STUDENTS OF THE UNIVERSITY OF FINANCE - MARKETING, VIETNAM
Get PDFThrough theoretical research methods, interviews, the collection of relevant documents, and data processing, the study identified 11 criteria to assess the current situation and 13 factors affecting the physical training movement of students at the University of Finance - Marketing, Vietnam. On that basis, a SWOT analysis was conducted to assess the strengths, weaknesses, opportunities, and challenges affecting the physical training movement of students at the school. Based on that, the study selected five solutions to contribute to developing the physical training movement for students at the University of Finance - Marketing, Vietnam. The five chosen solutions were considered feasible by physical training lecturers and school physical training managers, with the average selection level (mean) in the interview ranging from 3.66 to 4.20. Article visualizations
COVID-19 PANDEMIC AS A RECREATIONAL BARRIER DETERMINING THE IMPACT ON INDIVIDUALS' RECREATIONAL LIVES
Get PDFThe aim of this study is to determine how the recreational lives of individuals are affected by the COVID-19 pandemic, which emerged in Wuhan, China, in 2019 and negatively affects the lives of individuals all over the world and is considered a recreational barrier. In this descriptive research, individuals' recreational lives are discussed in the dimensions of "Participation in Hobby/Cultural/Artistic Activities with Passive Participation", "Participation in Physical Activities with Active Participation", "Participation in Social Activities", "Participation in Skill-Based Activities" and "Participation in Personal Development Courses". Data regarding their participation in these activities before the pandemic and how their participation in these activities was affected during the pandemic was collected during the pandemic through an online survey developed for this purpose. According to the results of the research, it has been observed that individuals' participation in activities that require active participation decreases, their participation in social activities is negatively affected, and their participation in activities around the home, at home and with the family, and in online personal development courses increases. Article visualizations