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Navigating identity tensions and emotional struggles:Indonesian pre-service teachers in the teaching practicum
No full textDespite the critical role of teaching practicums in teacher education, little is known about how pre-service teachers navigate emotional tensions in Indonesia. In this study, we aim to explore the nature of tensions and emotional struggles pre-service teachers face and their coping mechanisms. Seven preservice teachers from the English Education department at an Indonesian public university were purposefully selected. Data was collected through semi-structured interviews before the practicum and a focused group discussion after the program. Semi-structured interviews and focus group discussions were used to capture rich, in-depth accounts of participants’ experiences, while thematic analysis provided a structured approach to identifying patterns in the data. The findings showed that despite the pre-service teachers’ ideal expectations before the practicum, they experienced substantial tensions and emotional struggles in their interaction with members of the school community. The challenges include feelings of disrespect and resistance from the students, lack of supervision from their mentors, unfair treatment from other teachers, and workload burden from non-teaching activities. These findings illuminate the pressing need for systemic support structures to mitigate emotional challenges in teaching practicums, contributing to the global discourse on teacher education reform. Our findings contribute to understanding the lived experiences of pre-service teachers, offering insights to inform teacher education policy and practice in Indonesia and similar contexts.</p
Teachers’ attitudes and self-efficacy toward inclusive education in mainland China:a meta-analysis
No full textClassroom teachers’ inclusive practices that address students’ diverse needs are vital for successful inclusive education reform. Given that teachers’ attitudes and self-efficacy beliefs toward inclusive education are arguably pivotal factors in influencing the implementation of inclusive education, this meta-analysis synthesized the research on Chinese teachers’ attitudes and self-efficacy toward inclusion. Applying rigorous inclusion criteria,16 qualifying studies from 2010 to 2024 covering 10361 Chinese teachers were identified. Three random-effect models revealed that Chinese teachers generally hold moderately positive attitudes (g = 0.42) and high self-efficacy toward inclusion (g = 1.31) over the past ten years. Furthermore, Chinese teachers’ attitudinal and efficacy beliefs were moderately correlated ((Formula presented.) = 0.49). Following meta-regression analysis revealed that the correlation between attitudes and self-efficacy has seen a slightly positive trend over the past decade. Moreover, female teachers had marginally higher self-efficacy toward inclusion than their male counterparts. However, teacher type (pre-service or in-service teacher), students’ type of disability, and school-level factors did not significantly predict teachers’ attitudes, self-efficacy, or their correlation. Understanding the status of teachers’ attitudes, self-efficacy, and the influencing factors could foster their use of inclusive practices in regular classrooms.</p
The impact of R&D on energy consumption:evidence from nonlinear semi-parametric estimations for selected OECD countries
No full textWe investigate the influence of energy-related research and development (R&D) on primary energy consumption across 16 OECD countries within a semi-parametric framework spanning the period 1980-2021. In doing so, we propose a novel method for introducing an instrumental variable into the local linear dummy variable estimation method to address endogeneity issues. Our results indicate a significant impact of energy-related R&D on energy consumption, attributed to improved energy productivity, the advancement of clean energy technologies, and heightened energy efficiency. This study contributes to existing literature by illustrating the dynamic and multifaceted nature of the relationship, emphasizing that technological innovation in the energy sector plays a pivotal role in reducing overall energy consumption. The insights from our analysis offer valuable guidance for policymakers committed to fostering sustainable energy innovation and development.</p
Evidence-based decision making for malaria elimination applying the Freedom From Infection statistical framework in five malaria eliminating countries:an observational study
No full textBackground: Routine surveillance is a pillar of malaria programmes, and the primary source of data used for decision making. However, any inference when relying on routine data to inform decision making is limited by how effective the system is at measuring the actual malaria burden. Here, we aimed to extend the Freedom From Infection (FFI) framework to produce species-specific estimates of surveillance system sensitivity and probability of freedom from malaria, combine multiple surveillance components including community case management and active case detection, and apply the FFI model in five malaria eliminating settings. Methods: Monthly routine data on Plasmodium falciparum and Plasmodium vivax and health system factors were collected from 1515 facilities across five countries. Additionally, data from 12 community health workers and from 10 767 individuals from cross-sectional surveys (active case detection) were available. The data were analysed using FFI models accounting for multiple malaria species and surveillance components. The primary outcomes were the sensitivity of the surveillance system and the probability of malaria freedom. Findings: Strong surveillance systems were characterised by access to testing and treatment supplies, training on diagnostics and case management within the previous 12 months, and shorter estimated travel times to facilities. Only half of the facilities (841 of 1515 facilities for P falciparum and 771 of 1455 facilities for P vivax) had sufficient sensitivity to achieve and maintain a high probability of freedom, consistent with having achieved malaria elimination, with either passive case detection data alone or when combined with active case detection. Interpretation: Applying the FFI model framework to malaria surveillance data can provide programmes with information to support decision making, specific to malaria species. When routine malaria surveillance systems are strong, they are sufficient to achieve and maintain a high probability of freedom. Including additional surveillance components such as community case management and active case detection with multiple diagnostic tools can help improve estimates for which routine malaria data alone are not sufficient to ensure confidence in elimination. Funding: The Bill and Melinda Gates Foundation, the Global Institute for Disease Elimination, and the Carter Center.</p
Enhancing reading comprehension and motivation through Think-Pair-Share:classroom action research in an Indonesian EFL context
Get PDFImproving students' reading comprehension remains a persistent challenge in EFL classrooms, particularly where learners exhibit low motivation and limited engagement. This study investigated the effectiveness of the Think–Pair–Share (TPS) cooperative learning strategy in an Indonesian secondary EFL classroom. Using a Classroom Action Research (CAR) design, the intervention was conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. Data were collected through a mixed-methods approach. Quantitative evidence came from pre-tests and post-tests of reading comprehension, while qualitative data were obtained from classroom observations, field notes, and interviews. The findings showed substantial improvements in both motivation and understanding. Students' mean reading scores increased from 57.22 in the pre-test to 78.26 in Cycle II, with the number achieving the passing grade rising from three to fifteen. Variability decreased, indicating more consistent achievement across the class. Qualitative results revealed a transformation from passive and disengaged learners to confident and motivated participants who valued collaboration and peer support. The study concludes that TPS is effective not only in enhancing comprehension but also in fostering a student-centered and inclusive learning environment. Teachers are encouraged to integrate TPS with explicit scaffolding and adaptive sharing formats to maximize equity and engagement in reading instruction
Young people’s perspectives on parents helping young people exposed to trauma
No full textBackground: The prevalence of trauma among young people is alarming due to its considerable effects on their wellbeing and development. Parents can provide crucial support for young people exposed to trauma, however, there is limited research on how parents can help young people exposed to trauma from a youth perspective. Objective: This study explored the perspectives of young people regarding strategies and approaches parents can take to assist young people to cope with traumatic events. Methods: An anonymous online survey created in Australia was distributed to young people aged 15 to 18 years to identify what parents can do to help young people exposed to trauma. A total of 159 young people completed the survey. Results: Qualitative thematic analysis revealed that young people felt parents could listen to and validate the experiences of young people and provide them with help and guidance. Young people recommended that parents should support those who have experience trauma by adopting a non-confrontational, empathetic, and understanding approach, and refrain from expressing anger, judgment, dismissiveness, ridicule, or blame. Young people also recommended parents encourage, empower, and provide guidance to young people exposed to trauma. Participants spoke about the importance of parents spending time with young people and ensuring that young people have access to mental health support. However, participants highlighted that parents should not pressure young people to engage in counselling. Conclusions: Implications from this study emphasise the importance of education and resources to help parents support, promote recovery and prevent further harm and re-traumatisation of young people exposed to trauma. This study has implications for mental health professionals working with parents to help them effectively support young people exposed to trauma. Results from this study inform the development of trauma-informed parenting programs to ensure that young people exposed to trauma receive adequate parental support.</p
Connecting gender equality with sustainability in early childhood:educators understandings in Victoria, Australia
No full textThree decades of international recommendations have highlighted the importance of advancing gender equality in achieving the aims of Education for Sustainability (EfS) at all levels of education. However, there has been a persistent disconnect between considerations of gender and sustainability in early childhood education (ECE). This article presents findings from a small-scale, mixed methods research project that sought to address this gap. The project explored educators’ understandings of the relationship between gender equality and sustainability, using survey and interview methods, with early childhood educators in Victoria, Australia. Key findings indicate a disconnection between discourses of sustainability and gender equality obscures educators’ perceptions of the ways that gender influences EfS in ECE. Equally, while the majority of participants had not previously considered their connection, they believed gender equality is important to, and pedagogically aligned with, their sustainability teaching objectives. The findings are used to propose a Continuum of Gender Equitable Early Childhood Education for Sustainability.</p
Creative partnerships with generative AI. Possibilities for education and beyond
Get PDFThe impact of generative artificial intelligence (AI) on creative production in industry and education is just beginning to be experienced and understood. This impact is likely to accelerate and become even more significant as the computational potential of generative AI grows through training on more diverse and more extensive language models and data sets. Emerging research in this new field suggests that previous models of understanding the interactions between machine and human may no longer be sufficient in a world of generative AI. The significant question is how emerging generative AI technologies will relate to and be a part of human creativity and creative outputs. In this article, we adopt a posthuman stance and conceive of creative output involving generative AI and humans in terms of a yet-to-be-fully-realised and emergent relationship that will likely become more integrated and complex. To investigate and experiment with this relational notion, each of us (as part of an autoethnographic approach) developed a creative output using ChatGPT: a poem and a multimodal narrative. We then employed the idea of alterity relations from the American philosopher of technology, Don Ihde, to conceive of the possibilities and limitations in working relationally and productively with generative AI. As two academics working in teacher education, we applied our learning from this exploration to possibilities in educational contexts. In this article, we offer several important implications and provocations for practitioners, researchers, educators and policymakers, not only in terms of practical concerns but also for rethinking the nature of the creative output.</p
Can AI support human grading? Examining machine attention and confidence in short answer scoring
Get PDFLarge language models built upon artificial intelligence (AI) hold great promises to innovate automatic short answer scoring (ASAS) - significantly alleviating educators’ workload in assessing student answers. However, ASAS systems on such basis have seen limited adoption in authentic teaching environments due to the models’ inability to explain the predictions they generate. To address this, we recruited 32 human graders to comparatively analyse the decision-making processes of human graders and AI-driven graders. Specifically, we exploited two types of data to holistically unveil the decision-making processes of human graders throughout grading, namely manual annotation of important words and gaze data of the human graders. The decision-making processes of AI-driven graders were revealed by important words extracted though eXplainable Artificial Intelligence technique and grading confidence reflected by the prediction probability distributions. We measured the alignment in their decision-making regarding their (i) estimated scoring difficulty, (ii) important text segments and (iii) crucial grammatical categories to enhance the transparency and trustworthiness of AI-driven graders. Subsequently, we conducted randomised control studies, presenting machine-extracted insights like important words and estimated scoring difficulty to scrutinise how they affected human grading. Our findings contribute new knowledge regarding the consistency between human and machine scoring and validates machine-extracted insights, such as important words and scoring difficulty, to be valuable in facilitating human grading, encouraging the adoption of ASAS systems and urging the potential collaboration between machine and human grading in pedagogical practices. However, we emphasised the significance of grasping question context and intricacy before leveraging such machine-extracted insights.</p