Among the wealth of literature on distance learning during the COVID-19 pandemic, teachers’ endeavors to meet students’ basic psychological needs remains under-explored. This study aims to fill this void by scrutinizing how teacher practices trigger motivating and demotivating experiences on the part of students through Self-Determination Theory (SDT) as analytical lens. Five freshmen taking 11 to 12 online courses in English Education Department at a public university participated in this narrative case study, which was initiated in the initial phase of the pandemic. They were encouraged to write their retrospective narratives and invited to a focus group discussion to appraise their learning experiences. Thematic content analysis revealed that the students experienced an array of motivating and demotivating learning experiences as a result of their teacher practices. Guided by 5Ts (Teacher, Teaching Methodology, Text, Task, and Test) of motivation and SDT, the analysis revealed that the motivating experiences arose when teachers successfully addressed students’ needs for autonomy, relatedness, and competence. In contrast, the failure to meet these needs was identified as the resource of demotivating experiences. The findings shed light on crucial instructional strategies for quality online education, particularly beyond pandemic.
Journal Articles
Internal Structure of Adolescents’ School Motivation Measuring Tool
The main aim of this study was to examine the internal structure of a self-developed instrument “the adolescents’ school motivation measuring tool” instrument for use of adolescent school. Exploratory quantitative research approach, and its design was grounded within the exploratory type. A total of 489 school-going adolescents completed the questionnaire. A principal component factor analysis with varimax rotation confirmed the four-factor structure of the adolescents’ school motivation measurement tool, while confirmatory factor analysis was performed to establish the appropriateness of the instrument. The findings established that each of the factors, had good internal reliability values 0.88%, 0.87%, 0.87%, and 0.81% respectively. The SEM model of school motivation confirmed that the factor structure was a good model as the RMSEA (p = 0.066) was significant at a high level. Further, it was also affirmed that inter-correlations existed among each of the components: cognitive and success motivation (r = 0.95); cognitive and social motivation (r = 0.73); and success and social motivation (r = 0.73). Low correlation existed between the components of social and failure avoidance motivation (r = 0.03). This study concluded that the four factors are appropriate measures of adolescents’ school motivation tool for the use of school-going adolescents.
Advancing an Integrative AI-assisted Adaptive Learning Environment for Teacher Education: Case of the BRICS Countries
Integrating artificial intelligence (AI) into teacher professional development (PD) is a promising way to enhance teaching practices and foster innovation in education. However, the development and adoption of AI-based educational platforms face unique challenges in the BRICS region, including technological infrastructure and cultural diversity. This study aimed to identify key aspects of teaching in developing an integrative AI-assisted adaptive learning environment (ALE) in the region. Theoretical methods were used along with qualitative analyses of in-depth interviews and focus group discussions of 36 professors, researchers, and experts from Iranian universities. The findings of this study provided perspectives on the feasibility and effectiveness of developing a joint AI-ALE platform, emphasizing the importance of contextualizing AI initiatives and educational approaches to the needs and constraints of each country and underscoring the significance of local training programs, understanding areas of growth, clarifying values and cultures to be shared with other parties, designing educational resources compatible with collaborative platforms, and overcoming technological barriers. The study provided recommendations on capacity building and joint partnerships for educational innovation, and the development of AI-based teaching practices to open up new opportunities for PD of the next generation of educators for the digital landscape in the BRICS area.
Inflicting Risks of Teacher Education in BRICS Countries: Discussion in Search of Quality Training
Teacher training has been increasingly emphasized to improve the educational quality of a country and it is based on factors like inheritance and preservation of ethics of society, expectations of people, policy matters, and teachers. Teacher education policies and the role of respective regulatory bodies is well defined in every country but there are many deficiencies in the training of teachers. It is happening in many of the BRICS countries also. Factors like attitude of people towards teaching profession, commercialization of educational institutions, theoretical curriculum, irrelevant pedagogy, defective methods of evaluation have made this volcano to explode now. Managers, teacher educators and student teachers are more responsible for adopting shortcut ways. Factors like lack of infrastructure, research innovations, rational recruitment policy, low salary and social status further add to the problem.
The need of this study is to find the deficiencies, as major risk factors. The study is based on authoritative inspection visit outputs of teacher education institutes in various states of India, policy documents and functionality of regulatory bodies to diagnose the problem for immediate remedial decisions.
Researching a Child’s Perspective of Experiencing Positive Feelings Through Photography and Interview
In the research article, we focus on research and data collection from the perspective of the child, where the latter is an active researcher. During the research, we sought to break the scientific effect of data collection, which can only be done through play and by including all children in research, or so-called experimentation. We offered them resources that encouraged a high level of motivation, and we guided the children through the research with open-ended questions. Qualitative research is presented with an emphasis on interview techniques. In the theoretical part of the article, we focus primarily on photography, which is a very common visual method in research with preschool children. Namely, it is one of the methods that encourages children to discuss, think and discover the unknown. We present the advantages of photography as a widespread method and the challenges we face when researching with younger children. In the empirical part of the research, a small sample of children (N = 9) was interviewed with a photograph taken by the child, and the purpose was based on the analysis of the child’s perception and interpretation. The central theme refers to the child’s experience of positive feelings expressed through the photograph. A descriptive causal non-experimental method of empirical pedagogical research was used.
Using Exploratory Factor Analysis to Validate Students’ Independence Learning Scale in Indonesia
The advantages of learning to be independent are significant. As a result, creating an independent learning instrument for university students is necessary. This study constructs a new scale for measuring student independence, integrating theories of self-directed learning to better understand and support autonomous educational behaviors. Several phases were involved in the creation of this instrument: a review of the literature, an initial draft, a first trial, revisions, and a final draft. To demonstrate the validity, exploratory factor analysis (EFA) was employed. 436 respondents who were Indonesian students taking online classes received the questionnaire immediately. Ages of the respondents ranged from 17 to 29. They are mostly freshmen. Through Google Form, they received an independent learning scale. 29 of the 34 elements were found to be genuine and credible, according to the results. This tool was based on three factors: planning, student responsibility, and self-evaluation. Educators can use the validated scale to tailor interventions that foster students’ learning independence, adapting teaching strategies based on individual or group assessments. In order to determine whether the reliability and validity patterns, particularly the model fit, are the same across different populations, future researchers must perform as many validations as they can.
Development of an Instrument for Assessing the Effectiveness of Adolescents’ Experimental Activity Based on Solving Physics-Oriented Tasks
This article focuses on addressing the problem of enhancing the effectiveness of natural science education in schools, particularly in physics, by applying the principle of problem-based learning and designing lessons centered on experimental activity. The foundational unit of this model is a student’s action that is motivated, deliberate, and aimed at attempting to solve a task, exploring solutions, and engaging in reflection and generalization of goal-directed actions. However, assessing the effectiveness of such actions requires high-quality research instruments capable of collecting reliable data. To address this challenge, we developed an assessment instrument and empirically tested some psychometric requirements. We hypothesized that the key requirements for such an instrument are: (1) alignment with the structure of activity; (2) multifunctionality and robustness against changes in the evaluator. These requirements were formulated by the authors based on V.V. Davydov’s theory of learning activity and the theory of psycho-pedagogical measurement. Data collection was conducted through non-participant observation, with student activity evaluated by independent experts—assessors—using audio and video recordings of experimental lessons in three schools in Yuzhno-Sakhalinsk. The validation of the instrument’s requirements was carried out through the analysis of expert judgments and the application of consistency metrics, such as the proportion of matching results and Kendall’s nonparametric concordance coefficient. The analysis of the collected data demonstrated that: (a) the developed instrument effectively captures actions related to task-solving in accordance with the theoretical model; (b) the assessments by independent observers yielded similar results, as reflected in acceptable consistency metrics for their evaluations.
Satisfaction of Medical Students with Distance Form of Practice Organization: Lessons from the COVID-19 Pandemic
This study focused on the assessment of medical students’ satisfaction with the organization of practical training in pandemic conditions through the identification of discrepancies between the conditions of the actual implementation of practical training of medical students and their expectations. The study contributed to the identification of problems in the organization of educational and industrial practice in a distance format during the COVID-19 pandemic. The research design was based on the application of an internet survey using Google Forms and the processing of quantitative data using descriptive statistics. Data visualization using histograms and comparison with Gaussian curve was used to interpret the results.
Difficulties of practice supervisors in organizing practical activities of students in the distance format were revealed, as to solve the set tasks of practice supervisors had to use, in a very short period of time, developed digital educational resources with accompanying online counseling and using the capabilities of the simulation center, taking into account sanitary and epidemiological requirements for maximum immersion to real medical cases.
The results of the study can become a tool for collecting reliable feedback on the suddenly changed format of medical students’ practical training on the example of Kazan Federal University. The study reflects the results of the new format of internship organization, which allows supervisors of practical training to rethink the possibility of this format for future times.
Taxonomic Model of Training of Future Teachers in The System of Social Partnership “Pedagogical University – Preschool Educational Organization”
According to the Concept of the State Program of the Russian Federation “Education Development” until 2030, in order to create advanced professional training of specialists, it is necessary to more fully use the mechanisms of social partnership, which allows to coordinate the diverse needs of the labor market and the academic community. However, for a more reasoned inclusion of social partners in the process of professional training, a multidimensional model specifying the goals and functions of all partnership participants at each stage of students’ education in higher education is needed.
The aim of the work is to substantiate the taxonomic model of professional training of future teachers in social partnership of pedagogical university and preschool educational organization.
The methodology and methods of the research are based on the system, competence and qualimetric approaches, which allow to determine the agreed with social partners competence-oriented goals of professional training of future teachers in the system of social partnership of pedagogical university and preschool educational organization using the method of group expert evaluations. The structure and content of the taxonomic model of students’ training in social partnership between a pedagogical university and a preschool educational organization are determined by the method of group expert evaluations. The proposed taxonomic model can be useful for the university administration and academic staff in designing the educational process within the framework of individual educational trajectories of students, taking into account the needs of the regional labor market and the resources of social partners.
Participation of Russian Youth in Adult Education and Learning: The Role of Perseverance (GRIT) and Educational Status
Despite the expanding opportunities in adult education and learning (ALE) for young people, not all individuals take advantage of them. The paper aims to analyze the relationship between the educational status of young people and their parents, their perseverance (GRIT), with their participation in informal and informal ALE. We analyze whether perseverance enhances participation in ALE among young people with educational advantages. The study tends to contribute to the wider discussion on the reproduction of social structure through human capital accumulation. We analyze the data provided by the longitudinal study “Trajectories in education and profession (TROP)” using regression analysis. We found a positive relationship between an individual’s level of education and perseverance (measured at the age of 14) and participation in job-relevant ALE in adulthood (23-25 years old), and a positive relationship between mothers’ higher education and participation in ALE, not relevant to the job. The hypotheses about the significant role of perseverance in further accumulation of educational advantages is partially confirmed: perseverance enhances the positive effect of higher mother’s education, in participation in work-related informal learning. The results can be used in the development of activities aimed at increasing the involvement of young people in ALE.
Possibilities and Limitations of the Content of Programs Aimed at Developing Preschoolers’ Understanding of Emotions
There are many studies about the values and ways to develop a child’s understanding of emotions. This led to the design of a number of programs aimed at developing an understanding of emotions. Such programs have different content, often contradictory in comparison with each other. Therefore, the purpose of the study was to identify the possibilities and limitations of the content of programs aimed at developing an understanding of emotions. The method in this study was a comparative analysis of programs. The programs were compared using the components of understanding emotions highlighted in the F. model. Pons and P.L. Harris. Eight educational programs for developing preschoolers’ understanding of emotions presented in peer-reviewed publications were selected. As a result of the conducted research, the possibilities of the content of programs based on various approaches to the child’s understanding of emotion were highlighted. The limitations of programs determined by such approaches were also highlighted. In addition, the features of the topic of understanding emotions were highlighted, which make it possible to deepen the content of programs when designing.
Exploring Social Perceptions of Friendship: An Intergenerational Perspective
This study presents a qualitative analysis of the concept of “friendship” as perceived by respondents aged from 6 to 64 years. The research aims to examine age-related characteristics in people’s understanding of friendship. The age groups for the study were determined based on Erik Erikson’s widely recognized developmental stages classification. The study analyzed associative patterns across four age groups: school-age children (6-12 years), adolescents and teenagers (13-19 years), young adults (20-25 years), and middle-aged adults (26-64 years). The sample consisted of 259 participants. Data was collected through a free association experiment and processed using P. Verges’s prototypical analysis technique. To investigate the factors influencing the formation and development of friendship concepts, we conducted a qualitative analysis of essays titled “How did my understanding of friendship develop?”. For school-age children (6-12 years), unstructured interviews were employed. The findings confirmed our hypothesis that while perceptions of friendship depend on an individual’s social and life experiences, the core understanding remains relatively stable throughout life. Questions remain regarding how external socialization factors and changing social and cultural dynamics influence friendship perceptions. Furthermore, the results revealed significant semantic variations not only across age groups but also across cultural and educational backgrounds. The issue of how parents view this topic’s relevance and its importance in family upbringing has not been specifically addressed in psychological and pedagogical research. Future studies examining this topic within the context of family values and parenting approaches would be valuable.
Educational Video Blogging: Search for Meanings and Conceptualization of Concepts
The relevance of the study of educational video blogging is determined by the rapid spread of online learning technologies. Video blogs are embedded in online courses or are an independent educational product in the form of a teacher’s channel filming videos on their subject, helping in self-study, building individual educational routes.
The purpose of the article is to study the conceptual foundations and meanings in the subject field of educational video blogging. The objectives of the study involve highlighting the advantages and limitations of using video blogs based on the analysis of English language publications.
Search queries in leading databases made it possible to form an array of publications. Familiarization with the content of articles and / or their annotations filled three approaches to interpretations with meaning – video blogging as an educational technology, as a means of communication, and as a way to promote the image of a teacher.
The results of the article were the allocation of an additional meaning of educational blogging as a tool for reflection of students and teachers, as well as an emphasis on the professional identity of teachers who blog. Educational blogging goes beyond formal education both in content and in the formats of presentation of material. Experiments in this area demonstrate the possibilities for cognitive development of students, implementation of information and communication tasks, as well as a motivational effect.
Different types of educational video blogs are considered as tools for organizing training and self-study. Video blogs as a means of self-presentation are transformed into a tool for self-reflection of the teacher and the student. Video blogging as a way to promote the image of a teacher is transformed in the direction of developing a professional community, forming digital literacy and digital identity.
Migrant Students in Russian Schools: Teachers’ Attitudes and Practices
In the absence of state adaptive programmes, the key role in the inclusion of migrant children in the educational environment is assigned to the school teacher. The attitudes and educational strategies of the teacher are important competences for working with foreign students at school. This problem is little covered in the Russian context and requires special scientific analysis. The paper presents data from a qualitative study designed to identify and characterise teachers’ attitudes and practices in their work with migrant children, as well as to determine whether there is a relationship between the variables. The empirical data were gathered through semi-structured interviews and categorized using deductive and inductive content analysis. The study participants were school teachers from the Republic of Tatarstan who had experience in working with foreign students. The findings revealed three types of educational practices, i.e. language support, academic support, and creating a friendly environment in the classroom. Analysing teachers’ attitudes toward migrant schoolchildren in the interview responses, the authors have found that teachers’ positive attitudes mostly lead to high expectations for the academic achievement of migrant students. The study also revealed the conceptual orientation of teachers’ attitudes that predominantly reflected a pluralistic approach to the ethnocultural diversity in the classroom. The paper concludes that positive attitudes, high academic expectations, and pluralistic ideas favourably influence teacher practices, which contributes to the academic success of migrant children in school. The research findings will be used in the joint professional development programme for teacher education institutions and universities, following the introduction of modules on the adaptation of foreign minors and children from the families with migration history.
Personal Factors Contributing to the Formation of Identity of Persons from Dysfunctional Families
A sense of one’s own identity is the main factor in the harmonious development of a personality. A person’s identity is formed in the process of social development of personality and is largely determined by the object relationships that develop in the family. In daily clinical practice, psychologists are increasingly confronted with the borderline personality structure that manifests itself in clients, and borderline personality organization is closely related to the problem of Ego strength and identity. Although the issue of identity has been studied quite deeply, the relationship between family well-being and the identity of a mature person has not been studied enough. Especially little attention is paid to the formation of identity in children from disadvantaged families. The purpose of this study is to identify the factors contributing to the formation of identity in children from disadvantaged families. The article presents the results of an empirical study that showed that people from disadvantaged families have not formed an identity. Correlation analysis revealed the individual traits characteristic of such people. If psychologists manage to develop these traits, they will be able to have a more targeted impact on the formation of identity in these people.
E&SD 19(3) September 2024
Contents
Roza Valeeva, Aydar Kalimullin, Tatiana Baklashova
Editorial: BRICS Countries on the Improvement of Teacher Education 6
Fariba Haghighi Irani
A Path to an Innovative Teacher Education Design: Significance of Teachers’ Professional Identity as a Central Construct 12
Intakhab Alam Khan
Innovative Pedagogies and Role of Teachers for Quality Teacher Education in Saudi Arabia 28
Lúcio Álvaro Marques
Education As a Reflection of Tradition 44
Irina Nigmatullina, Veronika Vasina, Lilia Pavlova, Violetta Garachshenko, Sin Kuen Fung
Competencies of Specialists Working with Children with ASD in the System of Continuing Education 56
Congman Rao
Building a Standards-Based Quality Assurance System for Teacher Education in China: Retrospect and Prospect 72
Lyudmila Bayborodova, Irina Ivanova, Mikhail Rozhkov
The Moral Ideal of Modern Children: Support for Choice 84
Alexey Bosov, Natalia Selivanova, Yulia Pustylnik
Digital Educational Content for a Modern Lesson: Quality Assessment Technology 98
Roza Valeeva, Gulfiya Parfilova, Faina Kremen, Sergei Kremen, Lyubov Pak, Nadezhda Ivanishcheva, Lyubov Kochemasova, Anastasiya Eremina, Irina Demakova, Elena Adamyan, Luisa Adamyan, Olga Mikhailenko, Rimma Bagova, Galina Skudareva, Mariia Ustseva
Dynamics of Career Orientations of Student Teachers: Interuniversity Study Results 114
Alexander Prokhorov, Alla Klimanova, Albert Chernov
Dynamics of the Relationship of Mental Structures and the Effectiveness of Self-regulation of Positive States in Students’ Learning Activities 134
Marina Rostovtseva, Olesya Volkova
Modern Russian Postgraduate Education: Main Problems and Key Factors in the Development 149
Roman Tikhomirov, Sergey Guz
The Effect of Physical Activity of Varying Intensity on Students’ Cognitive Abilities 165
Vera Khotinets, Evgeniya Shishova, Yulia Novgorodova, Daria Medvedeva, Oksana Kozhevnikova
Relationship of Activity Regulation Functions with Executive Functions in Junior School Children Bilingual and Monolingual at the Early Stages of Learning English 181
Editorial: BRICS Countries on the Improvement of Teacher Education
Modern processes of globalization and international integration have a serious impact on the teacher training system not only in Russia, but all over the world. This process involves new agents, increases its universalization, transforms its content, develops new educational technologies, creates innovative systems of evaluation and accreditation of future and serving teachers, and gradually digitalizes teacher education. All these trends are challenges for teacher education systems in all countries of the world, including the BRICS countries. They require the development of new algorithms of activities; complicate the communication processes of all participants of teacher education.
When conducting comparative research on the basis of contrasting the unique and the common, the priority is to find a special universal methodology that will allow to act effectively in different contexts and ensure the quality of modern teacher education (Menter et al., 2017).
A Path to an Innovative Teacher Education Design: Significance of Teachers’ Professional Identity as a Central Construct
Teacher education program as a focal platform of teacher identity construction has extensively been explored recently. This study examines the Engage, Study, Activate (ESA) teacher education model’s effectiveness in fostering teacher professional identity. Utilizing Freeman’s (2020) evaluation model, the ESA model’s content and design were analyzed. A qualitative case study followed one participant over a year, using written narratives, interviews, and demos. Applying document and thematic analysis, findings showed 93% alignment with Freeman’s knowledge base and identified three key themes: forming personal beliefs, overcoming self-doubt, and developing global citizenship. The study underscores the importance of incorporating intercultural topics, AI, and digital tools into the ESA program, highlighting its value for pre-service teachers, educators, curriculum developers, and researchers in understanding teacher identity.
Innovative Pedagogies and Role of Teachers for Quality Teacher Education in Saudi Arabia
Saudi Arabia’s education sector has experienced substantial growth, with considerable investment and emphasis placed on teacher education. This qualitative research delves into the specific requirements and challenges faced by teachers in Saudi Arabia to underscore the necessity for comprehensive teacher education programs. Until now, Saudi teachers’ colleges trained future school teachers for all school subjects especially English as a second/foreign language. However, there has been a change in teacher education planning and curriculum, and teachers of English (especially for schools) are mostly recruited who have bachelor’s or master’s degrees in English language/literature. Some researchers and educationalists are always of the view that proper pre-service teacher training is required to prepare effective teachers because school teaching lays a solid foundation for future courses and workplaces including English language institutes (for English teachers). Keeping the crucial roles in view, teacher education is expected to train teachers in digital education in augmented or virtual learning environments which emerged as a need in the post-Covid scenario. To cater to such needs, the researcher employed a purposive sampling technique and recruited 20 experienced school teachers and 5 English language instructors (from King Abdulaziz university, Jeddah-Saudi Arabia) who participated in semi-structured interviews. The study unearthed critical insights into teachers’ perspectives, highlighting their needs, experiences, and expectations within the educational landscape. Through thematic analysis, the research identified significant areas for improvement in teacher education initiatives. The outcomes underscore the urgent need for tailored teacher education programs to better equip English teachers, ultimately enhancing the quality of English language instruction in Saudi Arabian schools.
Education As a Reflection of Tradition
The history of Brazil is divided into three periods: colonial (1500-1822), imperial (1822-1889), and republican (1889 to the present). From 2015 at 2024, there have been distinct definitions of what “education” is in Brazil. Therefore, I will examine the concepts of education presented by Dilma Rousseff in her Message to the National Congress (2015), by the National Common Curricular Base – BNCC, (2017), and by Jair Bolsonaro also in the Message to the National Congress (2019), respectively, focusing on the forms of humanist, technicist and elitist education. Having explained the definitions, I present the analysis of two Brazilian “unpublished documents” – a Compendium Philosophicum (1756) and Offended and defended Slavery 1840 – as examples of an education based on innovation and social commitment. From them I point out a critical reading of elitist and technicist forms and advocate for critical and emancipatory education, based on three elements: 1) the need to produce knowledge on a global scale with symmetry, reciprocity and recognition, 2) education thought as an action that transforms the human being, and 3) knowledge and education as the basis for the inclusion and overcoming social inequalities.