Publisher: Arizona State University   (Total: 4 journals)   [Sort alphabetically]

Showing 1 - 4 of 4 Journals sorted by number of followers
Current Issues in Education     Open Access   (Followers: 23, SJR: 0.125, CiteScore: 0)
Arizona State Law J.     Free   (Followers: 3)
Artivate : A J. of Entrepreneurship in the Arts     Open Access   (Followers: 3)
Education Review // Reseñas Educativas     Open Access   (Followers: 1)
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Current Issues in Education
Journal Prestige (SJR): 0.125
Number of Followers: 23  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1099-839X
Published by Arizona State University Homepage  [4 journals]
  • "Not motivated but frustrated": Preservice Teachers’ Career Choice
           Motivations and Professional Identity in an African Context

    • Authors: Adaobiagu Obiagu
      Abstract: This study examines preservice teachers’ career choice motivations and professional identity in an African context, Nigeria, using a narrative research method. It draws on the stories of 37 social education preservice teachers at a university in Nigeria about their teacher-becoming trajectory and teaching practice experience to realize its aims. Findings show that in Nigeria, the choice of teaching is highly motivated by fallback higher education programs, extrinsic, and socialization influence factors, while intrinsic, perceived abilities, and altruistic factors are the least motivators. The choice of teaching is influenced by gender in Nigeria, with women’s sociocultural status and traditional gender roles influencing their choice of teaching and intention to remain in the teaching profession. The majority of the preservice teachers (83.78%) have poor and negative teaching professional identities. Also, intrinsic and altruistic motivation factors are associated with positive teacher professional identity in Nigeria. Pre-service teachers’ professional identity develops from social influences, intrinsic perspectives, and their teacher education experiences and institutional factors such as teacher welfare and development policies. The findings provide insights into social education teacher pedagogic and ethics training needs that could, drawing on teacher agency to navigate the structural challenges confronting the education profession in Nigeria, foster preservice teachers’ strong interest in teaching and possibly reduce teacher attrition in developing contexts.
      PubDate: 2023-02-08
      DOI: 10.14507/cie.vol24iss1.2069
      Issue No: Vol. 24, No. 1 (2023)
  • TeleNGAGE: Enhancing Collaboration Between Families and Schools

    • Authors: Katherine Curry, Ed Harris, Jentre Olsen, Younglong Kim, Dominic Egure
      Abstract: Findings in the literature strongly support the importance of family engagement in education. However, effective partnerships between families and schools are rare, especially in ethnically diverse communities where families may lack efficacy or face structural challenges for engagement. Additionally, educator perspectives toward engagement are often framed by White, middle-class paradigms. Educators often fail to acknowledge structural challenges faced by low-income families or the cultural contributions low-income and/or minoritized families can bring. To facilitate engagement between families and schools, a new ECHO® line, TeleNGAGE, was developed at Oklahoma State University, Educational Leadership program. ECHO®, traditionally used in the field of medicine, has utility for professional development for educators because it offers a platform for case-based learning where real problems are addressed in real-time. Additionally, didactic presentations provide professional development for collaborative learning. Through the lens of Communities of Practice (CoP), this qualitative case study explores how relationships between families and schools changed as a result of participation in TeleNGAGE. Tenets of CoP, negotiated meaning, mutual engagement, and a shared repertoire, support a collaborative approach to addressing complex problems. Findings suggest that a CoP has emerged through TeleNGAGE and has resulted in changes in perspectives across families and educational leaders about “what it means to be engaged,” enhanced family efficacy for engagement, and changes in engagement practice as family voice has expanded through sharing of concerns/perspectives. These findings have important implications for equitable engagement in a convenient, cost-free environment where educators and families can communicate and develop mutually supportive understandings and practices.
      PubDate: 2023-02-08
      DOI: 10.14507/cie.vol24iss1.2089
      Issue No: Vol. 24, No. 1 (2023)
  • Complementary Medicine in the Classroom: Is it Science'

    • Authors: Frank Trocco
      Abstract: This academic essay provides a strategy for teaching complementary and alternative medicine (CAM) in the classroom, a subject typically critiqued as unconventional and non-scientific. It demonstrates how students can enhance their critically reflective skills by examining polarizing and controversial medical topics, which are often considered by conventional doctors and researchers to be on the fringes of credible Western medicine. Included are examples of hands-on CAM experiments that can easily be incorporated in the classroom. It demonstrates how, by using an inquiry-based constructivist pedagogy, examining controversial and sometimes pseudoscientific ideas deepens learning.
      PubDate: 2023-02-08
      DOI: 10.14507/cie.vol24iss1.2093
      Issue No: Vol. 24, No. 1 (2023)
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