Publisher: Hipatia Press   (Total: 13 journals)   [Sort by number of followers]

Showing 1 - 13 of 13 Journals sorted alphabetically
BR::AC - Barcelona, Research, Art, Creation     Open Access   (Followers: 4)
C&SC - Communication & Social Change     Open Access   (Followers: 7)
G√ČNEROS - Multidisciplinary J. of Gender Studies     Open Access   (Followers: 4)
HSE - Social and Education History     Open Access   (Followers: 1, SJR: 0.102, CiteScore: 0)
IJEM - Intl. J. of Educational Leadership and Management     Open Access   (Followers: 13)
Intl. and Multidisciplinary J. of Social Sciences     Open Access   (Followers: 1)
Intl. J. of Educational Psychology     Open Access   (Followers: 18)
Intl. J. of Sociology of Education     Open Access   (Followers: 10)
Masculinities & Social Change     Open Access   (Followers: 5, SJR: 0.226, CiteScore: 1)
Multidisciplinary J. of Educational Research     Open Access   (Followers: 3)
Qualitative Research in Education     Open Access   (Followers: 11)
RASP - Research on Ageing and Social Policy     Open Access   (Followers: 4)
REDIMAT : J. of Research in Mathematics Education     Open Access   (Followers: 6)
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Qualitative Research in Education
Number of Followers: 11  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2014-6418
Published by Hipatia Press Homepage  [13 journals]
  • Problems and Challenges for the Ideal Teacher of the 21st Century: A
           Grounded Theory Model

    • Authors: Ana Isabel Ponce Gea, María Luisa Rico Gómez
      Pages: 01 - 28
      Abstract: The objective of this work is to configure a model of difficulties and proposals to put into practice the conceptualization of the ideal teacher from the perspective of the teachers. The identity of the teacher is configured through subjective perceptions verbalized in the analytical discourse of the teacher, which relate the professional and personal dimension to the context in which it is circumscribed. Grounded Theory is chosen as the method, and the discussion group as a technique, consisting of 10 participants of different profiles in the educational field: initial training, final training, teacher looking for a job, new teacher, experienced teacher and trainer of prospective teachers. The "Model of difficulties and proposals for the materialization of the teaching ideal" has been specified in the supracategories "Problems for materialization" and "Proposals for materialization" in relation to the following dimensions: student profile, training and access, motivations, organizational and curricular framework and teaching practice. The results show that the paradigm in which the resulting model is inserted is in line with the socio-constructivist approach, as well as the need for a multifocal reflective pedagogical practice, centered on the social and cooperative learning environment.
      PubDate: 2022-02-28
      DOI: 10.17583/qre.8865
      Issue No: Vol. 11, No. 1 (2022)
       
  • Writing Retreats Responding to the Needs of Doctoral Candidates Through
           Engagement with Academic Writing

    • Authors: Émilie Tremblay-Wragg, Cynthia Vincent, Sara Mathieu-C., Christelle Lison, Annabelle Ponsin, Catherine Déri
      Pages: 29 - 57
      Abstract: During dissertation writing, PhD candidates face challenges engaging with academic writing, among other things, which leads to their participation in writing retreats with their peers. Developing a better understanding of PhD candidates’ needs to optimize engagement with writing is important for improving the overall doctoral experience and reduce attrition. We then conducted a qualitative longitudinal experimental study with PhD candidates from Canadian universities: 15 respondents who participated in a writing retreat and 15 respondents who never participated in such event. Based on our findings, this article presents a complementary perspective to the theoretical model of engagement with writing by Murray (2015). Thereon, we expand on the intersectionality of components (cognitive, physical, social) to illustrate the influence of structured writing activities. These intersections highlight the benefits of writing retreats to answer the needs of PhD candidates to engage with writing: planning dedicated writing periods, implementing effective work methods in environments enabling concentration, and engaging with collective writing activities. By way of supplementing the most recent literature on the subject, we suggest that the participation in structured writing retreats serves as a pedagogical benchmark for graduate programs to offer students comparable conditions in support of their writing requirements to enhance academic success.
      PubDate: 2022-02-28
      DOI: 10.17583/qre.9195
      Issue No: Vol. 11, No. 1 (2022)
       
  • Influence of the Six-Phase Program on L2 Motivational Self System of
           Immigrants

    • Authors: Elenisse Mamani Morón, Michael White
      Pages: 58 - 88
      Abstract: Massive migratory movements have generated great concern regarding the social integration of migrants, both in the countries of origin and destination. Since learning the host language is the main element of inclusion and social cohesion, the fundamental role of motivation as an active part of the process and optimal learning outcome cannot be underestimated. Therefore, the present study draws on Dörnyei's L2 Motivational Self System (L2MSS) to explore the motivational experience of ten professional migrants learning the local language of their new communities through Thomson's Six-Phase Program (SPP). The qualitative analysis of interview responses using the WebQDA platform showed that the SPP methodology provides a favorable context for the L2 learning experience and that both ideal L2 self and ought-to L2 self are not mutually exclusive. The practical and possible goals of the SPP sustain their motivation, and it is their progress which incentivizes them to reduce the gap between their present self and their future self.
      PubDate: 2022-02-28
      DOI: 10.17583/qre.9583
      Issue No: Vol. 11, No. 1 (2022)
       
  • Social Media-Based Professional Learning: What Are Teachers Doing in
           It'

    • Authors: Wawan Krismanto, Punaji Setyosari, Dedi Kuswandi, Henry Praherdhiono
      Pages: 89 - 116
      Abstract: The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement the research data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research.
      PubDate: 2022-02-28
      DOI: 10.17583/qre.9698
      Issue No: Vol. 11, No. 1 (2022)
       
  • Reviewers 2021

    • Authors: Qualitative Research in Education
      Pages: 117 - 117
      PubDate: 2022-02-28
      DOI: 10.17583/qre.10031
      Issue No: Vol. 11, No. 1 (2022)
       
 
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