One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. (...) Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training of new recruits (...) to other professions. (shrink)

The aim of the article is the analysis of the principle of fair play which co-creates an axiological basis of contemporary sport as well as its basic moral category. The constituents of fair play are, first of all, responsibility and justice. Both values are central values, connected with each other, and also closely connected with other values inscribed in fair play, e.g. respect, solidarity, care or honesty. The conducted analysis shows that the rules of fair play connected with formal responsibility (...) and justice, i.e. following the rules and caring for the integrity of sport, are constituent for both sport and esports, whereas the rules of fair play connected with acting responsibly, i.e. respect and avoiding victory at all costs, are hard to realise in esports. It results from the fact that contact between the players is digitally mediated. Hence, apart from gestures and verbal communication, display of respect towards a player during a game is impeded, as is still more a spontaneous reaction to his or her being hurt. Also, avoiding winning at all costs is impeded in esports, as activities directed at obtaining victory are built into the content of the game and therefore should be carried out in accordance with the regulations, from the technical and tactical side and according to the possessed skills. However, it is possible to stop the game when the connection with the other player is suddenly interrupted. From a fair-play perspective also the content of some games employed in esports is questionable, as it assumes contesting moral rules, which in turn is at variance with the realisation of integrative, educational and formative functions of esports in society. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own (...) aims and methodology. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Background: Ascertaining the relationship between ethical ideology, moral judgment, and ethical decision among academic nurse educators at work appears to be a challenge particularly in situations when they are faced with a need to solve an ethical problem and make a moral decision. Purpose: This study aims to investigate the relationship between ethical ideology, moral judgment, and ethical decision as perceived by academic nurse educators. Methods: A descriptive correlational research design was conducted at Faculty of Nursing, Alexandria University. (...) All academic nurse educators were included in the study (N = 220). Ethical Position Questionnaire and Questionnaire of Moral Judgment and Ethical Decisions were proved reliable to measure study variables. Ethical considerations: Approval was obtained from Ethics Committee at Faculty of Nursing, Alexandria University. Privacy and confidentiality of data were maintained and assured by obtaining subjects’ informed consent. Findings: This study reveals a significant positive moderate correlation between idealism construct of ethical ideology and moral judgment in terms of recognition of the behavior as an ethical issue and the magnitude of emotional consequences of the ethical situation (p < 0.001; p = 0.031) respectively. Also, there is a positive significant moderate correlation between relativism construct of ethical ideology and overall moral judgment (p = 0.010). Approximately 3.5% of the explained variance of overall moral judgment is predicted by idealism together with relativism. Discussion: The findings suggest that variations in ethical position and ideology are associated with moral judgment and ethical decision. Conclusion: Organizations of academic nursing education should provide a supportive work environment to help their academic staff to develop their self-awareness and knowledge of their ethical position and promoting their ethical ideologies and, in turn, enhance their moral judgment as well as develop ethical reasoning and decision-making capability of nursing students. More emphasis in nursing curricula is needed on ethical concepts for developing nursing competencies. (shrink)

To help academic associations in management develop, refine, and implement a code of ethics, we conducted a survey of management educators’ perception of the ethicality of 142 specific behaviors in teaching, research, and service. The results of the survey could be used to inform ethics committees of these associations regarding the level of acceptability of such conduct. The potential value of our study for the Academy of Management or similar management associations lie in our (1) systematically involving the members (...) in building support for the code of ethics, (2) assessing members’ ethical judgments on both cross-sectional and longitudinal bases so as to identify areas needing particular attention in ethical training, (3) providing an extensive list of specific examples of questionable and potentially unethical behaviors so as to make it easier to implement the code, and (4) providing a template survey document for potential use in involving more stakeholder groups in the development of codes of ethics. (shrink)

Background and purpose Educators’ ethical competence is of crucial importance for developing students’ ethical thinking. Previous studies describe educators’ ethical codes and principles. This article aims to widen the understanding of health- and social care educators’ ethical competence in relation to core values and ethos. Theoretical background and key concepts The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods Data material was collected from nine educational units for (...) healthcare and social service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion Educators’ personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators’ training regarding ethical competence. (shrink)

Purpose Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this study aims to explore the factors influencing educators’ acceptance and utilization of chat generative pretrained transformer (ChatGPT) in the context of higher educational institutions. This study additionally examines the moderating influence of trust on the association between intention and adoption of ChatGPT. Design/methodology/approach A structured questionnaire was disseminated to 1,214 educators following the purposive sampling method. The hypothesized relationships between the extended UTAUT model (...) constructs and ChatGPT adoption were examined using structural equation modeling. Findings The results of this study indicate positive impact of ChatGPT adoption and its use behavior (UB) among educators. Performance expectancy, effort expectancy, hedonic motivation, facilitating conditions and habit have a positive impact on behavior intention to use this tool among educators in higher education institutions, However, the educators intend to use ChatGPT in a personal capacity and are negatively influenced by the social groups. Moreover, behavior intention to adopt ChatGPT has a larger effect on the UB due to the higher involvement of trust. Practical implications This research adds to the literature on technology adoption by emphasizing the significance of trust in the adoption of emerging technologies, such as big language models. This study’s findings have implications for ChatGPT technology developers, legislators and academics considering the implementation of ChatGPT for teaching and research. Originality/value This research investigates ChatGPT adoption among higher education educators using the UTAUT model. It emphasizes the role of trust in adoption, highlights key adoption factors and reveals a paradox: educators are personally inclined to use ChatGPT but hesitant due to negative social influence. This study's novelty lies in its focus on trust and its implications for developers, legislators and educators, offering valuable insights for integrating ChatGPT in education. (shrink)

The purpose of this study was to establish the personal impact that managing sexually abused learners had on primary school educators working in an East London (South Africa) community. In addition, the researchers sought to establish what support these educators felt they needed in order to help alleviate the personal impact that managing sexually abused learners might have on them.A phenomenological approach was employed to address the research questions. Using availability-sampling methods, four educators from a local primary (...) school were interviewed and the data systematically analysed in accordance with Morrisette’s (1999) seven–step procedural model.The present study confirmed the finding of Skinner (1999) and Mzamo (2003) that managing cases of sexually abused learners had a profound personal effect on the participants. What was most commonly felt was a sense of frustration with the justice system, as well as a sense of personal responsibility. In addition, the participants felt that they needed support structures to assist them in managing sexual abuse cases in the school. In particular, they felt that they needed a forum where they could share their own experiences and feelings, as well as receive guidance on how to deal with problems in their class. A need for more support from professional psychologists was also expressed, as well as a need for counselling skills training and general training in the area of child sexual abuse. It is hoped that these findings will prove useful in providing guidelines for the development of appropriate support structures for educators managing cases of child sexual abuse in South African schools. More research on the subject needs to be conducted within South Africa, however, in order to ensure that the support structures implemented address context-specific needs. (shrink)

For many countries instrumental music tuition in secondary schools is a ubiquitous event that provides situated and personalized instruction in the learning of an instrument. Opportunities and methods through which teachers operate during the COVID-19 outbreak challenged music educators as to how they taught, engaged, and interacted with students across online platforms, with alarm over aerosol dispersement a major factor in maintaining online instrumental music tuition even as students returned to “normal” face to face classes. This qualitative study investigated (...) the practices employed by instrumental music educators in secondary schools in Melbourne, Australia, analyzing teacher perspectives to music tuition amidst the restriction of interaction with students remotely via online means. Thematic analysis of the interview transcripts revealed music educational approaches that fostered connection, empathy and receptiveness to relationship-building, guiding students in slower and deeper learner-centered approaches, asserting pedagogical practices that reinforced and promoted interpersonal connectedness in and through musical experience and discovery. These findings provide a framework for how music educators can facilitate connection, motivation and student autonomy generating personal meaning and commitment to music making and the learning relationship, which can translate to significant student learning and value in the learning music. Exploring teachers’ pedagogical practices and behaviors within this dyadic teacher-student relationship is a significant addition to the literature, enabling the consideration of the type of connective behaviors required to stimulate and develop long-term interest in music. (shrink)

The ideological interface between Muslims and liberal educators undoubtedly is strained in the realm of sex education, and perhaps on no topic more so than homosexuality. Some argue that schools should not try to ‘undermine the faith’ of Muslims, who object to teaching homosexuality as an ‘acceptable alternative lifestyle’. In this article, I will argue against this monolithic presentation of Islam. Furthermore, I will argue that a narrow view of Islam is neglectful of gay and lesbian Muslims who are (...) particularly vulnerable to the unrepentant hostilities of their own communities. (shrink)

This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored (...) in local epistemologies and sensibilities, (b) foreground educators’ epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators’ reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of Islamic ethics and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators’ attempts at making use of Islamic ethics including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course’s orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education. (shrink)

Global citizenship education (GCE) encounters epistemic barriers in curriculum localisation, which, from a semiotic perspective, are related to educators’ subjectivation process. By choosing a Chinese case based on six secondary schools on the east coast of China, this paper builds on previous efforts to investigate how principals’ (n = 6) and teachers’ (n = 10) subjectivation process could influence their comprehension of the concept of GCE. The focus of this paper is on distinguishing the subjectivities in participants’ interviews that (...) related to their perceptions and planning of the curriculum. The findings of the study included qualitative feedback, which was later categorised into three themes: the communitarian subjectivity, the hybrid subjectivity and the assimilated subjectivity. The three forms of subjectivity exposed the vulnerability inherent in participants’ efforts to localize GCE. This study demonstrated a specific epistemic condition that challenges the prevailing discourse, suggesting that defending traditional culture does not always serve the purpose of promoting cultural diversity on a global scale. (shrink)

Is philosophy of benefit to educators? It is argued here that philosophy can be of great practical value to anyone quite apart from its intrinsic interest. Many examples are subsequently deployed to show how the ways in which philosophy is generally useful can translate into tangible benefits for teachers, administrators, and others who work in the field of education.

Educators studied are: Francis Parker, John Dewey, Rudolf Steiner, Hugh Mearns, and Laura Zirbes.

The main goal of this article is to explain the transdisciplinary training model developed at the National University of Education in Ecuador, based on the ancestral worldviews of Buen Vivir. Good Living is a philosophical and political concept of the Kichwa indigenous peoples in the Andean Region, where human beings are interconnected with planet Earth and the whole cosmos. In 2008, Ecuador became the first country in the world to recognize the Rights of Nature in its Constitution, in order to (...) face climate change and to restore the ecological footprint. This article first unifies scientific knowledge with ancestral wisdom, creating an inter-epistemological dialogue using a transdisciplinary approach. Second, the article explores the epistemological notions of transdisciplinary education: self-training, hetero-training, eco-training, and onto-training. Third, the article argues that as a result, Educational Sciences of Good Living emerged to design regenerative cultures that face socio-ecological challenges of the Anthropocene age. In sum, the article argues that training transdisciplinary educators implies an intercultural, decolonial, and biocentric approach that promotes their inner spiritual self-awareness, among other perceptive, affective, emotional, rhetorical, poetic, epistemic, creative, artistic, cognitive, and philosophical dimensions. (shrink)

In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday (...) experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: Alignment Slaves; Audit Puppets; Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education. (shrink)