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Experiencing unfamiliar environments tends to foster transformative learning. However, limited studies investigate how experiencing contrasting localities fosters transformative learning, such as teaching practice in remote areas by pre-service teachers who are from elsewhere. This study focuses on revealing pre-service teachers' transformative learning experiences during their teaching practice by investigating the changes associated with their teaching practice and how these changes occur. Using semi-structured interviews, we questioned forty-one pre-service primary teachers about their 1-year teaching experiences in remote areas of Indonesia. The findings show that pre-service teachers undergo changes in perspective, which indicate a transformative learning outcome. Three elements of the transformative learning process--disorientation, exploring new roles, and reflection--are also identified in the data. These three elements of the transformative learning process influence pre-service teachers' perspectives. This implies that teaching practice in remote areas stimulates pre-service teachers to experience transformative learning.

To develop citizens' critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.

Teachers have a key role in promoting Critical Thinking (CT). However, research on appropriate teaching methods for developing CT is scarce in primary education. This study investigated how CT can be fostered among pupils based on teachers' perceptions of the characteristics that promote CT and create obstacles in primary schools. We interviewed 21 schoolteachers, from 14 EU nationalities, in three European Schools in Brussels (Belgium). The results provide insights on inquiry teaching approach, flexible and structured learning space, a mutual trust relationship in the classroom environment. This research contributes to inform stakeholders on effective CT teaching methods in primary education.

Research indicated overwhelmingly the desirability of self-regulated learning (SRL) in elementary education and the role of teachers therein. Specifically, revealing correlates of teachers' engagement in SRL classroom activities is desirable. The study's main aim is to identify teacher and school mechanisms that facilitate or impede elementary teachers in introducing SRL practices. Teacher-reported data from 591 teachers were used in a multilevel random-effects model in order to consider the clustered structure of teachers within schools. The model was built in four steps mapping the role of different teacher and school mechanisms. Results indicate teacher-level components to be most important. Teachers' developmental beliefs about education, their orientation towards SRL in elementary education, and the nature of previous experiences with autonomous learning, significantly correlate with teachers' self-reported SRL promotion. However, a small proportion is still related to school differences. Only school policy concerning SRL was identified as a significant correlate of SRL promotion.

While andragogy varies in meaning and practice from one country and context to another, it usually refers to the field of educating or guiding adults. This article reflects on a novel viewpoint and role for andragogy, taking as its starting point the broader European tradition that includes social welfare and community development. Central to its analysis is a new conception of community as moments of community that has been discreetly advanced in anthropological and continental--philosophical sources. It is argued that by contemplating and building on the great relevance of such moments andragogy can be made to play an innovative role in enabling moments of community in organizations, educational systems, neighborhoods, and society in general.

The study's main aim was to explore the role of Facebook class groups, created and managed by high-school students, in facilitating social dynamics and learning experiences. Fourteen Facebook class groups were observed online and students were subsequently questioned through focus-group interviews. Our findings show that Facebook class groups can promote both bonding and learning. Bonding can be enhanced because Facebook class groups foster a sense of solidarity and unity among students. Also, Facebook can stimulate (social) learning because students gain more insights in the subject matter and are challenged to carry out an evaluation of their own study methods and progress. Therefore, drawing on the theories of seamless learning and affinity spaces, we conclude that Facebook class groups are important for social affiliation and effective learning.

This study aims to explore the existence and extent of social media visions, policies and guidelines in high schools in Flanders (Belgium, Europe) and how these policies are embedded in the schools. The research findings are based on qualitative data collected in 47 high schools. Next to an in-depth document analysis of all available school regulations, semi-structured interviews were carried out with school staff appointed to social media affairs. Results show a wide variety of guidelines amongst schools. In addition, schools often experience struggles in determining their position within the social media debate. Defining the school's role in when and how to intervene against the use of and problems with social media appears to be difficult. In conclusion, this study provides input for the design of more coherent school policy decisions facilitative to social media' use and consequently, contributing to the wellbeing of both students and teachers in high schools.

Parents play an important part in adolescents' life and significantly contribute to youngsters' academic success. However, parents' and students' perceptions regarding parental involvement may differ and how these perceptions are related to school achievement and wellbeing have been poorly researched. Therefore, self-report measures assessing students' and parents' perceptions of parental involvement were completed, using a sample of 5003 7th grade students and their parents. The results indicate parallels between parent and student perceptions. However, parents indicate a higher extent of parental involvement compared to students. According to students, parents focus on monitoring grades, whereas parents display the highest scores for interest in school and learning. Parental involvement seems to impact student achievement and wellbeing. Nevertheless, effects are small, and the effects of socio-demographic variables overrule these effects. These results give insight in different perceptions on parental involvement and underpin the importance of middle school students as active participants in learning.

Both parental involvement and self-regulated learning are important predictors of students' study success. However, previous research on self-regulated learning has focused instead on the school environment and has not focused on the home situation. In particular, investigations into the role of parents in self-regulated learning when children enter middle school have been limited. The present study examined the relationship among students' perceptions of parental involvement, their self-regulated learning and school achievement in the first year of middle school. Survey data from 5939 Flemish students were processed using mediation analyses and revealed that students' perceptions of parental involvement in school work was associated with students' self-regulated learning and their school achievement. Moreover, how students perceived parental involvement was associated with students' achievement through the self-regulated learning factors. These results underpin the importance of parents in education at the middle-school age. Schools should be aware of this and enhance parents' educational involvement and the stimulation of self-regulated learning in the home environment.

This study examines the role of social networking sites on the learning processes, teaching practices and professional development of secondary school teachers. By conducting observations and in-depth interviews with active participants, we present an ethnographic study of the "Facebook" group "Teaching ideas secondary education" [author's translation], which is hosted and primarily employed by Flemish teachers. By drawing parallels between the study findings and the theory of "affinity spaces" we aim to gain greater insight into emerging group dynamics and social informal learning processes. According to respondents, the "Facebook" group has the potential to address teachers' needs with respect to the exchange of teaching ideas, experiences and materials. The findings point to a number of emerging developments in the educational landscape, highlighting that social media environments present a new source of inspiration, and combined with a collaborative atmosphere are able to stimulate cross-fertilization, social informal learning processes and self-management and -reflection. We hold these findings up to the light of current education discourses.

Teaching practice in remote areas is beneficial for pre-service teachers' professional development. The geographical structure and society in remote areas provide unique experiences. This study focuses on how teaching practice in remote areas opens up opportunities for transformative learning. Forty-one pre-service primary teachers from three universities participated in semi-structured interviews. The interviews were conducted in retrospect after participants had finished their teaching practice. Results show that PSTs encountered nine types of challenges during teaching practice; parents' low awareness of the importance of their children's education, local teachers' low motivation, limited teaching resources at school, pupils' absenteeism, pupils' poor numeracy and literacy skills, the principal's low responsibility, natural hazard factors, pupils' low ability to understand Indonesian, and local conflicts between different communities. Encountering these nine types of challenges fosters PSTs' disorientation, which might lead to transformative learning. In conclusion, remote areas have potential for transformative learning. [ABSTRACT FROM AUTHOR]

The study aims to investigate the association of learning participation with the quality of life (QoL) in older Chinese adults, verifying how the differing types of learning activity participation may influence their QoL. We conducted two studies to gain a better understanding of learning participation and QoL among adults over 55 years of age. In the first study, we conducted five focus groups among 43 older adults about their understanding of learning benefits and their general well-being. In a second study, we assessed the QoL using the EUROHIS-QOL 8-item index, while learning participation was measured through a questionnaire addressing the frequency of involvement in educational activities among 579 Chinese older adults. The results indicate that being engaged in learning activities in old age has the potential to increase the QoL of older adults. Moreover, in contrast to nonformal learning, the results of the hierarchical linear regression model demonstrate that both informal and formal learning have a significant positive influence on QoL. The paper concludes by discussing the implications for research and practice pertaining to the encouragement of learning participation in later life.

BackgroundMethodResultsConclusionsResearch has acknowledged the potential benefits of art programs in palliative care settings while also highlighting associated concerns due to the extreme vulnerability of clients. To add to existing research, which predominantly focuses on social and healthcare outcomes of art initiatives, this study examines how artists shape their practice in response to the unique challenges of palliative care and client vulnerability.We conducted ethnographic research, observing and conducting in-depth interviews with nine artists working in a Belgian supportive and palliative daycare centre.The findings reveal that the artists prioritise providing meaningful artistic experiences and employ a responsive, improvisational approach, emphasising the principle of negotiation.Working as an artist in palliative care presents both emotional and artistic challenges. Expectations regarding what art can mean in this context must be held in check, all while keeping the repercussions of interventions on clients firmly in focus. [ABSTRACT FROM AUTHOR]

Background and aim: Even though the beneficial effects of elderly learning are widely acknowledged, many older Chinese people are still not involved. This paper aims to examine the barriers that affect the level of educational participation of older adults in China. Methodology: Using a focus group methodology, 43 older participants (aged 55 years and over) were assigned to five focus groups based on gender and (in)activity rate in Xi'an, China. The focus groups were conducted to identify the individual learning experiences including motivation, learning preferences, and, especially, participation barriers between older adults who have already participated in the Universities of the Third Age (U3As) and others who have not. Strategies to overcome or minimize these barriers were also raised in focus group interviews. Results: The results have demonstrated that barriers associated with situational factors were reported the most; informational barriers and dispositional barriers were perceived as the least obstructive. The active group was characterized by a more optimistic mood in dealing with these learning barriers. The study also suggests that the Selective Optimisation with Compensation Model of successful ageing can be useful in explaining older adults' strategy for coping with the barriers. Conclusion: The findings of the study provide policy makers and U3A practitioners an insight into the barriers to educational participation. These findings provide input to develop targeted intervention strategies and tailor-made measures to reduce these constraints and increase participation.

A comprehensive cross-national understanding of the classroom learning environment (CLE) is critical to advancing CLE's development. This study compares the English and Chinese CLE literature to enhance a complete understanding of CLE. We conducted bibliometric analysis on 3,130 English literature from Social Sciences Citation Index (SSCI) and 1,261 Chinese literature from the Chinese Social Sciences Citation Index (CSSCI). The results show that both Chinese and English literature focus on the influence of CLE on students' cognitive and affective learning outcomes and the incorporation of information technology in CLE. The results also reveal the differences between Chinese and English literature from two perspectives: (1) Chinese CLE research mainly focuses on English education, and English CLE research mainly focuses on science education and (2) Chinese CLE research mainly analyzed the pedagogical aspect of CLE, while English CLE research focused on CLE's social and psychological aspects. We also discussed that future research should focus on (1) the balance of analyzing CLE from the perspective of students and other educational stakeholders such as teachers and school leaders, (2) student differences from the pedagogical level, (3) the physical level of CLE, (4) the use of statistical methods such as structural equation modeling that can analyze the mechanisms underlying the effects of CLE on student learning, and (5) the interdisciplinary research on CLE. [ABSTRACT FROM AUTHOR]

Despite a more prominent role of arts education in the school curriculum, artistic creativity does not occur to a great extent in primary school practice. More opportunities for teachers to strengthen their know-how in the field of artistic creativity can therefore be considered important. Arts education projects focus on pupils' development of creativity by means of introducing artists with their divergent working methods into primary schools. Beside fostering pupils' creative openness and skills, arts education organisations aim to transfer artistic enthusiasm to teachers in each project. Collaboration with artists can encourage teachers' artistic creative work. New working methods, techniques or ways of experimenting are more likely to be adopted in daily teaching practice when the project duration consists of several years. However, most projects are short-lived and the means for a long-term project policy are limited. Consequently, results in the area of sustainable outcomes concerning artistic creative work with teachers are limited. To create a long-term view, the availability of financial resources is an important condition in order to realise a mentality change towards artistic creativity in education. Finally, continuing debate with several participants about making artistic creative work sustainable remains necessary.

The present study describes the development and psychometric properties of the Self-Regulated Learning Teacher Belief Scale (SRLTB). The SRLTB is a self-report teacher scale with 10 items assessing teachers' beliefs about introducing self-regulated learning (SRL) in primary education. The process of item and scale development as well as testing and scale refinement procedure is presented. An explorative study (n=399) revealed a one-factor structure representing adherence of teachers for SRL in primary school. Next, Rasch analysis revealed good fit of the scale to the unidimensional continuum model. In a following study (n=553), construct validity of the SRLTB was confirmed. Finally, implications and limitations of the SRLTB for studying SRL are discussed. In general, the SRLTB appears to be a useful instrument for examining teacher beliefs about self-regulated learning practices in primary schools. (Contains 2 figures and 3 tables.)