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With increasing use of storytelling and narrative media for teaching and participatory research, how media potentially reinforces or exacerbates existing social-inequalities may be considered. This paper builds upon the theories of Paulo Freire, bell hooks, and Tracey Nicholls to construct a set of seven inquiries for disentangling social-justice ideologies in media. Media can take diverse narrative formats both cultural and scholarly—to encompass cinema, drama-series, animations, serious games, graphic novels, medical humanities, and oral histories. Researchers and research-trainees—including students in higher education—may thus see increased opportunities for creative practice, through which media becomes a vehicle to achieve positive social outcomes. For individuals intending to extend these outcomes to diverse marginalized communities, the proposed methodology highlights how media (1) often does not present a singular idea or message, and that (2) ideologies relating to social justice may be implied regardless of original creative intent. The multifaceted nature of social justice suggests that a single piece of media may influence audience beliefs on issues such as sexism; racism; ableism; classism; colonialism via both intentional and inadvertent narrative elements. Inquiries collated in this methodology may help expand creative and media practice in research settings, towards promotion of social justice outcomes. [ABSTRACT FROM AUTHOR]

This paper argues for an educational approach that merges the epistemic openness of education from public research universities with the applied focus of closed professional intelligence education in colleges. Following a comprehensive review of existing literature on educational practices, we propose a new educational model that focuses on root values and root skills. This proposed paradigm emphasises the importance of STEM, both metaphorically and as an acronym, promoting an educational trajectory that prioritises adaptability, applicability and epistemic openness. We further argue that such an approach not only enhances educational outcomes by leveraging the strengths of intelligence education in both open and closed settings but also addresses the evolving needs of a broadening intelligence community in a rapidly changing information environment. Lastly, the paper highlights the risks associated with esoteric, closed intelligence education systems. That is, their potential to foster environments that are disconnected from an open society. By advocating for a more open model of intelligence education, the paper overarchingly argues that such openness would not only give learners valuable skills but would also contribute positively to global security dynamics by further fostering international cooperation and understanding. [ABSTRACT FROM AUTHOR]

In the process of education management, professor principals not only need educational theories to guide the school management and strengthen teachers' study of educational theories to promote the scientificization of education, but also need the theoretical study to solve practical problems. Meanwhile, the application of theories needs to flexibly adapt to local conditions. Primary and secondary school teachers are all intellectuals, so professor principals should take humanistic care of them, which is also the common value of modern educational theories. Meanwhile, they should pay great attention to the construction of management system, setting the bottom line for humanistic management. Putting students' development at the core of the school is the fundamental idea of modern education and also what a school's culture pursues. Professor principals should create a student-centered management culture and reflect the subjectivity and education of student management. Running a school requires maintaining the original heart of education, firming the educational stance, highlighting the educational rationality as management spirit. However, school is an organic part of society. Professor principals also need to coordinate various relations and strive for support from all aspects of society, which is an indispensable measure to run a good school too. [ABSTRACT FROM AUTHOR]

This paper introduces the symposium on Spinoza on perfectionism and education. It frames the key issue of Spinoza's perfectionism in terms of a perennial educational problem and introduces the different contributions to this special issue, where Steven Nadler's main paper is followed by a series of full paper responses by a group of Spinoza scholars and educational theorists. To round off the special issue, Nadler comments on the responses to his main paper. [ABSTRACT FROM AUTHOR]

This paper considers the consequences of 'The Death of the Author', a short essay by Roland Barthes, for educational thought. Seeking to avoid a co-option of Barthes to the work of educational redemption, Barthes' essay is considered in terms of its more disturbing implications. In particular, the parallel question of 'The Death of the Teacher' is entertained. Here the Teacher is treated as an organising ideal, which, like Nietzsche's 'death of God', is able to die insofar as it ceases to organise and give sustenance to actors who might otherwise depend upon its sanctioning authority. This possibility is considered alongside that of the peculiar afterlife experienced by the teacher as actor, the teacher who speaks but can no longer draw resource or security from the kind of respect that the profession might feel it is still owed. [ABSTRACT FROM AUTHOR]

Higher education institutions must prepare students for success in the dynamic knowledge economy by providing a high-quality educational experience. As the world and our understanding of learning processes continually evolve, educators face the challenge of developing innovative strategies to engage and motivate students in their own learning. Scholarly literature advocates a shift away from traditional educational methods towards personalised, collaborative, and contextualised education. This transformation can be understood through the lens of Dilemma Theory, which reveals that current educational approaches predominantly align with Western cultural values. The suppression of opposing values has created a need for approaches that reflect a broader spectrum of values. It is important to recognise that navigating value conflicts is integral to creative endeavours and resolving these conflicts enables progress towards successful outcomes. This article is written to help educational leaders, policy makers, teachers, and administrators seeking successful and sustainable educational change in their institutions. [ABSTRACT FROM AUTHOR]

The aim of this theoretically oriented article is to promote the educational role and purpose of academic development in higher education by suggesting a holistic framework and theoretical articulation for university pedagogy. By discussing links between university pedagogy, academic development, and broader views of university education, our framework clarifies the concept of university pedagogy in the Nordic countries. The framework encompasses four themes: (1) the relationship between educational theory and pedagogical practice; (2) the interplay between knowledge and the curriculum; (3) the university as an organization and social institution; and (4) the agency in and of academic communities. We argue that university pedagogy operating within this framework has the potential to strengthen the scholarly foundations of the development of university education. The framework can enhance critical public discourse on the purpose of university education. [ABSTRACT FROM AUTHOR]

This article explores the significance of educational theory in student teachers' reflections on former compulsory school experiences. The student teachers participating in this study were given a two-part assignment: (1) to create a digital pictorial narrative about one of their former teachers, (2) to write an academic text based on their narratives. We ask what kind of shifts can be observed in student teachers' reflections when they reflect on their prior experiences from compulsory school alone as opposed to reflecting on their prior experiences in light of educational theory. The student teachers' language in the two texts was significantly different, and we found it valuable to use Vygotsky's theory of language and thinking in the analysis. The text highlights two findings: when utilising educational theory, the student teachers' focus shifted (1) from the teacher's traits to the teacher's actions and (2) from the pupil's perspective to the teacher's perspective. [ABSTRACT FROM AUTHOR]

This case study uses qualitative data generated over three years to explore how a Chinese expert teacher constructs her personal practical theory (PPT) about teaching. The data analysis showed that the teacher successfully constructed a personally relevant, institutionally expected, and socio-culturally embedded PPT that manifested her teaching beliefs. The teacher constructed the PPT through five essential and interrelated steps: (a) identifying effective teaching practice; (b) crystalising a core concept from effective teaching; (c) proposing theoretical tenets around the core concept; (d) configuring the theoretical tenets into a preliminary PPT; (e) refining the PPT in relevant communities. The theory construction experience deepened the teacher's understanding of teaching and enhanced her confidence in engaging with educational theories and university-based scholars. However, the teacher's lack of knowledge about educational theories and hands-on tools for theory construction posed significant challenges to the teacher. This study generates new empirical evidence and conceptual insights into teacher theory construction, enriching international discussions on the theory-practice gap in education. The research findings also suggest practical implications for frontline teachers, facilitating their engagement with theories to close the theory-practice divide in their situated contexts. [ABSTRACT FROM AUTHOR]

Introduction Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula. Methods A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2–6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022–2024). Responses were analyzed by paired t test. Results Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8–5.0 on a 5-point Likert scale [1 = strongly disagree, 5 = strongly agree]). Postworkshop scores improved significantly for all five attitudinal questions, including “I can apply instructional design theory when teaching procedural skills” (pre: 2.2 vs. post: 4.3 on a 5-point scale, p < .01). The number of participants correctly answering the knowledge-based questions also increased following the workshop. Discussion A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants’ attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.

Introduction. One of the central problems of training a foreign language teacher within the framework of a continuous development program “Teacher” in the field of “Theory and Methodology of Teaching Foreign Languages and Cultures” is the content of the education process. The focus is on the determination of the place of the theory of upbringing and learning in the structure of the educational program and its role in the professional pedagogical consciousness formation of the graduate. To solve this problem it is necessary to draw an eventual line between “The Theory of Education and Training” and “Pedagogy and Psychology” as the courses forming pedagogical competences, but at the same time performing different functions in the educational process.Goal. The article aims to study inseparability and continuity of the courses in forming theoretical and practical skills of a foreign language teacher.Materials and methods. The fundamental method of the study is the analysis of psychological, pedagogical and methodological literature, in which the main stages of professional training of a teacher are considered, the terminological base is presented. Generalization of the results of pedagogical experience within the framework of work in the university and participation as experts in various competitions of pedagogical excellence is also of practical importance.Results and discussion. The conducted research has shown that the process of professional pedagogical competences formation of a teacher implies an inseparable connection and continuity between the courses “Theory of Education and Training” and “Pedagogy and Psychology”. These courses are complementary in the educational process, forming theoretical and practical skills of students of the program. It is advisable to include thematic sections of the discipline “Theory of Education and Training” in the curriculum of the additional educational program after studying the theoretical foundations of pedagogy and psychology, mastering the terminological basis of the discipline, its principles and methods. Such educational process design will allow to form not only professional pedagogical competences of the future teacher of a foreign language, capable of carrying out scientific research in the field of pedagogy and methodology of teaching foreign languages at different levels, but also prepare them for the role of a class tutor.Conclusion. The results of the study can be used in the process of optimizing both basic professional training programs and continuous development programs for training foreign language teachers in higher education. Special importance should be given to the construction of educational trajectory based on the principle of continuity of education.

The presented data examines the association between various survey aspects related to the Pedagogy Paradox and the number of respondents across distinct types of educational institutions, including private schools, public schools, higher institutions, and NGO schools. Each survey aspect is evaluated for its perceived significance within these institutional settings, shedding light on the nuanced perspectives and practices surrounding the Pedagogy Paradox. Notably, the table illustrates varying levels of respondent engagement across different aspects, suggesting differential emphasis and priorities among educational institutions. For instance, private schools demonstrate a higher inclination towards inclusive policies compared to public schools, reflecting potential differences in organizational ethos and objectives. Additionally, the chi-square values and p-values underscore the strength and significance of associations between survey aspects and types of educational institutions. Higher chi-square values and lower p-values indicate stronger and more significant associations, highlighting key areas of concern or alignment across educational settings. This analysis provides valuable insights into the complex interplay between educational theory, legal realities, and institutional contexts, emphasizing the need for tailored strategies and policies to address the Pedagogy Paradox effectively. Further research and policy interventions are warranted to explore and address the underlying factors driving these variations and to foster more equitable and inclusive educational practices across diverse institutional landscapes. [ABSTRACT FROM AUTHOR]

This article presents metatheoretical analyses. Their subject is educational theory, while the aim is to formulate descriptive metatheoretical remarks on selected aspects of the functioning of educational theory as a sub-discipline of pedagogical science. To that end, the article provides terminological, definitional, historical and functional considerations regarding the metatheory and theory of education. In particular, it addresses the difficulties in defining educational theory, its normative and descriptive character and its dependence on worldview and ideological factors. [ABSTRACT FROM AUTHOR]

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Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Between the two World Wars, the Amsterdam physicist Philipp Abraham Kohnstamm (1875-1951) became one of the founders of Dutch academic pedagogy. In the theory developed by Kohnstamm in the 1920s, the war played a significant role in the background. Kohnstamm's philosophy of person-alism was intended as a defense against fascist tendencies towards Gleichschaltung and dictatorship. With his educational ideas, Kohn-stamm wanted to strenghten democratic citizenship and the emancipation of the lower classes. In the 1930s, Kohnstamm entered into a debate with National Socialism and emerged as a principled proponent of democracy and democratic education. As a German and Jew of origin, who later became Dutch and Christian, the rise of National Socialism strongly influenced Kohnstamm and it caused that he only finished three of the seven planned volumes of his magnum opus. In this paper, in which Kohnstamm's resistance against war and dictatorship is further elaborated, the Dutch scholar is presented as a case of educational studies in wartime. [ABSTRACT FROM AUTHOR]

This article examines three films that comment on public education in Germany. Berlin Rebel High School (Alexander Kleider, 2016), Die Kinder der Utopie (Hubertus Siegert, 2019), and Herr Bachmann und seine Klasse (Maria Speth, 2021) are German documentaries that present a critique of the current educational system and, at the same time, allow glimpses into classrooms that offer alternative educational models. All three films align themselves with the educational theories of utopian, radical, or critical pedagogies and embrace an approach to education that rejects the definition of a static end goal and emphasizes the unfinished, continuous nature of pedagogical practice. In the films' examples, education's utopian dimension resides in the process of striving for positive change, in the critical analysis of the present and the purposeful and collaborative action of learners and educators to change it for the better. The analysis of the formal, narrative, and paratextual strategies of the documentaries shows that critical hope is generated by the films on two levels, first, through the portrayal of concrete examples of alternative pedagogical practices and, second, through the films' participation in the educational process. [ABSTRACT FROM AUTHOR]

One vital constant in pedagogical narratives is the link between children's play and education. Study of their relationship from a philosophical perspective is marked by paradoxes and tensions that have often raised the implementation of their use in educational practice in differing and even opposing ways. This article seeks to set out new ways of interpreting the relationship between play and education from a conciliatory approach. This relationship is explored from the works of three contemporaneous pragmatist thinkers of the late nineteenth: Jane Addams, John Dewey, and George Mead. The results suggest that the possibility of a relationship between children's play and education is not so much found in the development of potentially educational materials, an extraordinary teaching method, or strictly teaching the curriculum. Rather, the significant contribution is concentrated in the conviction that play could be crucial for the cultivation of democracy. Pragmatists such as Addams and Dewey relied on the aesthetic experience of play as one of the most powerful possibilities for not only keeping democracy alive but also cultivating a cosmopolitan citizenship. [ABSTRACT FROM AUTHOR]

With the rapid development of network technology, online recruitment and job hunting have become an important way of job hunting at present, but job seekers spend a lot of time looking for suitable positions in the face of massive job information. Traditional artificial selection of job information is difficult to solve the problem of job seekers finding suitable positions quickly and accurately. This article is based on ant colony algorithm for visual analysis and personalized recommendation of job information. Through visual analysis of massive job information on the network, personalized recommendations are made based on job seekers' professional, skill, behavior, and other information. A visual analysis and personalized recommendation system for job information is established, and recommendation accuracy, efficiency, and recall rate are evaluated and analyzed using recommendation theory, realize comprehensive evaluation of information visualization analysis and personalized recommendation quality of position information based on ant colony algorithm. Compared with artificial selection of position information, it is fast and highly matched. [ABSTRACT FROM AUTHOR]

Educational theorizing makes use of various tools and perspectives to understand how differentiation processes in education have emerged as responses to socio-historical developments. Drawing on a systematic literature review, this article finds that educational research has framed these responses in five different ways: as structural-functional response; communicative response; cultural-historical response; hegemonic response; and as a response to capability development. Scrutinizing these scholarly understandings of differentiation from a meta-theoretical perspective, the article investigates, firstly, the kinds of knowledge generated within each approach; secondly, how researchers and researched subjects—differentiating agents and differentiated patients—are positioned relative to one another; and thirdly, how these approaches contribute to thinking about inclusion and exclusion in education. Drawing on insights from the author's fieldwork in multi-ethnic Southwest China, each of these five theoretical conceptualizations are interrogated with respect to their potential to accommodate conceptions of individual or collective agency. [ABSTRACT FROM AUTHOR]

This is a theoretical essay that seeks to be of value to English teachers who want to understand their oft-reported experience of feeling stuck in an over-systematised professional environment. The premise is that if one can understand the abstract nature of systems, and then of over-systematisation and its impacts, one can more readily read the specific details of one's context and take informed steps to resist or lessen over-systematisation as locally experienced. The essay takes as its starting point Clifford Siskin's thesis of the rise of system as essential to the Enlightenment and thus western modernity and understands the excessive proliferation of system within education ('SysEd') as a phenomenon closely related to neoliberalism. The discussion draws on Bernard Stiegler's antithetical pairing of stupidity and knowledge, and Thomas J. Sergiovanni's pragmatic sense of 'lifeworld' and 'systemsworld' in schools. The concluding claim – drawing on Peter Medway's account of subject English's disciplinary distinctiveness and its attunement to core Enlightenment values – is that English offers the best disciplinary mode we have for resisting and ameliorating the negative effects of SysEd. [ABSTRACT FROM AUTHOR]

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Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The ideal of theoretical integration in motivational approaches to education is worthy, but in this commentary, I raise some (semi)contrarian concerns about both the meaning of theoretical integration and how that occurs. Integration is more than an aggregation or combination of measures but rather involves synthesis into a framework with theoretic and meta-theoretic integrity. Across disciplines and fields of inquiry, the development of science largely happens within theories and at their boundaries. Integration in practice (e.g., interventions) raises different issues, mainly concerning the coordination of elements that may address different classroom issues, and therefore can stem from multiple models and theories. I also describe the common direction and progress of motivational psychology over the past several decades, albeit with some “jingle –jangle” trends muddying our conceptual waters. Yet contrary to the view that it is our multiple perspectives that confuse teachers, I argue that confusion more centrally lies in the wide gap between our generally student-centered theories and public policies and institutional norms that hinder their implementation and their integration into practice. [ABSTRACT FROM AUTHOR]

The level of online learner involvement has a significant impact on the effectiveness and quality of higher education. Online learner engagement, however, is also a complicated, multifaceted idea that has developed through time and been defined and assessed in various ways by various academics and practitioners. In this paper, we aim to provide a comprehensive overview of the theoretical and practical aspects of online learner engagement in higher education. In Part 1, we trace the historical development of the concept of learner engagement from the 19th to the 21st centuries, and examine its current understanding and challenges. We also review some of the most prominent frameworks and models that have been proposed to conceptualize, design, implement, and evaluate online learner engagement. Later, in Part 2, we present some of the best practices and strategies that have been proven to enhance online learner engagement in various disciplines and contexts. We also discuss some of the emerging trends and future directions for research and practice in this field. We hope that this paper will serve as a useful resource for educators, researchers, and policymakers who are interested in improving online learner engagement in higher education.

This study is the first to apply the theoretical principles of Malcolm Knowles’ theory of andragogy to evaluate data collected from learners who participated in team science training workshops in a biomedical research setting. Briefly, andragogy includes six principles: the learner’s self-concept, the role of experience, readiness to learn, orientation to learning, the learner’s need to know, and intrinsic motivation. Using an embedded study design, the primary focus was on qualitative data, with quantitative data complementing the qualitative findings. The deductive analysis demonstrated that approximately 85% of the qualitative data could be connected to at least one andragogical principle. Participant responses to positive evaluation questions were largely related to two principles: readiness to learn and problem-based learning orientation. Participant responses to negative questions were largely connected to two different principles: the role of experience and self-direction. Inductive analysis found an additional theme: meeting biological needs. Quantitative survey results supported the qualitative findings. The study findings demonstrate that andragogy can serve as a valuable construct to integrate into the development of effective team science training for biomedical researchers.

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The interest of entrepreneurial competencies has increased in the academic world, yet little has been done to review how these are taught. This paper aims to review how entrepreneurial competencies interventions are delivered to undergraduate students and to shed light on the current gap between these interventions and what is proposed in entrepreneurial competencies frameworks. Therefore, decision-making and other entrepreneurial competencies delivered in undergraduate education are reviewed. A systematic literature review was conducted to detect papers reporting decision-making interventions; 15 peer-reviewed journal articles published between 2016 and 2022 are included in this review. Results indicate that, in most cases, current decision-making interventions in undergraduate education are not lined up with entrepreneurial competencies frameworks. Few papers report enhancing decision-making in students whereas the others report improving other competencies such as self-awareness. It is shown that interventions with "through" learning objectives and its teaching methods provide the greatest opportunities for undergraduates to develop decision making competence; that is the knowledge, attitudes, and skills to grapple uncertainty, ambiguity, and risk. [ABSTRACT FROM AUTHOR]

Inquiries into the medium of education take up a question that has so far usually been answered teleologically or psychologically. The coherence of educational endeavors has been illustrated by their objective, and this again has been illustrated by the changes in the state of the educatees. The difficulty of such an approach is that no educator is able to know the inner state of the educatee, i.e., that which the latter really experiences, remembers, and expects during the process of education. Moreover, the drawback of all teleology is that it does not provide a concept for understanding the frequent failure of these efforts. Here, Niklas Luhmann demonstrates that this kind of teleological theory can be replaced by the distinction between medium and form. [ABSTRACT FROM AUTHOR]

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This paper tackles the question of in which sense, if any, educational theory should be considered as ‘political’. From a pragmatist perspective it evaluates three meanings of the term: first, the political as an exception, such as Rancière’s interruption of the existing order, and second, the political as something that is always already given, such as in Derrida’s concept of iteration. Third, the paper turns towards Rorty’s plea for understanding philosophy as cultural politics, i.e., as intervention into the ongoing public discourse. It is argued that this third meaning of the term is better suited for understanding the political of educational theory as it is realistically modest and enables to analyze the political effectiveness of educational theory. These considerations are framed by both a reflection on the very possibility of drawing distinctions between theory and politics as well as an outlook on possible consequences following from an understanding of educational theory as cultural politics. In the outlook, the paper asks why we can hardly see any publicly relevant educational theory and provides suggestions for a “caring critique”, a careful attitude towards our own researching practices, situations, and assemblies.

In this article I propose and examine a distinction between three types of educational theory: technical, critical and affirmative (or post-critical). These three different types of theoretical engagement in education are conceived of in terms of ideal types (following Weber 1958). Naturally, this categorisation is not exhaustive for the field of educational theory, however, it is important to note that the emergence of each type is related to a particular momentum in the historical development of the West. The technical type genealogically comes from the idea of modern science and its attempt to produce knowledge that would give to humans the means to gain power over nature (cf. Bacon 2003). This means that within this type one aims to describe the causal relations, i.e. the laws governing a particular domain of the world. This way of reasoning is well adopted in educational sciences, and it is important to understand its consequences for education itself. The critical type can be derived from the project of critical theory (e.g. Horkheimer and Adorno 2002), which after the Shoah made clear that the widespread domination of instrumental reason is dangerous, and can make ordinary people take part in radical evil. Hence, the task of critique, of reviving and sustaining critical reason (Adorno 2004). The most well known educational rendering of this paradigm is the project of critical pedagogy. By following the insights of Elisabeth Ellsworth (1989), Ilan Gur-Ze’ev (1998), Jacques Rancière (1991, 2003), Peter Sloterdijk (1987), and Bruno Latour (2004) it is possible to investigate the limitations and potential dangers of both: critical theory and critical pedagogy. Such a critical analysis of the critical position will take us to a new type of educational theories that is currently emerging in the field. Together with Naomi Hodgson and Joris Vlieghe (2017) we have named these as post-critical (which from the very beginning was a tentative name). These theories are indeed post-critical in the sense that they come after the critique, that they presuppose a critical inquiry, and critical knowledge – but they seek to make a further move, a step beyond (or simply after) critique. They are affirmative, in the sense that they point to a particular educational practice or arrangement (e.g. school, lecture, studying, teaching, seminar, etc.) that is either dwarfed, forgotten, or supressed (also by radical critique itself) in order to affirm it, to speak out its inherent value, to remind pedagogues / educationalists / practitioners what we are engaged in, what is that we practice, and what is the inherent worth of it. Hence, these theories are also immanent, as they make the effort to speak out education on, and with its own terms, and also, these theories are performative, as they form a range of thought (a conceptual horizon) within which we can act educationally. In the conclusion few examples of such a theories will be briefly put at display.

Teacher education in Finland has followed a research-based approach for decades, but the approach has rarely been investigated from the viewpoint of in-service teachers. This study explores how in-service teachers experienced the meaning of educational science, research and theory (ESRT) and how teachers engage with educational research as part of their work. Using a phenomenologically oriented analytical approach, the informants were grouped into three categories. In the first category, teachers understood the meaning of ESRT broadly, whereas those in the second group viewed the meaning as primarily instrumental, and those in the third group considered it insignificant. The informants reportedly engage with educational research only rarely due to a lack of time and opportunities, and the fact that their working conditions do not support a research-based work orientation. This should be noted when developing both initial and in-service teacher education. [ABSTRACT FROM AUTHOR]

Interprofessional competence is needed to improve health care outcomes. The aim of this paper is to describe the development of theoretically grounded interprofessional education (IPE) experiences to advance interprofessional competencies for occupational and physical therapy doctoral students. In addition, a pretest/postest survey was designed to determine the participants' perceptions of knowledge attainment, roles, and attitudes. Two cohorts of students (N = 115) completed surveys pre and post IPE experiences. Statistically significant changes were found on perception of roles and knowledge attainment. Additional studies are needed to determine if IPE leads to behavioral changes in practice and improves patient outcomes. [ABSTRACT FROM AUTHOR]

An extraordinary amount of data is becoming available in educational settings, collected from a wide range of Educational Technology tools and services. This creates opportunities for using methods from Artificial Intelligence and Learning Analytics (LA) to improve learning and the environments in which it occurs. And yet, analytics results produced using these methods often fail to link to theoretical concepts from the learning sciences, making them difficult for educators to trust, interpret and act upon. At the same time, many of our educational theories are difficult to formalise into testable models that link to educational data. New methodologies are required to formalise the bridge between big data and educational theory. This paper demonstrates how causal modelling can help to close this gap. It introduces the apparatus of causal modelling, and shows how it can be applied to well‐known problems in LA to yield new insights. We conclude with a consideration of what causal modelling adds to the theory‐versus‐data debate in education, and extend an invitation to other investigators to join this exciting programme of research. Practitioner notesWhat is already known about this topic'Correlation does not equal causation' is a familiar claim in many fields of research but increasingly we see the need for a causal understanding of our educational systems.Big data bring many opportunities for analysis in education, but also a risk that results will fail to replicate in new contexts.Causal inference is a well‐developed approach for extracting causal relationships from data, but is yet to become widely used in the learning sciences.What this paper addsAn overview of causal modelling to support educational data scientists interested in adopting this promising approach.A demonstration of how constructing causal models forces us to more explicitly specify the claims of educational theories.An understanding of how we can link educational datasets to theoretical constructs represented as causal models so formulating empirical tests of the educational theories that they represent.Implications for practice and/or policyCausal models can help us to explicitly specify educational theories in a testable format.It is sometimes possible to make causal inferences from educational data if we understand our system well enough to construct a sufficiently explicit theoretical model.Learning Analysts should work to specify more causal models and test their predictions, as this would advance our theoretical understanding of many educational systems. [ABSTRACT FROM AUTHOR]

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