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Publication Date: 2023
Journal of University Teaching and Learning Practice (14499789)20(5)
Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students’ academic achievement, a final exam on the course was used. The results indicated a higher academic achievement of students in the PBL class compared to LBL class. The qualitative data were gathered through a semi-structured interview to gain deeper insight into the quantitative results. The thematic analysis of the interviews showed that PBL led to deeper and more meaningful learning, increased students’ knowledge in their field of specialty, provided more enjoyable and active learning, increased the students' skills in doing their thesis projects, enhanced their autonomy and independence, and also promoted their dignity and status. © 2023, University of Wollongong. All rights reserved.
Publication Date: 2022
International Review of Education (208566)(3)pp. 467-488
Over the past two decades, efforts have been made to enrich curriculum studies internationally. Among the field’s new theories which have emerged in recent years is itinerant curriculum theory (ICT), proposed and developed by João Paraskeva. Its aim is to free curriculum from the dominance of Western discourses and make room for diverse international epistemologies. The purpose of this article is to explain and analyse ICT. After explaining the meaning of this theory and its three basic components – global cognitive justice, the “river” and “the South”, and concerns about the type and application of language –, the author goes on to analyse these basic components. In his analysis, he considers (1) ICT’s view of the Western and non-Western worlds; (2) ICT’s perception of the meaning and territory of what is referred to as “the South”; (3) ICT and advancements of curriculum studies at national and international levels; and (4) ICT, internationalisation and increasing participation of countries in the generation and sharing of curriculum knowledge. The article concludes with a summary of the advantages of ICT, complemented by some suggestions how it could be further strengthened. © 2022, UNESCO Institute for Lifelong Learning and Springer Nature B.V.
Publication Date: 2018
Journal of Teacher Education for Sustainability (16914147)(1)pp. 20-45
The purpose of the present study is to determine teachers' professional competences in "learning to be" and provide practical solutions for its realization. The research employed a mixed-methods sequential explanatory design and was conducted through two qualitative and quantitative methods. The population of the qualitative research consisted of educational experts, among whom 20 participants were selected through the purposive sampling technique after conducting interviews and data saturation. The population of the quantitative research included high school teachers in districts 2 and 3 of Isfahan among whom 217 holding MA, MSc, and PhD. degrees were selected via purposive sampling technique. In the qualitative section, the data collection instrument was semi-structured interview, and in the quantitative section, a 14-subscale researcher-made Teacher Professional Competences Questionnaire. Findings of the qualitative section were categorized into teachers' cognitive competences, educational and managerial skills, and scientific, attitudinal, skill, behavioral, and general competences. From teachers' viewpoints, the most important competences in "learning to be" was their ability to develop self-esteem and self-confidence in students, ability to increase personal skills such as self-awareness and self-belief in students, and their ability to guide students to determine the valuable goals for their lives. There was a consensus among views of experts and teachers about professional competences. There were no differences in the teachers' opinions regarding the demographic characteristics of professional competences. Practical solutions of this learning approach were categorized by educational experts into solutions related to teacher education strategies, educational-training modalities, and the involvement of effective factors. © 2018 Somayyeh Ghorbani et al., published by Sciendo.
