10. Teacher Education Research
Paper
The Expression of Basic Psychological Needs in Students’ Metaphors about School and Learning
Tiina Anspal, Kadi Georg, Anu Vainu
Tallinn University, Estonia
Presenting Author: Anspal, Tiina
This research investigates the manifestation of basic psychological needs in student metaphors related to school and learning. The study is grounded in Self-Determination Theory (SDT), which identifies autonomy, competence, and relatedness as essential for psychological development and well-being (Deci & Ryan, 2000). The satisfaction of these needs forms the basis of how students sense their well-being in the school environment and learning and correspondingly, what their school experience is going to be like (Buzzai et al., 2021). Student well-being is a strategic goal in the Estonian educational policy (Estonian Ministry of Education and Research, 2020) and different state-wide student surveys are carried out. However, student school experience and making sense of it, is much more complex than state-wide surveys reveal. In order to better understand student school experiences and satisfaction in the school environment, it is necessary to understand how students see school and learning.
One possibility in researching student attitude towards school and learning is to analyze student metaphors about school and learning. Often, student attitude toward school are studied explicitly by asking questions about school satisfaction (Lutsoja, 2022). However, student attitude on the thinking level might be automated and subconscious, which means that their understanding about school and learning might not be revealed through explicit questioning, but student implicit attitude must be studied as well (Tian et al., 2010).
Metaphors can provide a viable solution for this purpose. As wording a metaphor requires a student to really think about the different concepts, the metaphor itself might reveal a deeper understanding of the topic. Metaphors are used more and more in studying student attitudes (Radmard et al., 2022; Demir, 2007; Lahelma, 2002).
The study's significance lies in its novel approach to understanding students' school experiences and well-being by analyzing metaphors. Previous studies have demonstrated the efficacy of metaphor analysis in understanding beliefs and meanings in education (Lakoff & Johnson, 2011). However, the exploration of student metaphors about school and learning, particularly in the context of psychological basic needs satisfaction, remains largely unexamined. This research aims to fill this gap by determining if and how the analysis of metaphors can give an understanding to students' psychological basic needs satisfaction or frustration.
The study addresses two primary research questions:
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How are psychological basic needs manifested in metaphors about school and learning?
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To what extent do these metaphors reflect the satisfaction of basic psychological needs across different school levels?
Methodology, Methods, Research Instruments or Sources UsedThe data was collected by 94 students who participated in a BA level university course. They had a subject-specific learning task, which was to collect metaphors characterizing school and learning experience from three students. The sentence completion method was used (Holaday et al., 2000). Respondents had to answer two questions. First, they were given the beginning of a sentence: “School is like” by choosing the ending from a given set of words: a family, a prison, a factory/factory, a race arena, a garden, a team, a circus, an amusement park, a zoo. Respondents were also asked to justify their choice. For the second question, the students were not given any options from which to choose a metaphor. Students were asked to complete the following sentence: "Learning is like...", with their own metaphor. The students were asked to justify the sentence they had said.
A total of 247 metaphors were collected from students across grades 1 to 12 through an open-ended questionnaire via convenience sampling. All grades of general education were represented in the sample. By grade, students were distributed as follows: 45 respondents from grades 1-3 I, 56 from grades 4-6, 68 from grades 7-9 and 79 from upper secondary school.
Metaphors were then analyzed through the deductive content analysis (Elo & Kyngäs, 2008), Each metaphor was examined for its content and underlying implications, specifically focusing on how it related to these psychological needs. The metaphors were categorized
based on whether they related to the need for autonomy, competence, or relatedness, and whether they indicated satisfaction, thwarting, or neutrality regarding these needs. This categorization process involved a detailed examination of the content and underlying implications of each metaphor.
This study's methodology acknowledges the inherent subjectivity and complexity of metaphor interpretation. To address these challenges, the analysis was conducted by a team of researchers, allowing for multiple perspectives and reducing individual bias. Furthermore, the study employed a rigorous process of triangulation, cross-referencing findings with existing literature on psychological needs and student experiences in education.
Conclusions, Expected Outcomes or FindingsFindings reveal that all three basic psychological needs - autonomy, competence and relatedness - are evident in students metaphors about school and learning. However, the satisfaction of these needs varied.
The need for autonomy was most thwarted in both school and learning metaphors. In contrast, relatedness was mostly supported in school metaphors but thwarted in learning metaphors. The need for competence showed a mix of support and thwarting across different contexts. Retrieved from the metaphors, the students chose the prison metaphor the most, which was explained by the freedom or restriction of leisure time and having to do forced activities at school. In addition to the loss of freedom in time and space, the respondents pointed out that they do not have a choice of learning content, which may be indicative of teacher-centred learning.
The research also identified differences across school levels. Primary school students' metaphors indicated support for autonomy, while secondary school students' metaphors reflected its thwarting, especially in grades 7-9. High school students' metaphors predominantly showed satisfaction of the need for relatedness.
These findings suggest that metaphors can be a useful tool in understanding students'
psychological basic needs satisfaction in educational settings. They provide a nuanced view of students' experiences and perceptions that goes beyond traditional surveys and questionnaires. The metaphors offer insights into the emotional and psychological aspects of students' school experiences, highlighting areas where their basic needs are being met or neglected.
ReferencesBuzzai, C., Sorrenti, L., Costa, S., Toffle, M. E., & Filippello, P. (2021). The relationship
between school-basic psychological need satisfaction and frustration, academic
engagement and academic achievement. School Psychology International,
014303432110171. https://doi.org/10.1177/01430343211017170
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs
and the self-determination of behavior. Psychological Inquiry, 11(4), 227–
268. https://doi.org/10.1207/S15327965PLI1104_01
Demir, C. E. (2007). Metaphors as a reflection of middle school students’ perceptions of
school: A cross-cultural analysis. Educational Research and Evaluation, 13(2), 89–
107. https://doi.org/10.1080/13803610701204099
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Haridus- ja Teadusministeerium. (2020). Education Strategy 2021-2035.
https://www.hm.ee/sites/default/files/haridusvaldkonna_arengukava_2035_2810_0.
pdf
Holaday, M., Smith, D. A., & Sherry, A. (2000). Sentence Completion Tests: A Review of
the Literature and Results of a Survey of Members of the Society for Personality
Assessment. Journal of Personality Assessment, 74(3), 371–383.
https://doi.org/10.1207/s15327752jpa7403_3
Lahelma, E. (2002). School is for Meeting Friends: Secondary school as lived and
remembered. British Journal of Sociology of Education, 23(3), 367–381.
https://doi.org/10.1080/0142569022000015418
Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago press.
Lutsoja, K., Matina, J., Rebane, M. (2022). Results of the 2021 general education satisfaction survey. Report. https://harno.ee/sites/default/files/documents/2022-01/%C3%9Cldhariduskoolide%20rahulolu-%20ja%20koolikeskkonna%20k%C3%BCsitluste%20riiklik%20aruanne%202021.pdf
Radmard, S., Soysal, Y., & Dag, Ş. (2022). A Large-Scale Examination of Elementary and Secondary School Students Metaphors Pertaining School Phenomenon. Hacettepe
University Journal of Education, 37(3), 1–24.
https:/doi.org/10.16986/huje.2021073564
Tian, L. li, Liu, W., & Gilman, R. (2010). Explicit and implicit school satisfaction. Social
Behavior and Personality: An International Journal, 38(10), 1345–1353.
https://doi.org/10.2224/sbp.2010.38.10.1345
10. Teacher Education Research
Paper
1. Democracy's Guardians: Decoding Populism's Impact on Teachers in Europe
Justin Rami1, John Lalor1, Chris Gifford2, Ognen Spasovski3, Nikolina Kenig3, Thanassis Karalis4
1Dublin City University, Ireland; 2University of Huddersfield; 3Ss. Cyril and Methodius University of Skopje, MKD; 4University of Patras, GR
Presenting Author: Rami, Justin;
Lalor, John
This proposal presents the results of a three-year European comparative research project focussing on the rise, influence, and impact of populism on young people in Europe. The research explored intricate relationships between populism and education in four countries in Europe: the Republic of North Macedonia, the United Kingdom, Greece, and Ireland. The study, was conducted as part of the CitEdEv (Citizenship Education in the Context of European Values) research initiative supported by the EU’s Erasmus+ Jean Monet Network. The research aimed to investigate the complex and multifaceted nature of populism and its impact on educational landscapes, societal dynamics, and democratic values across European nations, both within and outside of the European Union. The research project sought to make EU citizenship education relevant to a context in which many children and young people are increasingly anxious and concerned about their futures in the face of populism, xenophobia, divisive nationalism, discrimination, fake news and misinformation, and the rise of right-wing politics in Europe, as well as the challenge of radicalisation.
The research anticipates highlighting the adaptability of populist narratives to diverse value systems, the challenges faced by educators in navigating complex landscapes, and the necessity for ongoing investigation and research. Additionally, the study will produce a casebook for educators which emphasises the pivotal role of education in addressing populist challenges, urging more explicit incorporation of populist themes into the curriculum (both formal and informal) to equip students with critical thinking skills, digital literacy, and skills required to interrogate knowledge and facts.
Methodology, Methods, Research Instruments or Sources UsedThe research employs a qualitative case study approach to comprehensively investigate the nuances of populism and its intersection with education. Mudde and Kaltwasser's (2017) definition of populism serves as a conceptual framework for interviews and focus groups conducted with educators, students, and relevant stakeholders in each country. The contextual factors, historical backgrounds, and societal influences are considered, providing a rich understanding of the complexities associated with populism in diverse European settings. The data will be triangulated with secondary analysis of literature, expert interviews, and case studies. Purposive sampling was applied to the target population, ensuring a range of experiences, genders, school-type and governance. During the interviews, teachers were asked about their understanding of the term populism, if and how it featured in the formal and informal activities of the school, what resources teachers might need to teach about this idea and how education systems might respond to the threats and challenges posed by populism to EU values and to previously accepted notions of knowledge-formation, understanding and expertise.
Conclusions, Expected Outcomes or FindingsThe collective findings from the four case studies shed light on common threads and emerging patterns, contributing to a broader understanding of populism's evolving nature. Emerging from the data was the concept of the differences between education institutions, the formal curriculum, and the wider political/social culture, particularly in these fast-changing times where political national and European events can determine societal and individual responses. The data also revealed that there are significant differences in scope and opinion depending on the educational discipline of the teacher. The analysis of the findings may help to enable teachers to respond skilfully and quickly to a wider populist political culture in their home countries. In North Macedonia, the struggle against populism is shaped by historical, societal, and economic contexts, with educators facing the challenge of instilling critical thinking, democratic values, and media literacy. The United Kingdom undergoes a transformation as populist governance challenges democratic foundations, prompting a call for educators to defend democratic values and foster citizenship education. In Greece, populism emerges as a mobilising force during economic hardships, affecting various aspects of society, including education, media, and social relationships. Ireland presents a multifaceted portrait of populism challenging democratic values propelled by anti-immigrant populist sentiment, with education emerging as a crucial battleground. The findings underscore the need for continued scrutiny and understanding of populism's impact on education and society at large. As part of the Jean Monet network this research contributes to the European dimension by operationalising of the Paris Declaration of March 17 2015 (Eurydice, 2016) agreed upon by EU Education Ministers and Commissioner Navracsics promoting citizenship and common values through education, which identified the ‘urgent need to cooperate and coordinate, to exchange experiences, and to ensure that the best ideas and practices can be shared throughout the European Union.
ReferencesMudde, C., & Kaltwasser, C. R. (2017). Populism: A very short introduction. Oxford University Press.
Mudde, C. (2007). Populist radical right parties in Europe. Cambridge University Press.
Kenny, M. (2017). The Politics of Migration and Immigration in Europe. SAGE Publications.
Estelle, M., & Castellvi, J. (2020). Understanding Populism through Education. In Populism, Media, and Education (pp. 1-19). Springer.
Renaud Camus. (2011). The Great Replacement. Éditions de l'Œuvre.
JR: 25-01-2024
10. Teacher Education Research
Paper
Interplay of Team Teaching Practices and Perceptions on Student Teachers’ Professional Identity
Loan De Backer, Wouter Schelfhout, Mathea Simons, Ellen Vandervieren, Jose Rivera Espejo
University of Antwerp, Belgium
Presenting Author: De Backer, Loan
Abstract
Team teaching at the workplace holds promise for (re)creating strong professional identities among student teachers in teacher education. The current study explores the mediating impact of both the advantages and disadvantages of (team) teaching on crucial components of student teachers’ professional identity, specifically those previously identified as influenced or significantly impacted by team teaching in empirical research: learning and regulation activities, reflective thinking, and motivation. A cohort of 464 student teachers was randomly assigned to one of three student teaching formats: team teaching (A1 intervention), team teaching with support (A2 intervention), and traditional teaching (Control intervention). Results of Bayesian structural equation modeling show that certain dimensions of these components were indirectly influenced or significantly impacted by interventions, mainly through the disadvantages and exceptionally through the advantages of (team) teaching. This finding highlights the intricate interplay between team teaching practices and perceptions in the (re)creation of student teachers’ professional identity.
Introduction
Creating strong professional identities in student teachers is a crucial aspect of teacher education (Beauchamp & Thomas, 2010). A solid teacher identity not only supports them during their education, but also sustains them in their future profession (Timoštšuk & Ugate, 2010). Professional identity, defined as dynamic and multidimensional, encompasses the perceptions, meanings, images, and self-knowledge that student teachers have of themselves (Rodrigues & Mogarro, 2019). It is socially (re)created through interactions with education professionals, such as teacher educators, peers, and mentors (Dikiltas & Bahrami, 2022). Moreover, team teaching (with a mentor) as a collaborative student teaching format may facilitate this social process in (re)creating a professional identity (Aliakbari & Valizadeh, 2023; De Backer et al., 2023b).
The findings presented by De Backer et al. (2023b) emphasize the significant impact of team teaching, especially when complemented with extended support, on key components of student teachers’ professional identity, particularly observed in learning and regulation activities (Endedijk et al., 2020), reflective thinking (Kember et al., 2000), and motivation (Vansteenkiste et al., 2009). While team teaching holds promise for learning to teach, acknowledging both its advantages and disadvantages from the perspective of participating student teachers is important (Baeten and Simons, 2014; De Backer et al., 2021). It is prevalent that student teachers hold different personal beliefs, resulting in varying perceptions regarding team teaching (De Backer et al. 2023a). These perceptions might influence student teachers’ outcomes and thus the overall effectiveness of team teaching (Ronfeldt et al., 2015; Saunders et al., 2009). The central research question guiding this study is: To what extent does team teaching or team teaching with support indirectly impact student teachers’ professional identity related to their learning and regulation activities (RQa), reflective thinking (RQb), and motivation (RQc) through the advantages or disadvantages of (team) teaching?
Methodology, Methods, Research Instruments or Sources UsedThe current study was conducted at a Flemish College of Education as part of a three-year teacher education program designed for students pursuing bachelor's degrees in either preschool or primary education. This program offers four education paths, including standard (i.e., day classes) and flexible (i.e., evening classes) tracks for preschool or primary education. A randomized complete block design was adopted, with 464 student teachers within each education path randomly assigned to one of three student teaching formats: team teaching (A1 intervention, n = 128), team teaching with support (A2 intervention, n = 129), or traditional teaching (Control intervention, n = 207). The latter category also included student teachers who lacked permanent mentors due to a teacher shortage. The instrument used in this study was a composite questionnaire that incorporated various validated scales found in existing literature. To explore the interplay between (team) teaching practices and perceptions on student teachers’ professional identity, a Bayesian structural equation modeling (SEM) method was implemented using R (version 4.2.2) and Stan (version 2.26.1).
Conclusions, Expected Outcomes or FindingsResults
The results of Bayesian structural equation modeling show that the advantages of teaching demonstrated a mediating influence on the motivation of student teachers in the intervention traditional teaching, particularly for the dimension of introjected regulation. In a related finding, the disadvantages of (team) teaching were identified as having a mediating influence on learning and regulation activities, specifically in the dimension of proactive and broad use of the mentor for student teachers in both traditional teaching and team teaching, as compared to traditional teaching. This pattern held true for reflective thinking in the dimension of reflection as well. This nuanced understanding underscores the importance of team teaching practices and perceptions on student teachers’ professional identity and offers valuable insights for teacher educators and institutions aiming to optimize learning to teach.
Conclusion
In conclusion, unraveling the interplay between team teaching practices and perceptions on student teachers' professional identity reveals that negative perceptions about team teaching exert a greater impact than positive ones. Consequently, there is a need to proactively address and mitigate negative perceptions about team teaching in the (re)creation of student teachers’ professional identity. This insight contributes valuable perspectives to the ongoing discourse of team teaching as a student teaching format in teacher education, providing teacher educators and policymakers with tools to optimize the effectiveness of team teaching, especially when accompanied by support.
ReferencesAliakbari, M., & Valizadeh, P. (2023). Exploring identity construction in team teaching: The case of Iranian student-teachers. Cogent Education, 10(1), 2168934.
Baeten, M., & Simons, M. (2014). Student teachers' team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.
Beauchamp, C., & Thomas, L. (2010). Reflecting on an ideal: Student teachers envision a future identity. Reflective Practice, 11(5), 631-643.
De Backer, L., Simons, M., Schelfhout, W., & Vandervieren, E. (2021). Let's team up! Measuring student teachers' perceptions of team teaching experiences. Teacher education: new perspectives, Intechopen, pp. 1-22.
De Backer, L., Schelfhout, W., Simons, M., & Vandervieren, E. (2023a). Student teachers’ peer team teaching experiences from a quantitative perspective: Perceptions, profiles and transition probabilities. Teaching and Teacher Education, 135, 104361.
De Backer, L., Schelfhout, W., Simons, M., Vandervieren, E., & Rivera Espejo, J. (2023b). Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach. Education Sciences, 13(11), 1087.
Dikilitaş, K., & Bahrami, V. (2022). Teacher identity (re)construction in collaborative bilingual education: The emergence of dyadic identity. TESOL Quarterly.
Endedijk, M. D., Van Daal, T., Donche, V., & Oosterheert, I. E. (2020). The revised inventory learning to teach process: Development of a questionnaire measuring how student teachers learn. Pedagogische Studien, 97(6), 378-402.
Kember, D., Leung, D. Y., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., ... & Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & evaluation in higher education, 25(4), 381-395.
Rodrigues, F., & Mogarro, M. J. (2019). Student teachers’ professional identity: A review of research contributions. Educational research review, 28, 100286.
Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement (Vol. 52).
Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools. American Educational Research Journal, 46(4), 1006-1033.
Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and teacher education, 26(8), 1563-1570.
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of educational psychology, 101(3), 671.
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