Catálogo de publicaciones - revistas

<jats:p> This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed. </jats:p>

<jats:p> Adult’s self-direction and self-directed learning (SDL) have become topics in the discussion of work-related adult learning and an autonomous approach, emphasizing responsibility and independence, has received increasing attention in studies of learning. In the context of SDL, in contrast, the importance of the learning environment and community has received less empirical attention. The aim of this article is to increase the understanding of the co-occurrence of sociocultural elements and self-direction in learning situations at work. From a practical viewpoint, it is important to understand both, the sociocultural and self-directed nature of different learning situations at daily work, so that organizations and workplaces can develop the practices that support learning and self-directedness in the work environment and create appropriate expectations for individual self-direction. In this study, we examined the elements of sociocultural learning and self-direction in police organization. The content analysis focused on interviews with 26 police officers, examining their descriptions of learning situations. The findings show that in learning situations at work, individual responsibility alternates with collectivity, peers, supportive supervisory work, and tools. The theoretical and practical implications of the findings are highlighted. </jats:p>

<jats:p> Through their history, adult education graduate programs have flourished and dwindled and sustainability always seems to be in jeopardy. This case study examines one program’s growth, decline, and continuous rebirth in the competitive higher education market and academic stratification. Throughout its 55 years of existence, faculty have risen from the ranks to embrace an entrepreneurial spirit and leadership. Through flexibility and diversification, the program has evolved to meet the needs of the current learners. This model is sustainable if all faculty focus on the program first and their own professional reputations second. </jats:p>

<jats:p> Using a personal narrative approach, I examine my experiences with teaching English to adults from a Balkan country. As I focus on understanding my teaching experiences, I frame my analysis through adult education theory to understand my role as an adult educator. The significance of this narrative comes from its focus on practice as I highlight the gaps in academic and professional development, challenges faced by, as well as developmental needs of English language teachers who teach adult learners in the Balkan context. </jats:p>

<jats:p> Over 2000 years ago, Aristotle wrote of four distinct causes at play in the world we know. Those causes, the material cause, the formal cause, the efficient cause, and the final cause, were meant to refer to ontological and, by extension, epistemological concerns, and were powerful enough to be seized upon and used in some form by those of very different philosophical persuasions (i.e., rational humanists and neo-Thomists). These four types of causes are introduced here as an analytical tool to conduct both formative and summative curriculum assessments, and as a tool to analyze and develop curriculum. The fourth cause, particularly, adds analytical power to present program review conceptions because it positions the result of the program as a cause, rather than a mere output. </jats:p>

<jats:p> The ability to understand how our work-life experiences impact our pursuits as emerging scholars, parents, and individuals is critical to our successful performance in each role. We explore the intricacies of our work-life systems using collaborative autoethnography, a technique in which several autobiographical ethnographies are analyzed in a group. We use a critical lens to better understand our experiences as a consequence of socially acceptable norms and challenges to the status quo. It is our hope that by better understanding and discussing our work-life experiences as emerging scholars, others balancing these multiple identities will also find useful lessons. Self-reflection questions grounded in our findings and a free-write prompt from our initial data collection are shared as a starting point for others to begin their own autoethnographies. </jats:p>