INDEX OF CONTENTS
ORAL PRESENTATIONS:
Teachers and Students
New perspectives on the acquisition of language skills (pages 3-6)
Gina Aurora Necula
Teachers’ mathematical content knowledge and students’ progression in learning of fraction and proportion (pages 7-11)
Natalia Karlsson, & Wiggo Kilborn
Comparison of burnout levels of educators/teachers in the pre-pandemic and pandemic periods of COVID-19 (pages 12-16)
Mónika Veronika Szigeti, & Barbara Di Blasio
Exploring selected Setswana drama texts as the principle of Ubuntu/Botho in educational context (pages 17-20)
Bridget Mangwegape
Extracurricular activities in teaching Romanian language as a foreign language (pages 21-25)
Georgiana Ciobotaru, & Nicoară Aurica
Empowering principals to lead and manage public schools effectively in the 21st century (pages 26-30)
Raj Mestry, & Pierre du Plessis
The power of peer learning: Group reflection as a model for Universal Design for Learning (UDL) (pages 31-35)
Nicola Duffy, Shaun Ferns, Irene McGinn, Nigel Vahey, & Helen Williams
Subjectivity and social recognition: Theoretical and empirical perspectives on the value of non-formal education from the perspective of young people (pages 36-39)
Sandra Biewers Grimm, Daniel Weis, & Anita Latz
Reconfiguring teacher education in South African universities to address learner behavioural conducts in schools: Changed reality (pages 40-44)
Newlin Marongwe, & Grasia Chisango
Teaching and learning the multiplication table by using multiplicative structures: Variation and crucial patterns (pages 45-49)
Natalia Karlsson, & Wiggo Kilborn
Student teachers’ perceptions of the assessment of video-recorded lessons during teaching practice (pages 50-53)
Mokete Letuka, & Paseka Patric Mollo
A human rights centred historical approach to teaching science for social change (pages 54-58)
Lilian L. Pozzer
Reflection on the use of e-portfolios during teaching practicum at a University of Technology in South Africa (pages 59-62)
Paseka Patric Mollo, Ratokelo Willie Thabane, & Brigitte Lenong
Understanding the transition to knowledge generation environments: Examining the role of epistemic orientation and tool use (pages 68-72)
Brian Hand, Jee Suh, & Gavin Fulmer
Career indecision among high school students in Casablanca: Level and form of indecision (pages 73-75)
Najia Amini, Youssef Sefri, & Mohamed Radid
Community building activities in higher education during early times of COVID-19 – a case study from Hungary (pages 76-80)
Gabriella Velics
The teaching identity of university professors: Its importance in pedagogical practice (pages 81-85)
Xochiquetzal Xanat Rodríguez Rivera, & Patricia Covarrubias-Papahiu
Digital media and inclusive education in home-schooling (pages 86-90)
Ida Cortoni
The relevance of feedback messages in communicating quality in educational classroom settings (pages 91-95)
Verónica Yáñez-Monje, Mariana Aillon-Neumann, & Cecilia Maldonado-Elevancini
Training systemic family therapists related to psychosocial intervention (pages 96-99)
Ofelia Desatnik-Miechimsky
Competence assessment using rubrics and social networks and bringing your own device (BYOD) (pages 100-104)
Beatriz Urbano, Ana María Bartolomé, Deiyalí Carpio, & Fernando González-Andrés
Changing the teaching methodology: How much does it cost? (pages 105-109)
Alessandra Imperio
Why do a master’s? Understanding the motivations of master’s students in Ireland, North and South (pages 110-114)
Martin Hagan, & Rose Dolan
Use of LinkedIn endorsements in recommender systems (pages 115-119)
María Cora Urdaneta Ponte, Amaia Méndez-Zorrilla, & Ibon Oleagordia Ruiz
The contribution of learning sequences design for teacher professional development in high school vocational education (pages 120-124)
José Pablo Zatti, & Maria da Graça Nicoletti Mizukami
The dual role of school mentors: How to establish teaching and supervision goals? (pages 125-129)
Krista Uibu, & Age Salo
Teaching and Learning
“I feel like another I has grown”: Biographical legacy of the community-engaged learning in higher education (pages 130-134)
Bojana Ćulum Ilić, & Brigita Miloš
The lost art of listening (pages 135-139)
Shoshan Shmuelof, & Michal Hefer
Professional identity and profession values transposed into nursing education (pages 140-144)
Crin Marcean, & Mihaela Alexandru
Teacher-gender: Experiences of male teachers in the foundation phase in South African schools (pages 145-149)
Jaysveree Louw, & Molaodi Tshelane
Here and now: The lasting effects of mindfulness on study-abroad participants (pages 150-154)
Ana Fonseca Conboy, & Kevin Clancy
I’m not a robot – report on the implementation of AI in early childhood education (pages 155-159)
Ulrike Stadler-Altmann, & Susanne Schumacher
Challenges in teaching programming (pages 160-163)
Marcin Fojcik, Martyna Katarzyna Fojcik, Sven-Olai Høyland, & Jon Øivind Hoem
Pronunciation evaluation criteria for EFL learners (pages 164-168)
Hana Vančová
How to become political? Basic concepts for exploring early childhood understanding of politics (pages 179-183)
Gudrun Marci-Boehncke, Matthias O. Rath, Thomas Goll, & Michael Steinbrecher
Delivering innovative, online TEFL courses to foster professional development and positively impact English learners (pages 184-187)
James Badger, & Juman Al Bukhari
Mentoring student teachers for self-directed professional learning through the use of e-portfolios during teaching practice (pages 188-192)
Ratokelo Willie Thabane
How Rory’s story cubes can improve the ability of storytelling in writing and speaking (pages 193-197)
Barbara Zsiray, & Ildikó Koós
Develop critical thinking from freehand drawing to digital processes (pages 198-202)
Francesca M. Ugliotti, Sara Giaveno, Davide L. D. Aschieri, & Anna Osello
Survival models for predicting student dropout at university across time (pages 203-208)
Chiara Masci, Mirko Giovio, & Paola Mussida
POSTERS:
Teachers and Students
Teachers’ opinions regarding the learning skills of Brazilian dyslexic schoolchildren (pages 211-213)
Bianca Rodrigues dos Santos, Giseli Donadon Germano, & Simone Aparecida Capellini
Teachers’ understanding of critical thinking definition (pages 214-216)
Ján Kaliský
Developing an anti-oppressive professional voice as a pre-service teacher (pages 217-219)
Jacquelyn Baker Sennett
Successfully navigating digital storms in Croatian education system (pages 223-225)
Antonela Czwik
Teaching and learning centers: A STEM perspective on the impact for an institution of higher education (pages 226-228)
Maryam Foroozesh
Teaching and Learning
Application in the educational context of informative and instructional intervention programs for the reading comprehension of schoolchildren from the 3rd to the 5th of elementary school (pages 229-231)
Vera Lúcia Orlandi Cunha, & Simone Aparecida Capellini
Readiness of future primary-school teachers to solve non-standard mathematical problems (pages 232-234)
Martina Uhlířová, Jitka Laitochová, & Eliška Kočařová
Possibilities of development of pupils’ mathematical literacy (pages 238-240)
Jitka Laitochová, Martina Uhlířová, & Eliška Kočařová
A call for diversity training for children in Japan (pages 241-243)
Michelle Henault Morrone, & Yumi Matsuyama
Developing mathematical pre-literacy and robotic toys from the perspective of school practice (pages 244-246)
Martina Uhlířová, Jitka Laitochová, & Dana Adedokun
Creative writing in context of universities (pages 247-249)
Angelika Weirauch
School mathematics and digital literacy (pages 250-252)
Jitka Laitochová, Martina Uhlířová, & Jiří Vaško
Slovak university students’ health in the context of trait emotional intelligence (pages 253-255)
Lada Kaliská
Psychological and social risks of digitalization in adolescents (pages 256-258)
Blandína Šramová, & Anežka Hamranová
Nomophobia and primary school children’s emotional and personal factors (pages 259-261)
Lada Kaliská
Differences in preferred value structure between adolescent boys and girls (pages 262-264)
Anežka Hamranová, & Blandína Šramová
VIRTUAL PRESENTATIONS:
Teachers and Students
Program notes: Educating musicians and audiences in professional music training – the TUT experience (pages 267-271)
Hua-Hui Tseng
An innovative approach in the evaluation of service quality in a pedagogical training program (pages 272-276)
Anastasios Athanasiadis, & Katerina Kasimatis
Development of a lesson observation schedule to document pedagogical content knowledge for nature of science (pages 277-281)
Tarisai Chanetsa, & Umesh Ramnarain
The role of motivation and job satisfaction in the use of modern teaching models (pages 282-286)
Anna Alajbeg, Sonja Kovačević, & Joško Barbir
Development of a course for e-learning to the teaching of the subject analysis of variance (pages 292-296)
Miguel Pineda, Omar García, Armando Aguilar, & Frida León
Lifelong learning and the safe use of complementary and alternative medicine (pages 297-301)
Rute F. Meneses, Anna Rita Giovagnoli, & Maria Cristina Miyazaki
Teaching basic quality control tools by analyzing the electricity sector (pages 302-306)
Nicolas Dominguez-Vergara
A study on the interdependent experience of college students participating in role play-centered cooperative learning (pages 307-310)
Kim YoungSoon, & Kim Eun Hui
English second language learners’ challenges in comprehending physical sciences concepts (pages 320-324)
Maletsatsi Shubani, & Lydia Mavuru
Descriptive judgment in Italian primary school evaluation (pages 330-334)
Rosanna Tammaro, Isabella Stasio, Roberta Scarano, & Deborah Gragnaniello
Secondary school students’ study ambitions and prerequisites for the study (pages 335-339)
Josef Malach, Dana Vicherková, Martin Kolář, & Kateřina Malachová
Using a learner-based activity approach in developing science teachers’ readiness in inquiry-based learning (pages 340-343)
Nomzamo Xaba, & Aviwe Sondlo
Influence of parents’ education and profession on self-assessment of secondary school students’ prerequisites for studying (pages 344-348)
Dana Vicherková, Josef Malach, & Martin Kolář
A study on student agency of college students who participated in non-face-to-face classes (pages 349-353)
Choi SooAn, & Kim YoungSoon
Natural sciences teachers’ perceived cognitive academic language proficiency (CALP) needs (pages 354-358)
Oniccah Koketso Pila, & Lydia Mavuru
The effects of teacher education on technical vocational education and training college lecturers (pages 364-366)
Molefi Motsoeneng
Reflections by pre-service economic and management sciences teachers on their experiences of remote learning in curriculum practice (pages 371-375)
Mochina Mphuthi, & Molaodi Tshelane
Assessment of the problems that arose in the distance education during the pandemic for the students at the Greek public vocational training institutes (pages 379-382)
Anagnostou Panagiotis, & Nikolina Nikolova
Renewing the curriculum to promote epistemic cognition in the knowledge society: Some procedural principles (pages 383-387)
Monica Tombolato
Transference of teachers’ emotional intelligence to students during adolescence (pages 388-392)
Padmashree G S, & Mamatha H K
Exploring the role of technological process in civil engineering and construction studies at Technical Vocational Education and Training (TVET) (pages 393-396)
Khojane Geoffrey Mokhothu, Charles S Masoabi, & Alfred H Makura
The challenge of the initial training of mathematics teachers: Knowledge, practice, and identity (pages 397-401)
Mª Isabel Pascual, & Juan Pedro Martín
The impact of “role play” as a teaching approach in civil technology: A case study (pages 402-404)
Khojane Geoffrey Mokhothu
Preparing African language student teachers for the workplace in schools: A study in South Africa (pages 405-408)
Seabata A. Mohatle
The pre-service teachers understanding of fraction and how future instructions can be improved to optimize learning (pages 409-413)
Azwidowi Emmanuel Libusha
Enhancing Batho-Pele principles in the context of school administration clerks: The quest for public service excellence (pages 414-417)
Seabata A. Mohatle, & John R. Phori
Cultivation of innovative ability of talents in job training courses from the perspective of education ecosystem (pages 418-421)
Xiaojun Guo, Wei Jiang, Huajie Hong, Yifeng Niu
Relationship between autonomy support and students’ school well-being: The mediating role of need for competence (pages 422-426)
Sara Germani, & Tommaso Palombi
Cognitive load and question asking – the case of prospective mathematics teachers coping with historical texts (pages 427-431)
Ilana Lavy, & Atara Shriki
An overview of Spanish students’ psychological adjustment during COVID pandemic (pages 432-436)
Renata Sarmento-Henrique, Laura Quintanilla, Marta Fernández Sánchez, & Marta Giménez-Dasí
Qualifying mathematics teachers to design interdisciplinary learning activities of mathematics and music (pages 437-441)
Atara Shriki, & Ilana Lavy
Professional development needs of foundation phase teachers in identifying learners with learning barriers at primary schools (pages 447-451)
Leetwane Anna Ntlhare, & Kananga Robert Mukuna
Teaching and Learning
The effects of asynchronous online peer-teacher feedback in a Thai EFL public speaking class (pages 452-456)
Thanakorn Weerathai
Family involvement in ECE through the FIQ (family involvement questionnaire) in Spain (pages 457-460)
Andrea Otero-Mayer, Consuelo Vélaz-de-Medrano, & Eva Expósito-Casas
Critical thinking within the informatics textbook of the second class of the Greek lyceum (pages 465-469)
Ioannis Oikonomidis, & Chryssa Sofianopoulou
What about “the” scientific method? A survey applied to middle and secondary geoscience teachers (pages 470-474)
Clara Vasconcelos, & Tiago Ribeiro
Sustainable development goals & violence prevention in hospitals: Contributions from psychology students (pages 475-479)
Rute F. Meneses, Ana Sani, & Carla Barros
The needs of women-mothers with chronic mental illness in the field of shared childcare – a health literacy research study (pages 480-483)
Petra Hájková, Lea Květoňová, & Vanda Hájková
Higher education students’ knowledge and opinion about geoethics and sustainable development (pages 484-488)
Alexandra Cardoso, & Clara Vasconcelos
Fostering young agronomists’ competencies through experiential learning: A pilot research in the Agricultural University of Athens, Greece (pages 489-493)
Ioanna G. Skaltsa, Katerina Kasimatis, & Alex Koutsouris
Teaching English with a chilly format: The graphic novel! (pages 494-498)
Rosanna Tammaro, Anna D’Alessio, Anna Iannuzzo, & Alessia Notti
Bridging language gaps of L2 (second language) teachers by optimizing their self-awareness (pages 499-503)
Marie J. Myers
Peculiar nutritional habits in Roald Dahl works: A storytelling intervention on promoting preschoolers’ dietary self-regulation (pages 504-508)
Christina Kalaitzi
Sport and performance psychology in secondary education (pages 509-513)
Austin Rickels, & Matthew Montebello
Correlation between passive rest and the appearance of fatigue in a group of pupils from Botosani county (pages 514-518)
Adriana Albu, Alexandra Ioana Crăcană, & Florin Dima
Effects of involvement load in extensive reading on lexical relations among already known L2 words (pages 519-523)
Noriko Aotani, & Shin’ya Takahashi
Genius loci: The right concept for elementary education? (pages 524-527)
Jan Musil
Emotional awareness of elementary students. Analysis of needs and intervention proposals (pages 528-532)
Gemma Filella, Felicidad Barreiro, Jon Berastegui, Maria José Méndez, María Priego-Ojeda, & Agnès Ros-Morente
The impact of scientific language on the teaching and learning of grade 7 natural sciences (pages 533-537)
Mzwakhe Msipha, & Lydia Mavuru
Secondary teachers perspectives on free online programs to promote student engagement (pages 538-542)
Samantha F. Junkin
Assessing e-portfolio acceptability in an online course (pages 543-547)
Nihal Ouherrou, Margarita Auli-Giraldo, & Stéphanie Mailles Viard Metz
Pedagogical evaluation phases – lesson study survey (pages 548-552)
Rita Sápiné Bényei, & Mária Csernoch
The influence of online formative assessment in Euclidean geometry on the attitudes of grade 11 learners (pages 553-557)
Janine Alexandrea Bouwer, & Nokuthula Nkosi
Speaking in a language versus speaking a language in communicative competence attainment (pages 563-566)
Motsamai Edward Qhobosheane, & Pule Phindane
Philosophical games in primary education: An interdisciplinary approach (pages 567-571)
Maria Anagnostou, Anna Lazou, Enea Mele, & Aphrodite Ktena
Investigating challenges faced by intermediate phase educators in the teaching of reading in English FAL. A case study of selected primary schools in Nylstroom circuit (pages 572-576)
Zodwa Kodi, & Pule Phindane
WORKSHOP:
Teachers and Students
How to develop digital citizenship education? – a workshop for foreign language educators (pages 579-582)
Ana Raquel Simões, Christiane Lütge, Lavinia Bracci, Fiora Biaggi, Isabelle Thaler, & Mariana Coronha
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