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Journal of Social Studies Education Research
ISSN
1309-9108
Издатель
Journal of Social Studies Education Research
10 результаты
Показано: 1 - 10 из 10
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Exploring Cognitive and Creative Strategies for Linguomethodical Reflection: A Qualitative Case Study of Pre-Service English Teachers(Journal of Social Studies Education Research, 2025-12-28); ; ; Gaziza SmanovaThis qualitative case study explores how pre-service English language teachers employ reflective practice through cognitive and creative strategies during their practicum. Conducted in Kazakhstan, the research involved six final-year undergraduate ELT students who participated in classroom observations, maintained reflective journals, and took part in semi-structured interviews. Data collection was guided by a researcher-developed checklist, and thematic analysis revealed how participants used cognitive strategies such as strategic planning and self-monitoring to enhance their instructional awareness. In addition, creative strategies including metaphors, storytelling, and visual reflection tools facilitated emotional insight, flexible thinking, and the development of teaching identity. The integration of these reflective approaches also strengthened linguomethodical awareness by enabling participants to connect language pedagogy with authentic classroom experiences. Overall, the study highlights the pedagogical value of combining cognitive and creative reflective methods in teacher education programs to promote adaptive, learner-centered, and context-responsive teaching practices among novice language educators. As a qualitative case study, it provides nuanced insights into the reflective dimensions of pre-service teacher development in the context of English language education in Kazakhstan. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Examining the Effects of Differentiated Digital Instruction on English Language Teaching in Inclusive Classrooms(Journal of Social Studies Education Research, 2026-06-27); ; ; Gulbagira SaurukovaThis study aimed to examine the challenges teachers face in differentiated digital instruction in inclusive English language classrooms and to investigate its effects on students’ English achievement and attitudes. The study was designed as an exploratory mixed-method study. In the qualitative phase, data were collected from 27 English teachers through semi-structured interviews to explore their experiences, professional development needs, and support expectations. In the quantitative phase, a pre-test–post-test control group design was implemented with 52 inclusive 7th-grade students. The experimental group received differentiated digital instruction, while the control group followed traditional textbook-based instruction. Data were analyzed using content analysis and Mann–Whitney U tests. The findings indicate that teachers experience difficulties related to time constraints, lack of resources, and the management of student diversity. However, they demonstrate a strong interest in professional development and emphasize the need for practical and application-oriented support. Quantitative results show that differentiated digital instruction has a positive effect on students’ English achievement and attitudes compared to traditional instruction. These findings suggest that differentiated digital instruction can support inclusive teaching practices when combined with appropriate pedagogical design and institutional support. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Social and Pedagogical Conditions for Adaptation of Preschool Children with Special Educational Needs to an Inclusive Environment Through Games: Bibliometric Mapping of the Literature (1975-2025)(Journal of Social Studies Education Research, 2026-03-29); ; A. TurlankyzyThe purpose of this study is to map the scientific landscape of research on the social and pedagogical conditions that support the adaptation of children with special educational needs to inclusive preschool environments through play based interventions. The analysis covers the period from 1975 to 2025 and is based on metadata from 4,461 journal articles indexed in the Web of Science database. The bibliometric analysis was conducted following the PRISMA framework. The study examined trends in publication growth, author productivity, and the social, intellectual, and conceptual structures of the research field. The main findings reveal that research on the adaptation of children with special educational needs in inclusive preschool environments has steadily increased over the past decades, with particularly strong growth between 2008 and 2012. Publications appear across a wide range of journals, mainly within the areas of educational research, special education, and rehabilitation. Scholars from many regions contribute to this field, with the United Kingdom, Germany, and the United States emerging as leading contributors. The analysis also indicates that the research community is relatively fragmented, consisting of several research groups with limited interaction among them. Overall, the field is interdisciplinary, integrating perspectives from education, medicine, and psychology. Over the past 50 years, major research themes have included nosological aspects of special education, academic achievement and educational outcomes, age related and institutional aspects of special education, early childhood and preschool education, collaboration and partnership in education, conceptual foundations of inclusive pedagogy, and teacher professional competence in inclusive education. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Integration of AI-Based Tools in Teaching Ethnocultural Units: A Qualitative Comparative Study Between Kazakh and English-Language Learners(Journal of Social Studies Education Research, 2026-06-27); ; Aymeken DossmurzaevaThe use of AI translation tools in foreign language learning is growing due to the rapid adoption of AI technologies in educational settings. There is limited research on how AI translations influence students' understanding of ethnocultural expressions and the development of their intercultural sensitivity. This study investigates how students understand ethnocultural expressions in AI-translated texts, identifies cultural errors they find, and examines how they verify and correct these translations. A qualitative research design utilizing content analysis was employed. The study involved 20 university students divided into two groups: Kazakh (n=10) and English (n=10). Students used a variety of AI tools to translate texts that contained ethnocultural units. Semi-structured interviews were conducted post-assignments to assess students' perceptions of the cultural appropriateness of translation, identify biases, and evaluate verification strategies. Cross-case content analysis was employed to examine the collected data. The findings showed that most students recognized the literal nature of AI translations and the loss of cultural nuances, particularly in idioms, proverbs, and metaphors. Patterns in the data suggested that Kazakh participants often drew on prior cultural experience when interpreting ethnocultural expressions, whereas English-language participants more frequently referred to analytical and contextual strategies. The most common verification strategies were comparing several AI systems, back-translating, analyzing context, and consulting additional sources. Additionally, engaging with AI translations fostered a critical mindset toward automated translation tools and raised cultural awareness. Overall, AI translation supports language learning and intercultural reflection, but its limitations in conveying deep cultural meaning require pedagogical guidance. Future research should expand sample sizes, examine different educational contexts, and incorporate quantitative measures of intercultural competence. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Teacher Professional Development and Professional Standards for Teachers: A Bibliometric Mapping of Literature (1975-2025)(Journal of Social Studies Education Research, 2025-06-15); ; ; ; The purpose of this study is to conduct literature mapping on professional development, continuous professional learning, and teacher professional standards using metadata extracted from 5,156 journal articles indexed in the Web of Science database from 1975 to 2025. The study employs bibliometric methods to describe and visually represent the literature's growth trajectory, productivity, and the social, intellectual, and conceptual structure of the field over the past 50 years. The findings reveal that research in these areas: (a) has shown steady growth, particularly since 2015; (b) is published across diverse journals in the categories of "Education Educational Research," "Psychology," and "Linguistics;" (c) is produced by scholars from various regions, with the USA, China, and Australia as leading contributors; (d) consists of a fragmented research community with limited interaction between groups; (e) is interdisciplinary, emerging from the convergence of research in education, psychology, and linguistics; and (f) has focused on eleven research themes over the past 50 years, including "Teacher Professional Development," "Educational Policy and Practice," "Educational Research Methodology," "Modern Educational Technologies and Learning," "Pedagogical Interaction in the Educational Process," "Professional Standards and Educational Development," "Social-Educational Communities and Communications," "Assessment and Learning Practice," "Educational Practice Research Methods," "Educational Reform Effectiveness," and "Innovative Technologies in Education." The bibliometric analysis provides insights for the further development and reconceptualization of the field, offering perspectives for identifying new research directions and methodological approaches in professional development, continuous professional learning, and teacher professional standards. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Motivational, Cognitive, and Reflexive Components in the Development of Communicative Competence of Pre-Service Teachers in a Multilingual Education: An Experimental Study(Journal of Social Studies Education Research, 2025-12-28); ; - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Gender Perspectives in Higher Education: Enhancing Gender Studies in Kazakhstan(Journal of Social Studies Education Research, 2025-03-28); ; ; Gulzira YestekovaThis study examines the integration of gender studies into Kazakhstan’s higher education curricula, emphasizing their effectiveness, teaching methods, and challenges in fostering gender awareness and equality. Utilizing a qualitative research design, the study combines content analysis of over 5,000 active educational programs with in-depth interviews with faculty experienced in teaching gender studies in Kazakhstan. Twenty-nine universities across the country offer 98 gender-related courses, reflecting the growing commitment of Kazakhstan’s higher education system to addressing gender issues through academic programs. The research identifies various undergraduate, graduate, and Ph.D. course offerings, emphasizing an interdisciplinary approach that includes sociology, psychology, linguistics, and management, among other fields. The study findings also highlight several challenges, such as the lack of standardized curricula, limited resources, inconsistent institutional support, and cultural resistance to specific sensitive topics, including radical feminism. Faculty interviews underscore the need for professional development in gender/feminist pedagogy and emphasize the importance of the university administration’s support for gender studies programs. This study contributes to global discussions on gender studies education by shedding light on Kazakhstan’s unique challenges and opportunities. While limited by its focus on certain universities and several educators, the study provides a foundation for future research on the long-term impacts of gender studies education in Kazakhstan. Addressing these challenges could advance gender equality initiatives and foster broader societal transformation, emphasizing the critical role of gender studies courses in achieving an equitable future. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Global Research Trends in Dialogic Speech Development among Preschool Children with Speech Underdevelopment: A Bibliometric Analysis (2005–2025)(Journal of Social Studies Education Research, 2026-09-29); - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Exploring EFL Teachers’ Perceptions of Media Literacy in KazakhstanDeveloping media literacy has emerged as a key requirement in our rapidly evolving world. Particularly, the incorporation of media literacy into the secondary school curriculum in Kazakhstan is perceived to have a long-term impact on the employment prospects of graduates and aligns with the country's multi-vector policy. Consequently, teachers recognize the imperative to foster media literacy in their classrooms. The integration of media literacy into the existing school curriculum holds profound importance, challenging students' critical thinking skills, creativity, and functional literacy. This study aims to explore the development of media literacy within English as a Foreign Language (hereinafter, EFL) classrooms, concentrating on teachers' perceptions and challenges related to media literacy. Utilizing a qualitative approach, the research entails conducting semi-structured interviews with EFL teachers in Kazakhstan. This study is based on in-depth, semi-structured interviews with fifteen EFL teachers in schools in Kazakhstan. The findings reveal that, despite certain barriers, EFL teachers acknowledge the necessity of incorporating media literacy components into their classrooms. The tension associated with teaching media literacy manifests in decisions related to selecting appropriate resources, adopting effective approaches, and navigating the attitudes of other education stakeholders. The research outcomes contribute to filling the current gap in studies within this domain, offering practical insights for teachers working in similar environments. - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Cultivating Students’ Cross-Cultural and Linguacultural Competences’: Navigating Challenges and Opportunities(Journal of Social Studies Education Research, 2024-06-30);