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Journal of Social Studies Education Research
ISSN
1309-9108
Издатель
Journal of Social Studies Education Research
5 результаты
Показано: 1 - 5 из 5
- 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, 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, Cultivating Students’ Cross-Cultural and Linguacultural Competences’: Navigating Challenges and Opportunities(Journal of Social Studies Education Research, 2024-06-30);