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Authors = Michaela Gläser-Zikuda

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14 pages, 654 KiB  
Article
Evaluating Reflective Writing in Pre-Service Teachers: The Potential of a Mixed-Methods Approach
by Chengming Zhang, Jessica Schießl, Lea Plößl, Florian Hofmann and Michaela Gläser-Zikuda
Educ. Sci. 2023, 13(12), 1213; https://doi.org/10.3390/educsci13121213 - 6 Dec 2023
Cited by 8 | Viewed by 2550
Abstract
Reflective writing is a relevant aspect of pre-service teachers’ professionalization. Evaluating reflective writing in teacher education is demanding due to a shortage of resources. Hence, this study explores the practical possibilities of evaluating reflective writing using a mixed-methods approach to analyze reflective writing [...] Read more.
Reflective writing is a relevant aspect of pre-service teachers’ professionalization. Evaluating reflective writing in teacher education is demanding due to a shortage of resources. Hence, this study explores the practical possibilities of evaluating reflective writing using a mixed-methods approach to analyze reflective writing from 198 pre-service teachers at a German university. We used qualitative content analysis, computational linguistic approaches, and BERTopic. Results of qualitative content analysis results indicated primarily descriptive and low-level participants’ reflective writing. Next, computational linguistic analyses revealed that affective and cognitive terminology utilization differed across varying levels of reflection, with a higher frequency of such terms correlating with deeper levels of reflection. BERTopic results showed that reflective content mainly centered on learning materials and shifted toward affective and motivational themes related to higher levels of reflection. This study demonstrates that reflective writing can be evaluated across reflection levels and cognitive, affective, and thematic dimensions, combining qualitative content analysis, computational linguistic approaches, and BERTopic. Full article
(This article belongs to the Section Teacher Education)
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14 pages, 291 KiB  
Article
Preservice Teachers’ Online Self-Regulated Learning: Does Digital Readiness Matter?
by Katharina Fuchs, Lisa Pösse, Svenja Bedenlier, Michaela Gläser-Zikuda, Rudolf Kammerl, Bärbel Kopp, Albert Ziegler and Marion Händel
Educ. Sci. 2022, 12(4), 272; https://doi.org/10.3390/educsci12040272 - 12 Apr 2022
Cited by 7 | Viewed by 3907
Abstract
(1) Background: Teaching in today’s schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the [...] Read more.
(1) Background: Teaching in today’s schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers’ digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education. Full article
12 pages, 624 KiB  
Concept Paper
Equity Gaps in Education: Nine Points toward More Transparency
by Albert Ziegler, Ching-Chih Kuo, Sen-Peng Eu, Michaela Gläser-Zikuda, Miguelina Nuñez, Hsiao-Ping Yu and Bettina Harder
Educ. Sci. 2021, 11(11), 711; https://doi.org/10.3390/educsci11110711 - 4 Nov 2021
Cited by 9 | Viewed by 5224
Abstract
The aim of this paper is to increase transparency in the scientific analysis of equity gaps in education. This should be useful in avoiding common ambiguities and misunderstandings in the discourse and in presenting the analyses results in a constructive way. We focused [...] Read more.
The aim of this paper is to increase transparency in the scientific analysis of equity gaps in education. This should be useful in avoiding common ambiguities and misunderstandings in the discourse and in presenting the analyses results in a constructive way. We focused on a very basic aspect of transparency: Information availability. We identified nine topics related to the constitutive terms: “equity”, “gap”, and “education”, topics for which information is often only implicitly or selectively transmitted or not transmitted at all. Regarding the constitutive term “equity”, and as the possible sources of transparency problems, we analyzed (1) the type of equity model, (2) the underlying distribution model, and (3) the group concept between which equity gaps exist. For the clarification of the constitutive term “gap”, we addressed (4) the applicability issue, (5) the indicator issue, (6) the reference issue, and (7) the significance issue. The last two sources of transparency problems were related to the constitutive term “education” and referred to (8) the location of the equity gap within or outside education and (9) the characterization of the equity gap within education. For each of the nine topics, we highlight the biggest problems of understanding and propose solutions. Full article
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17 pages, 979 KiB  
Article
Helplessness among University Students: An Empirical Study Based on a Modified Framework of Implicit Personality Theories
by Albert Ziegler, Svenja Bedenlier, Michaela Gläser-Zikuda, Bärbel Kopp and Marion Händel
Educ. Sci. 2021, 11(10), 630; https://doi.org/10.3390/educsci11100630 - 12 Oct 2021
Cited by 3 | Viewed by 17818
Abstract
Due to the COVID-19 pandemic, and within a very short period of time, teaching in the 2020 summer term changed from predominantly on-site to online instruction. Students suddenly faced having to adapt their learning process to new demands for which they may have [...] Read more.
Due to the COVID-19 pandemic, and within a very short period of time, teaching in the 2020 summer term changed from predominantly on-site to online instruction. Students suddenly faced having to adapt their learning process to new demands for which they may have had both insufficient digital skills and a lack of learning resources. Such a situation carries the risk that a substantial number of students become helpless. The aim of our empirical study was to test a hybrid framework of helplessness that includes both objective causes of helplessness and students’ subjective interpretations of them. Before lectures or courses began, students of a full-scale university were invited to participate in an online survey. The final sample consists of 1690 students. Results indicate that objective factors as well as their subjective interpretations contributed to the formation of helplessness. Full article
(This article belongs to the Special Issue Current Perspectives on Social and Emotional Learning and Development – COVID-19)
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