European Journal of Education and Pedagogy

Occupational Burnout of Greek Primary Education Teachers

2024-10-12T08:31:30+02:00

The occupational burnout resulting from the high levels of stress which teachers face is a phenomenon that may have severe consequences on both teachers themselves and the educational process as a whole. Factors contributing to primary education (P.E.) teachers’ occupational burnout are also the constant requirements for professional development, increased workload, difficult working conditions and high expectations from parents and society. The work-related stress that P.E. teachers face is a serious issue that calls for attention and must be dealt with, both by teachers themselves and the educational system stakeholders overall. What are Greek P.E. teachers’ views about the occupational burnout and the factors causing it? What are the consequences of the occupational burnout of P.E. teachers on themselves and the educational process? How are teachers dealing with it? This paper aims at answering these questions.

Integrating ChatGPT into the Inquiry-Based Science Curriculum for Primary Education

2024-09-27T05:13:55+02:00

The integration of ChatGPT into an inquiry-based science curriculum for elementary school is investigated in this paper with an eye on increasing student involvement and learning results. Artificial intelligence-driven tools will help teachers enable individualized learning opportunities that foster young students’ critical thinking and curiosity. The study emphasizes the need for a solid basis in scientific education since it develops critical thinking and problem-solving abilities necessary to negotiate the natural world’s complexity. It also tackles the difficulties of using inquiry-based learning, including the pressure of standardized testing and the necessity of professional growth to provide instructors with successful approaches. The research concludes that including artificial intelligence in the classroom prepares students for a technologically driven future. It calls for careful evaluation of ethical consequences and thorough educator training to optimize its possible value. This research prepares the stage for following investigations on AI integration in different educational environments, possibly changing accepted teaching strategies.

Development and Validation of a Model for the Assessment of Biology Teachers’ Professional Reflective Practice

2024-09-17T21:02:50+02:00

A hallmark of professional competence for teachers, as viewed by many, is reflective practice. This study aimed to develop and validate a model for the assessment of biology teachers’ professional reflective practice using a 21-indicator framework. 286 respondents comprising 262 biology teachers from senior high schools in the Ashanti region and 24 biology teacher educators from three Universities in Ghana were sampled for this study. A mixed method research, specifically concurrent nested design, was employed for the study. The study found that both respondents (Biology teachers and biology teacher educators) strongly agreed with all the 21 indicators chosen by the study and deemed them important to be used to assess biology teachers’ professional reflective practice. No significant differences existed in respondents’ points of view on the indicators of professional reflective practice. The study has developed a model for assessing biology teachers’ professional reflective practice.

Providing Accessibility of Quality Education in War-Affected Areas: Case of the Georgian Village Avlevi

2024-09-13T05:46:26+02:00

Armed conflicts hurt children and youth’s access to quality education worldwide. Russian invasion and occupation of Georgian entities in 2008 resulted in thousands of internally displaced people and refugees and ruined schools and infrastructure. Georgian schools near the occupation dividing lines with Russia face unique hardships. The authors examined these schools’ educational needs and challenges using the Avlevi community schools as a case study. The findings indicate that a specialized strategy is required to guarantee continuous and quality education for the population living in these armed conflict-affected settlements. Based on an analysis of the research findings in conjunction with various academic sources, a set of recommendations has been formulated to address the critical components of such a strategy.

Problem-based Learning in Pediatric Dentistry: Perception of Students at the Mohamed VI Faculty of Dentistry

2024-09-08T09:23:01+02:00

Introduction: Problem-based learning (PBL) is a teaching method that relies on the learner’s active involvement in learning. It is a highly structured learning method with different stages, alternating group work and individual learning, enabling learners to learn clinical reasoning and acquire knowledge. The approach is guided by the teacher, who must support the construction of knowledge and create and supervise learning situations-a facilitating role. This work aims to assess learners’ perception of its value as an active learning method used in pediatric dentistry.

Methods: This descriptive study was conducted within the Mohamed VI Faculty of Dentistry at the Mohamed VI University of Health Sciences in Casablanca (UM6SS) and concerned all 3rd year students for the 2021/2022 academic year. Students’ perceptions of this teaching approach were assessed using a questionnaire administered at the end of the last ARP session.

Results: 96.2% of students were interested in the PBL sessions, and 56.6% felt that the group work enabled them to acquire new knowledge. The proposed problem situation was clear and well assimilated for 52.8% of learners, provoking rich and interesting discussion for 88.7% of students and enabling the identification of appropriate objectives for 79.2% of learners.

Conclusion: The results of our study are promising and interesting in favor of developing and extending PBL teaching to other courses in pediatric dentistry. However, the various constraints inherent in this teaching modality must be considered.