Qualitative Research in Education

Pedagogical Reflection in the Practice of Novice Teachers: Triggers and Difficulties

2025-01-08T11:23:12+01:00

The research analyzes the themes/situations of the pedagogical practice that mobilize reflection in beginning teachers of History, Geography and Social Sciences, specifying the difficulties they identify. The study was carried out under the interpretive paradigm with a qualitative design. The information collection technique was the interview, to ten new teachers of this discipline who work in educational establishments of different dependencies and communes of the Maule region, Chile. Novice teachers analyze their teaching work in terms of characteristics, triggers and difficulties. They conceive the reflection associated with an experience of emotional and cognitive tension caused in some cases by the presence of a technical/instrumental imbalance, a mismatch between their expectations and what they experienced, or a practical/pedagogical imbalance, which forces them to become aware of the consequences contemplated by the teaching action. The reflection developed by these beginning secondary school teachers in their insertion into work and the profession broadens the scope of the classroom, to incorporate the institution and its organizational conditions (administrative tasks), as well as relationships with others (promoting the commitment of families).

21st Century Educational Challenges for a Changing Society: A Bibliographic Review

2025-02-08T13:05:04+01:00

Society is constantly changing and evolving, and faces challenges such as ensuring quality education and economic and social progress. The aim of this study is to analyse the educational challenges of 21st century society and to make a scientifically based reflection. It is based on a systematic review of the literature following the PICO strategy and PRISMA statement, the results of which allow the studies to be grouped into five areas: Technology in Education; 21st Century Competences; New Approaches to Teaching and Learning; Networking, Cooperation, Collaboration and Coexistence; and Inclusion, Equality and Diversity. The main conclusions point to the need to: revitalise the education system based on technology; virtualise learning processes; focus on digital competence training for teachers and students; and the need to promote quality education, oriented towards integrated, deep, reliable learning, based on challenging, authentic and constructivist experiences, for which it will be necessary to adapt and innovate curricular elements to 21st century competences, which should be aimed at achieving learning that is coherent with the levels of employability in the market and in line with the demands of the global world.

Virtual Reality and Education: A Systematic Review of a Decade of Research in the Arts and Humanities Area of SCOPUS

2025-02-08T13:23:17+01:00

Virtual Reality has emerged as a transformative tool in education. This study aimed to analyze and synthesize the trends in the implementation of VR in education and other areas of knowledge, through a systematic review of articles published in SCOPUS during the period 2014-2024. Using the PRISMA method, 58 relevant articles were identified and analyzed. The results reveal a growing adoption of this technology at various educational levels, with a significant focus on higher education and teacher training. Evidence suggests that VR can improve understanding of abstract concepts, increase knowledge retention, and provide hands-on experiences in safe environments. However, important challenges are identified, such as implementation costs, the need for specialized teacher training, and health and safety considerations. This study provides a comprehensive view of the current state.

Realization of Profil Pelajar Pancasila Based on Project Learning in Vocational Education at Tamansiswa, Indonesia

2025-01-14T18:44:41+01:00

Project-Based Learning (PBL) is a recommended method in vocational education, particularly for implementing the Profil Pelajar Pancasila (P3). However, learning that emphasizes character values aligned with the "Budaya Luhur Ajaran Tamansiswa" remains limited, and there has been a decline in soft skills among vocational graduates in the 21st century. This study explores the perceptions of educational and cultural practitioners and vocational teachers in implementing P3 using the PBL approach in Tamansiswa, Indonesia. A total of 12 key informants were selected using purposive sampling techniques. Data from observations, interviews, and Focus Group Discussions (FGD) were thematically analyzed using Nvivo 12 Plus software. The findings revealed three themes: planning, implementation, and evaluation. The PBL stages included problem analysis, project planning, coordination of execution, product creation and its progress, and evaluation of results while ensuring student engagement in Ngerti, Ngrasa, Ngalakoni. Vocational learning emphasizes the balance of intellectual, emotional, creative, and physical development, reflected in the pillars of character to shape individuals who are independent, competitive in the workplace, and adaptive in modern society.