https://hipatiapress.com/hpjournals/index.php/qre/issue/feed Qualitative Research in Education 2022-02-28T22:58:14+01:00 QRE Editors qre@hipatiapress.com Open Journal Systems <p><em>Qualitative Research in Education </em>is an online journal fourth-monthly published by Hipatia which shows the results of qualitative researches aimed to promote significantly the understanding and improvement of the educational processes.<em> Qualitative Research in Education gathers the </em>outcomes from the educational researches carried out in different fields, disciplines and qualitative methodological approaches. These investigations have as a final purpose to improve the educational processes or contexts. Consequently, the journal will publish disciplinary and multi-disciplinary pieces of work linked to education and more precisely to Pedagogy, Sociology, Anthropology, History, Philosophy, Linguistics, Geography, Mathematics, Physical Education, Music or Political Science.</p> <p>This scientific journal was created to meet the need for recording the increasing scientific knowledge generated from qualitative researches. <em>Qualitative Research in Education </em>is one of the first scientific journals on this theme. It intends to be an international space for debate and educational reflection on participative implementations on research which involves the reality that is being investigated, the understanding of educational phenomena as well as the evidence that can encourage not only equity and improvement of outcomes in education but also a social change.</p> <p><strong>Peer Review Policy: </strong>All research articles in this journal have undergone rigorous double-blind peer review, based on initial editor screening and anonymized refereeing by two anonymous referees.</p> <p><strong>Indexed in: </strong><strong><a href="https://www.scimagojr.com/journalsearch.php?q=21100899302&amp;tip=sid&amp;clean" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://www.scopus.com/home.uri&amp;source=gmail&amp;ust=1547663413474000&amp;usg=AFQjCNEx6zSDJX3WPh9qHDRZYqEclpdi1Q">SCOPUS</a>,</strong><strong> </strong><a href="https://science.thomsonreuters.com/cgi-bin/jrnlst/jlresults.cgi?PC=MASTER&amp;ISSN=2014-6418" target="_blank" rel="noopener">Thomson Reuters (Web of Science)</a><strong>, </strong><a href="https://dbh.nsd.uib.no/publiseringskanaler/erihplus/periodical/info?id=484835">ERIH PLUS</a><strong>,</strong> <a href="https://eric.ed.gov/" target="_blank" rel="noopener">ERIC (Educational Research Information Center)</a>, <a href="https://journaldatabase.org/journal/issn2014-6418">Academic Journals Database</a>, <a href="https://bddoc.csic.es:8080/ver/ISOC/revi/3471.html">CSIC CCHS</a>, <a href="https://dialnet.unirioja.es/servlet/revista?codigo=19658">Dialnet</a>, <a href="https://doaj.org/search?source={%22query%22:{%22filtered%22:{%22query%22:{%22query_string%22:{%22query%22:%222014-6418%22,%22default_field%22:%22index.issn.exact%22,%22default_operator%22:%22AND%22}},%22filter%22:{%22bool%22:{%22must%22:[{%22term%22:{%22_type%22:%22journal%22}}]}}}}}">Directory of Open Access Journals (DOAJ)</a>, <a href="https://www.accesoabierto.net/dulcinea/consulta.php?directorio=dulcinea&amp;campo=ID&amp;texto=2567">Dulcinea</a>, <a href="https://search.ebscohost.com/login.aspx?direct=true&amp;profile=ehost&amp;scope=site&amp;jrnl=20146418&amp;AN=93311594&amp;crl=c">EBSCO Host</a>, <a href="https://www.tandfonline.com/action/aboutThisDatabase?show=publicationsCovered&amp;pubCode=era#letter-Q">Educational Research Abstract Online (ERA)</a>, <a href="https://www.erevistas.csic.es/ficha_revista.php?oai_iden=oai_revista1226">e-Revistas</a>, <a href="https://globalimpactfactor.com/qualitative-research-in-education/">Global Impact Factor (GIF)</a>, <a href="https://scholar.google.es/">Google Académico</a>, <a href="https://www.journaltocs.ac.uk/index.php?action=browse&amp;subAction=pub&amp;publisherID=2154&amp;journalID=29044&amp;pageb=1&amp;userQueryID=&amp;sort=&amp;local_page=1&amp;sorType=&amp;sorCol=1">JournalTOCs</a>, <a href="https://www.latindex.unam.mx/buscador/ficRev.html?opcion=3&amp;folio=22875">Latindex Catálogo</a>, <a href="https://miar.ub.edu/consulta.php?issn=2014-6418">Matriz de Información para la Evaluación de Revistas (MIAR)</a>, <a href="https://www.oalib.com/journal/10765/1#.UzCYy_l5Ozs">Open Access Library</a>, <a href="https://www.sherpa.ac.uk/romeo/search.php?la=es&amp;issn=2014-6418">Sherpa/Romeo</a>, <a href="https://www.uifactor.org/JournalDetails.aspx?jid=2726">Universal Impact Factor</a></p> <p><strong>Licence: </strong>Until October 5th 2013, Hipatia Press scientific journals were published under Creative Commons Attribution NonCommercial-NoDerivative License (CC BY NC ND). Hipatia Press journals decided to change the license and use the Creative Commons Attribution (CC BY) as recommended by the Budapest Open Access Initiative taking into account its commitment with Open Access.</p> https://hipatiapress.com/hpjournals/index.php/qre/article/view/8865 Problems and Challenges for the Ideal Teacher of the 21st Century: A Grounded Theory Model 2022-01-13T18:56:00+01:00 Ana Isabel Ponce Gea anaisabel.ponce@ua.es María Luisa Rico Gómez marialuisa.rico@ua.es <p>The objective of this work is to configure a model of difficulties and proposals to put into practice the conceptualization of the ideal teacher from the perspective of the teachers. The identity of the teacher is configured through subjective perceptions verbalized in the analytical discourse of the teacher, which relate the professional and personal dimension to the context in which it is circumscribed. Grounded Theory is chosen as the method, and the discussion group as a technique, consisting of 10 participants of different profiles in the educational field: initial training, final training, teacher looking for a job, new teacher, experienced teacher and trainer of prospective teachers. The "Model of difficulties and proposals for the materialization of the teaching ideal" has been specified in the supracategories "Problems for materialization" and "Proposals for materialization" in relation to the following dimensions: student profile, training and access, motivations, organizational and curricular framework and teaching practice. The results show that the paradigm in which the resulting model is inserted is in line with the socio-constructivist approach, as well as the need for a multifocal reflective pedagogical practice, centered on the social and cooperative learning environment.</p> 2022-02-28T00:00:00+01:00 Copyright (c) 2022 Qualitative Research in Education https://hipatiapress.com/hpjournals/index.php/qre/article/view/9195 Writing Retreats Responding to the Needs of Doctoral Candidates Through Engagement with Academic Writing 2021-10-18T20:07:39+02:00 Émilie Tremblay-Wragg tremblay-wragg.emilie@uqam.ca Cynthia Vincent vincent.cynthia@uqam.ca Sara Mathieu-C. sara.mathieu.chartier@umontreal.ca Christelle Lison christelle.lison@usherbrooke.ca Annabelle Ponsin annabelle.ponsin@gmail.com Catherine Déri cderi055@uottawa.ca <p>During dissertation writing, PhD candidates face challenges engaging with academic writing, among other things, which leads to their participation in writing retreats with their peers. Developing a better understanding of PhD candidates’ needs to optimize engagement with writing is important for improving the overall doctoral experience and reduce attrition. We then conducted a qualitative longitudinal experimental study with PhD candidates from Canadian universities: 15 respondents who participated in a writing retreat and 15 respondents who never participated in such event. Based on our findings, this article presents a complementary perspective to the theoretical model of engagement with writing by Murray (2015). Thereon, we expand on the intersectionality of components (cognitive, physical, social) to illustrate the influence of structured writing activities. These intersections highlight the benefits of writing retreats to answer the needs of PhD candidates to engage with writing: planning dedicated writing periods, implementing effective work methods in environments enabling concentration, and engaging with collective writing activities. By way of supplementing the most recent literature on the subject, we suggest that the participation in structured writing retreats serves as a pedagogical benchmark for graduate programs to offer students comparable conditions in support of their writing requirements to enhance academic success.</p> 2022-02-28T00:00:00+01:00 Copyright (c) 2022 Qualitative Research in Education https://hipatiapress.com/hpjournals/index.php/qre/article/view/9583 Influence of the Six-Phase Program on L2 Motivational Self System of Immigrants 2021-12-12T15:01:32+01:00 Elenisse Mamani Morón milka.mamani@upeu.edu.pe Michael White michaelwhite@upeu.edu.pe <p>Massive migratory movements have generated great concern regarding the social integration of migrants, both in the countries of origin and destination. Since learning the host language is the main element of inclusion and social cohesion, the fundamental role of motivation as an active part of the process and optimal learning outcome cannot be underestimated. Therefore, the present study draws on Dörnyei's L2 Motivational Self System (L2MSS) to explore the motivational experience of ten professional migrants learning the local language of their new communities through Thomson's Six-Phase Program (SPP). The qualitative analysis of interview responses using the WebQDA platform showed that the SPP methodology provides a favorable context for the L2 learning experience and that both ideal L2 self and ought-to L2 self are not mutually exclusive. The practical and possible goals of the SPP sustain their motivation, and it is their progress which incentivizes them to reduce the gap between their present self and their future self.</p> 2022-02-28T00:00:00+01:00 Copyright (c) 2022 Qualitative Research in Education https://hipatiapress.com/hpjournals/index.php/qre/article/view/9698 Social Media-Based Professional Learning: What Are Teachers Doing in It? 2022-01-10T02:29:08+01:00 Wawan Krismanto wawan.krismanto@unm.ac.id Punaji Setyosari punaji.setyosari.fip@um.ac.id Dedi Kuswandi dedi.kuswandi.fip@um.ac.id Henry Praherdhiono henry.praherdhiono.fip@um.ac.id <p>The formal professional development of teachers in Indonesia still encounters various obstacles and limitations. Realising this, some teachers gather, interact and build communities, then run social media-based professional learning. This study investigates the diversity of teacher activities in social media-based professional learning in the community from teacher experience. For this reason, a qualitative approach with the phenomenological method is the appropriate approach. The respondents of this study were 16 teachers who consistently participated in social media-based professional learning in three teacher communities. They were interviewed in a semi-structured manner. Learning activities in the community were observed, and relevant documents were analysed to complement the research data. The study results indicate various engagements and experiences of teachers in the three teacher communities studied. It also shows the diversity of teacher learning activities in social media-based professional learning facilitated by the teacher community. Based on the research results, several implications have been given for teachers, teacher community managers, and future research.</p> 2022-02-28T00:00:00+01:00 Copyright (c) 2022 Qualitative Research in Education https://hipatiapress.com/hpjournals/index.php/qre/article/view/10031 Reviewers 2021 2022-02-28T22:40:54+01:00 Qualitative Research in Education qre@hipatiapress.com 2022-02-28T00:00:00+01:00 Copyright (c) 2022 Qualitative Research in Education