Qualitative Research in Education https://hipatiapress.com/hpjournals/index.php/qre <p><strong><em>Qualitative Research in Education</em></strong> journal 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>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> Hipatia Press en-US Qualitative Research in Education 2014-6418 <p>All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.</p> The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers https://hipatiapress.com/hpjournals/index.php/qre/article/view/10187 <p class="Abstract"><span lang="EN-US">Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.</span></p> Antonio Giner-Gomis Marcos Jesús Iglesias-Martínez Inés Lozano-Cabezas Copyright (c) 2024 Antonio Giner-Gomis, Marcos Jesús Iglesias-Martínez, Inés Lozano-Cabezas http://creativecommons.org/licenses/by/4.0 2024-06-28 2024-06-28 13 2 83 101 10.17583/qre.10187 Perspectives of Open Education High Students on the Open Learning Mode https://hipatiapress.com/hpjournals/index.php/qre/article/view/11844 <p>Open education is an education and instruction network that is widely used to overcome physical and temporal limitations. In the current study, an evaluation was made by taking the opinions of students on the application areas of the open education system in Turkey. In this context, the reasons for students attending open education high schools to switch to open education high schools were examined and a general perspective on open education applications was presented in line with their goals and expectations. To this end, phenomenology, one of the qualitative research methods, was used and students’ opinions and experiences about open education were elicited. The sample of the current study is comprised of 500 open education high school students registered through public education centres. An online questionnaire form consisting of semi-structured open-ended questions was used to collect data in the study. When the findings were examined, it was seen that the reasons for the participants’ enrolment in open education differed. In the analysis performed, it was seen that the reasons for enrolling in open education were grouped under six sub-headings: individual-emotional reasons, familial reasons, economic reasons, health-related reasons, reasons arising from school education processes and environmental-stimulating reasons.</p> Mesut Demirbilek Sıtar Keser Copyright (c) 2024 Mesut Demirbilek, Sıtar Keser http://creativecommons.org/licenses/by/4.0 2024-06-28 2024-06-28 13 2 102 125 10.17583/qre.11844 Job Satisfaction of Child and Youth Residential Care Professionals: A European Overview https://hipatiapress.com/hpjournals/index.php/qre/article/view/13545 <p>This systematic review examines job satisfaction among staff working in childcare settings, with the aim of understanding the factors that influence their well-being and its impact on the quality of care provided to children. To this end, an exhaustive database search of European studies on the subject published from 2016 to 2023 was carried out. The study includes a total of 21 articles that met the inclusion criteria. The findings show that job satisfaction in childcare centers is a multidimensional and complex aspect. The results show, on the one hand, evidence based on deficits such as job stress, depersonalization, lack of institutional support, secondary traumatic stress or compassion fatigue that may be risk factors for the occurrence of job discomfort. On the other hand, the existence of protective resources such as self-care, sense of coherence, team supervision and achievement promotion enhance job well-being. It is concluded that job satisfaction in childcare centers has an impact on the well-being of employees and on the development and emotional well-being of the children in their care. Therefore, it is recommended that institutions implement support and training strategies for staff to foster a positive work environment and strengthen the quality of care provided to children.</p> Alison Cantos-Egea Marta Camarero-Figuerola Juana-María Tierno-García Copyright (c) 2024 Alison Cantos-Egea, Marta Camarero-Figuerola, Juana-María Tierno-García http://creativecommons.org/licenses/by/4.0 2024-06-28 2024-06-28 13 2 126 148 10.17583/qre.13545 Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners https://hipatiapress.com/hpjournals/index.php/qre/article/view/12938 <p>Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.</p> Jing Sun Saeid Motevalli Nee Nee Chan Copyright (c) 2024 Jing Sun, Saeid Motevalli, Nee Nee Chan http://creativecommons.org/licenses/by/4.0 2024-06-28 2024-06-28 13 2 149 164 10.17583/qre.12938