Qualitative Research in Education

The Provisions of Learning Experiences in the Early Childhood Development Centers against the COVID-19 Pandemic

Ninlapa Jirarattanawanna — 2024-02-28

This study aimed to explore the provision of learning experiences for early childhood development at Childhood Development Centers (CDCs) during the Covid-19 pandemic, focusing on the "what" and "how" aspects. Data were collected from 57 participants through in-depth interviews and group interviews involving parents of young children, teachers/caregivers at CDCs, community leaders and committees, as well as relevant government agencies in two areas of Thailand. Content analysis was utilized to analyze the qualitative data gathered between July and November 2020. The findings revealed that CDCs employed various forms of capital, including: human, group and network, local wisdom, organizational, financial, and natural resources, to adhere to the National Childhood Development Center Standards. CDCs provided three distinct patterns of learning experiences for children: 1) Community participation within the local area, involving parents and networks associated with CDCs. 2) Enhancement of systems and mechanisms for collaboration with early childhood development among government, private sectors, and academic sectors at the district level. 3) Promotion of health and wellness among early childhood during the Covid-19 pandemic through encouraging child development, improving nutrition, and preventing the spread of Covid-19.

Student’s Reversible Thinking Processes: An Analysis Based on Adversity Quotient Type Climbers

Fadrik Adi Fahrudin — 2024-02-28

Reversibility thinking carried out mentally in mathematical operations has an important role in the process of understanding concepts as it involves developing a thinking process from beginning to end and from end to beginning. This qualitative research aims to describe students' reversible thinking processes in solving algebra problems, specifically in climber-type adversity quotient. A total of 2 students who have the climber type were selected as participants from 36 potential subjects involved in the research. Data collection was carried out by providing Adversity Response Profile questionnaires, Test of Thinking Reversible, and semi-structured interviews. Our participants solved problems according to polya stages and through forward and reverse processes. The results of data analysis show that in the forward process, there are 2 aspects of reversible thinking, namely negation and reciprocity, while in the reverse process, they involve 2 aspects of reversible thinking, namely the capability to return to initial data after obtaining the result and negation. The results suggest that student's ability to perform mental reversals indicates a strong reversible thought process, leading to more precise cognitive thinking.

Comprehensive Sexual Education in Chile: Barriers and Opportunities to Implement Educational Programmes

Roxana Nicol Poblete-Inostroza — 2024-02-28

The scientific literature has emphasised the importance of addressing comprehensive sexuality education (CSE) in formal educational settings. In the last decade, several legal norms have been developed that promote the implementation of CSE programmes in Chile. However, there are still difficulties in guaranteeing the right to CSE in Chilean educational establishments. The aim of this study is to identify the existing barriers through the perspective of management teams from different schools. In addition, we have incorporated the perspective of teachers who are active in feminist groups, because for years they have been promoting a discourse in favour of CSE. This has allowed us to identify opportunities that favour the sexual health of children and young people in the country. This research is an exploratory study using qualitative methods, in which 30 education professionals, 15 managers and 15 feminist teachers were interviewed. It can be concluded that CSE plans constantly face internal barriers from teachers and management teams. Many of these difficulties are associated with the ideologies and beliefs of the professional teams, but also with external pressures from families and ideological groups.

Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University

Anh-Thi Nguyen — 2024-02-28

This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.