Center for Educational Policy Studies Journal <p>The C·E·P·S Journal is an open-access, peer-reviewed journal devoted to publishing research papers in different fields of education, including scientific.</p> University of Ljubljana, Faculty of Education, Slovenia en-US Center for Educational Policy Studies Journal 1855-9719 <p>In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.</p> The Development of Teacher Research as a Form of Developing Teacher Pedagogical Practice Blerim Saqipi Janez Vogrinc Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 5 9 10.26529/cepsj.1003 Praxis, Pedagogy and Teachers’ Professionalism in England <p>The article considers current teachers’ participation in educational research in England and whether Stenhouse’s perception that such involvement was necessary to stall the political undermining of democratic teacher professionalism has been addressed. Stenhouse instigated the emergence of the teacher-as-researcher movement, whereby teachers engaged with a process that created knowledge and practice. From 1979, when the Conservative Margret Thatcher became Prime Minister, the increasing dominance of globalised knowledge economies turned knowledge away from being a process into a product. Teacher and student education became controlled and consumed by increasingly competitive educational institutions.&nbsp; Learning became aimed at assuring the attainment of higher grades to increase the country’s economic growth and profit, leading to democratic teacher professionalism being undermined. However, contemporary research by the Organisation for Economic Cooperation and Development has indicated that teacher professionalism should involve teachers in conducting classroom-based individual or collaborative research. In addition, a recent academic inquiry by the British Education Research Association has concluded that teachers as researchers, in both literate and practical terms, will have a positive impact on learner outcomes by developing an education system that has the internal capacity to direct its own progress. At the same time, the Department for Education in England commissioned a two-year study to assess progress towards an evidence-informed teaching system. Taking a systematic literature approach, the present article considers the extent to which current teacher education and practice encourage teacher research as a form of developing pedagogical practice, in other words, praxis, in order to re-establish democratic teacher professionalism in England. It also explores whether there are alternative practices to create the same, or a similar, outcome.</p> Andrea Raiker Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 11 30 10.26529/cepsj.874 Educational Research Within the Curricula of Initial Teacher Education: The Case of Slovenia <p>Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher’s career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.</p> Tina Štemberger Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 31 51 10.26529/cepsj.871 Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo <p>The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (<em>n = 270 student teachers</em>), interviews (<em>n = 15 teacher educators</em>), and programme content (<em>n = 5</em>) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.</p> Fjolla Kaçaniku Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 53 76 10.26529/cepsj.865 Motivational and Demotivational Factors Affecting a Teacher’s Decision on Whether to Do Research <p>One of the teacher’s basic tasks should be to ensure that the quality of his/her educational work is continually enhanced by the application of practitioner research, as a recognised genre of educational research. The aim of this study was to explore factors that can motivate or demotivate teachers to include research in their educational practice. An online questionnaire was addressed to all Slovenian primary and secondary school teachers and full responses were received from 325 teachers. Although the teachers expressed high perceived self-confidence in their research abilities, this did not transfer to research activity, as only about one quarter of the respondents reported that they performed research. The main drivers of research are an intrinsic motivation for research and career goal orientation, followed by the relatively low influence of important others. Practitioner research is highly valued among teachers, so there must be other factors at work preventing more teachers from starting research activities. Among the leading factors recognised as obstacles are those that can be regarded as facilitating conditions in terms of motivational theory. Work overload, lack of time, school bureaucracy and family life can be regarded as competing with research for the teacher’s time, along with other important issues. The school climate cannot be regarded as the main obstacle to research. The findings call for the reallocation of at least some work duties in favour of research as part of regular employment.</p> Andrej Šorgo Jasmina Heric Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 77 97 10.26529/cepsj.869 Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments <p>The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.</p> Joanne Blannin Marian Mahat Benjamin Cleveland Julia E. Morris Wesley Imms Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 99 116 10.26529/cepsj.887 Using Remap RT (Reading – Concept Mapping – Reciprocal Teaching) Learning Model to Improve Low-Ability Students’ Achievement in Biology <p>The main aim of this study was to investigate the effects of the Remap RT (Reading – Concept Mapping – Reciprocal Teaching) learning model on low-ability students’ achievement in biology. This quasi-experimental research made use of a pre-test-post-test non-equivalent control group design. The population of this research was 125 tenth-grade students from the Natural Science classes aged around 16 years old. Four classes were randomly selected as the samples, and they were divided into two groups: two classes belonged to the high ability classes, and the other two were categorised into the low ability groups. The students’ achievement was measured using an essay test. The results of the test were analysed using ANCOVA. The findings indicated that 1) students who learned using Remap RT had better academic achievement in biology than students who learned using a conventional method; 2) students with high academic ability had better academic achievement than students with low academic achievement; and 3) low-ability students who learned using Remap RT and high-ability students who learned using a conventional method had equal academic achievement. The results of the research suggest that Remap RT was effective in improving low-ability students’ achievement in biology.</p> Siti Zubaidah Susriyati Mahanal Mar’atus Sholihah Fatia Rosyida Zenia Lutfi Kurniawati Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 117 144 10.26529/cepsj.777 Development of an Albanian Version of the Questionnaire on Teacher-Student Interaction <p>A questionnaire for studying teacher-student interaction in Albanian contexts was developed with extensive coverage in the field of educational psychology. The purpose was to adapt and develop an Albanian version of the widely used tool, the Questionnaire on Teacher-Student Interaction. The teacher-student relationship has been found to be very significant in many studies. Students’ academic achievements, emotional and social development, classroom group dynamics, and school dropouts are just some of the issues to be influenced by the nature of the established teacher-student relationship. To better measure students’ perceptions of teachers, clinical scientific data on personality interactions have been adapted and transferred to the contexts of education. With a sample of 300 subjects, the Questionnaire on Teacher-Student Interaction underwent necessary procedures and statistical analyses. Consequently, the original American version of 64 items resulted in 54 items in the Albanian version. Results confirm the reliability and validity of the questionnaire in the Albanian language and reconfirm its general usage for diverse cultures and contexts. Finally, through this study, the dimensions of teacher-student interactions were also measured and documented in the Kosovo context.</p> Edona Berisha Kida Theodhori Karaj Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 145 169 10.26529/cepsj.451 Janez Vogrinc and Blerim Saqipi, Research in Education Sciences: Conceptual and Methodological Perspectives, Albas Tiranë, 2019; 112 pp.: ISBN: 978-9928-282-69-9 Žan Korošec Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 171 174 10.26529/cepsj.1005 Mojca K. Šebart and Andreja Hočevar, Delusions of Preschool Education: Does Anyone Care about the Process Quality Anymore? Verlag Dr. Kovač, 2019; 133 pp.: ISBN: 978-3-339-11112-8 Damijan Štefanc Copyright (c) 2020 Center for Educational Policy Studies Journal 2020-09-29 2020-09-29 10 3 175 177 10.26529/cepsj.1006