European Journal of Teaching and Education 2022-10-30T06:07:13+00:00 EJTE Info Open Journal Systems <p>The European Journal of Teaching and Education (EJTE) is an online open-access international journal, which publishes scholarly articles on a wide variety of topics within the field of education, including, but not limited to, education theory and practice, policy and administration, e-learning, child and family education, lifelong learning, and others. Each study published by EJTE undergoes a rigorous double-blind peer-review process.<br />The research studies published by EJTE serve the goal of facilitating and enhancing the public discussion on the topics that are essential to the future of teaching and education. The themes explored throughout the publication set the foundation of our global and national approach to education within the frameworks of academia, practices, policies, and research. As such, EJTE strives to present its readers with a rich selection of perspectives and topics by bringing together experts from a range of clinical and research disciplines, along with policymakers and private institutions in education.</p> Teachers’ Metamorphoses: A Narrative Inquiry into Indonesian Secondary School Teachers' Resilience during the Covid-19 Pandemic 2022-08-24T07:32:39+00:00 Adelina Mulyani Go Dody Kurniawan Adrian Agus Setiawan <p>The Covid-19 pandemic has been going on for a while, as the virus was first discovered back in late 2019. Education is one of the most impacted sectors during the pandemic, where teachers around the world are expected to change their approaches, making sure that students are still able to learn without attending school and have ‘normal’ learning circumstances. Through this research, we investigate how teachers convey their teaching experience during the Covid-19 pandemic and how resilience appears in the teachers’ stories. Therefore the research question is how resilience appears in the teachers’ stories about their teaching experience during the Covid-19 Pandemic. The result of the study shows that all participants have reached growing phases through adversity (the Covid-19 pandemic) according to Pattterson &amp; Kelleher's (2005)’s four-cycle phase of resilience.</p> 2022-12-20T00:00:00+00:00 Copyright (c) Extent to which the Competencies for the General Education Realized in BIBCHUR 2022-09-06T06:50:40+00:00 Marilyn Pescasio <p style="font-weight: 400;">This study uses a descriptive-evaluative approach in determining students’ perspectives in one of their courses, Bible and Church (BIBCHUR). The goal is to evaluate competencies/learning outcomes developed by the Commission on Higher Education (CHED) of the Philippines for the Revised General Education Curriculum (RGEC) vis-à-vis the new GE Institutional Requirement course Bible and the Church offered at De La Salle-College of Saint Benilde. Results of the qualitative study show that the five Intellectual General Education (GE) Competencies identified by CHED were realized in BIBCHUR only to a moderate extent. There is a need to enhance the language, information processing, and reasoning skills by giving students more reflective activities to highlight outcomes than knowledge. In conclusion, to make the course more relevant to the students, re-training of teachers in the implementation of OBE, learning management system (BigSky), and Inclusion, especially in the areas of delivery, assessment, and grading should be reconsidered.</p> 2022-10-30T00:00:00+00:00 Copyright (c) 2022 European Journal of Teaching and Education Aptitudes, Capabilities, and Interests of Children with Autism Spectrum Disorder 2022-10-03T07:18:53+00:00 Eunice Tan kenneth Poon <p>Some individuals with autism spectrum disorder (ASD), may display some areas of talent that are in contrast with their overall low level of general functioning. The aim of this study was to investigate the frequency of special abilities (aptitudes, capabilities, and interests) in a sample population of individuals with ASD. One in ten persons with ASD has special abilities in varying degrees. Researchers used to consider special abilities unimportant. However, this is an area of research for scientists and educators who are making attempts to understand the complexities and intricacies of the human mind. There have been reports of individuals who have intellectual disabilities and challenges, yet possess extraordinary abilities in reading, arithmetic, calendar calculations, art, or music. The study investigates the percentage and frequency of special abilities as reported by parents and teachers in a sample population of individuals with ASD in Singapore using a&nbsp; quantitative methodology. Parents and teachers were given questionnaires to ascertain this occurrence.</p> 2022-10-30T00:00:00+00:00 Copyright (c) 2022 European Journal of Teaching and Education A Case Study of Team-Based Learning for Evolutionary Biology Classes in Biology Majors 2022-10-15T05:36:17+00:00 Paulo Oliveira Diogo Figueiredo <p>The authors describe the experience with a partial implementation of Team-Based Learning strategy, as was carried out in the context of the Evolutionary Biology course, an obligate part of the undergraduate Biology curriculum at the University of Évora. In contrast to previous attempts at turning the students attending this course from their notorious inertia, this strategy finally accomplished a significant unfolding of the students’ immediate interest and thence helped them attain a richer learning experience. The recommendations by the developers of Team-Based Learning served as basis for this implementation, which is laid out in protocol format for the present article and illustrated with examples from the themes proposed. The results from a survey on this implementation of Team-Based Learning, made available to the students, gave an important feedback for discussion of the strengths and weaknesses in the experience so far. Although this implementation arguably fulfils most of the core elements of the recommended Team-Based Learning procedure, considerations are made on the possible need to upgrade to a full implementation of Team-Based Learning in this course.</p> 2022-10-30T00:00:00+00:00 Copyright (c) 2022 European Journal of Teaching and Education Prospects for Adult Learning and Global Change: A Canadian Perspective with Recommendations for Professional Practice 2022-10-19T06:46:23+00:00 Emily Dobrich <p>This article examines how changes related to the processes of globalization are impacting teaching and learning practices and presents a vision for the future of adult education. By examining these changes, with the purpose of understanding their relevance to adult education, the author makes recommendations for how to adapt to new landscapes of work and learning. Three key recommendations to strengthen adult educators’ professional practice are presented based on literature in the field of adult education and professional practice. These three recommendations are to engage in critical reflection, develop communities of practice and commit to lifelong learning. While each of these recommendations are distinct, they are mutually reinforcing to support adult educators' practice and prospects. Adult educators can be influencers in fostering transformation through learning that will shape and strengthen the future. This is more relevant than ever in the ramifications of the COVID-19 pandemic. Discovering what to be aware of and incorporating awareness of the potential for adult education to inspire positive change will promote personal and professional success in practice.</p> 2022-10-30T00:00:00+00:00 Copyright (c) 2022 European Journal of Teaching and Education