The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension

The aim of this contribution is to identify the elements that are integral parts of a teacher-specific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers’ professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethno-relative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments’ internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach’s alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers’ beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies.+repphzhbib2018

The structure of teacher-specific intercultural competence: Empirical evidence on the 'Beliefs, Values, and Goals' dimension

The aim of this contribution is to identify the elements that are integral parts of a teacher-specific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers’ professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethno-relative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments’ internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach’s alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers’ beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies

Constructivist beliefs and teaching practices in different school environments

The goals of this paper are: a) to identify dominant teachers’ practices (teaching and co-operation with colleagues) as well as constructivist beliefs and b) to analyze the differences in the school environment where different groups of teachers work (more precisely, the school climate and feedback teachers receive in school). The secondary analysis (cluster analysis and ANOVA) of TALIS 2013 data enabled attaining the research goals. Four groups of teachers were identified with varying patterns of scores on three variables – constructivist beliefs (about teaching and learning), co-operation with colleagues, and teaching practices – through cluster analysis: one group with all three highly positive scores, one with all three highly negative scores, and two groups of teachers with moderately developed teaching practices but with varying beliefs and co-operation practices. All groups differ significantly in the extent to which teachers find the feedback they receive in schools important. Also, the majority of the groups significantly differ in teachers’ assessment of the school climate (that is based on respect and mutual trust). A trustful and supportive school climate and frequent feedback are the characteristics of the schools where the teachers work using structured, student-centered, and enhanced teaching practices and frequently cooperate with their colleagues. The results suggest that systematic practices of co-operation with other teachers and a system of receiving and giving feedback on various aspects of professional practices, in a supportive school climate, possibly strengthen effective teaching practices regardless of the teachers’ beliefs about teaching and learning. From the policy perspective, strengthening the school climate that is based on mutual respect and support and developing a system of teacher feedback is considered as possible ways of teacher professional development for meaningful and effective teaching practices.peer-reviewe

NIR optical carbon dioxide sensors based on highly photostable dihydroxy-aza-BODIPY dyes

A new class of pH-sensitive indicator dyes for optical carbon dioxide sensors based on di-OH-aza-BODIPYs is presented. These colorimetric indicators show absorption maxima in the near infrared range (λmax 670–700 nm for the neutral form, λmax 725–760 nm for the mono-anionic form, λmax 785–830 nm for the di-anionic form), high molar absorption coefficients of up to 77 000 M−1 cm−1 and unmatched photostability. Depending on the electron-withdrawing or electron-donating effect of the substituents the pKa values are tunable (8.7–10.7). Therefore, optical carbon dioxide sensors based on the presented dyes cover diverse dynamic ranges (0.007–2 kPa; 0.18–20 kPa and 0.2–100 kPa), which enables different applications varying from marine science and environmental monitoring to food packaging. The sensors are outstandingly photostable in the absence and presence of carbon dioxide and can be read out via absorption or via the luminescence-based ratiometric scheme using the absorption-modulated inner-filter effect. Monitoring of the carbon dioxide production/consumption of a Hebe plant is demonstrated

Izgubljeno zaupanje? Izkušnje učiteljev in učencev medšolanjem, ki ga je prekinila pandemija covida-19

This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students’ learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students’ and teachers’ expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students’ and teachers’ perspectives are brought to each other’s attention and negotiated locally. Finally, recommendations for restoring trust are given. (DIPF/Orig.

Relationship between epistemological beliefs and motivational orientation among high school students

Relationship between epistemological beliefs and motivational orientation of high school students was studied and their relationship with school majoring, GPA and gender. To estimate epistemological beliefs and motivational orientation Schommer's Epistemological Questionnaire (EQ) and Work Preference Inventory (WPI) were used. Through factor analysis of EQ 5 factors were extracted, that differ from those Schommer singled out. Negative correlation between naive epistemological beliefs on one side, and intrinsic (-0.327, p lt 0.01) and general motivation (-0.247, p lt 0.01) on the other, was determined. Students majoring in social sciences have more mature epistemological beliefs (F=11.278, df=1, p lt 0.01. Boys have more mature epistemological beliefs than girls only on factor Avoiding relating, ambiguity and dependence on authority (F=16.899, df=1, p lt 0.01). Correlation between epistemological beliefs and GPA was not determined. Students majoring in social sciences have higher level of motivation (F=6.626, df=1, p lt 0.05). Girls are more motivated by enjoying in what they are doing (F=6.261, df=1, p lt 0.05)

The structure of teacher-specific intercultural competence: Empirical evidence on the ‘beliefs, values, and goals’ dimension

Cilj ovog istraživanja je da identifikuje elemente koji čine integralni deo konstrukta interkulturne kompetencije specifične za nastavnike. U ovom radu fokusiramo se na facete konstrukata za koje se smatra da su prilično zasićene vrednostima i afektivno obojene. Prateći široko korišćeni teorijski model profesionalnih kompetencija nastavnika koji su razvili Baumert i Kunter (2013), konceptualno smo smestili ove facete unutar dimenzije 'Verovanja, Vrednosti i Ciljeva' i predlažemo četiri centralna elementa: (1) uvažavanje kulturne raznolikosti; (2) etno-relativan pogled na svet; (3) stavove prema integraciji; (4) identifikacija sa ciljevima interkulturog obrazovanja. Da bismo testirali hipotezu da ova četiri aspekta predstavljaju jedan jedini nadređeni latentni konstrukt, operacionalizovali smo svaki odgovarajućom skalom i onda proverili internu konzistenciju instrumenta, konvergentnu i faktorsku validnost. Rezultati ukazuju da naše četiri skale imaju dobre interne konzistencije (Kronbahove alfe između 0,82 i 0,89), da se uklapaju u jednofaktorsku strukturu (kao što je demonstrirano konfirmativnom faktorskom analizom) i ukazuju na jedan latentni konstrukt (RMSEA=0,000; TLI = 1,004; CFI = 1,000; SRMR = .007). Sa ovim rezultatima, ovaj rad predstavlja validni, kontekstualno relevantni novi instrument za procenu verovanja, vrednosti i ciljeva nastavnika u vezi sa interkulturnim obrazovanjem i doprinos u razrešenju teorijskih, metodoloških i praktičnih problema istraživanja interkulturnih kompetencija.The aim of this contribution is to identify the elements that are integral parts of a teacherspecific intercultural competence construct. In this paper, we focus on those facets of the construct that are considered to be rather value-laden and affectively tinged. Following the widely used theoretical model of teachers' professional competencies developed by Baumert and Kunter (2013), we conceptually place these facets within the Beliefs, Values, & Goals dimension, and propose four core elements: (1) appreciation of cultural diversity; (2) ethnorelative worldview; (3) attitudes toward integration; and (4) identification with goals of intercultural education. In order to test the hypothesis that these four aspects represent one single overarching latent construct, we operationalized each with an appropriate scale and then scrutinized the instruments' internal consistency, and convergent and factorial validity. The results suggest that our four scales have good internal consistencies (Cronbach's alphas between .82 and .89), adhere to a one-factor structure (as demonstrated by Confirmatory Factor Analysis), and indicate one latent construct (RMSEA = 0.000; TLI = 1.004; CFI = 1.000; SRMR = .007). With these results, this paper presents a valid, contextually relevant new instrument to assess (pre-service) teachers' beliefs, values and goals regarding intercultural education and contributes to resolving theoretical, methodological, and practical issues of research on intercultural competencies

Highly Photostable Near-Infrared Fluorescent pH Indicators and Sensors Based on BF₂-Chelated Tetraarylazadipyrromethene Dyes

In this study, a series of new BF₂-chelated tetraarylazadipyrromethane dyes are synthesized and are shown to be suitable for the preparation of on/off photoinduced electron transfer modulated fluorescent sensors. The new indicators are noncovalently entrapped in polyurethane hydrogel D4 and feature absorption maxima in the range 660–710 nm and fluorescence emission maxima at 680–740 nm. Indicators have high molar absorption coefficients of ∼80 000 M^–1 cm^–1, good quantum yields (up to 20%), excellent photostability and low cross-sensitivity to the ionic strength. p<i>K</i>_a values of indicators are determined from absorbance and fluorescence measurements and range from 7 to 11, depending on the substitution pattern of electron-donating and -withdrawing functionalities. Therefore, the new indicators are suitable for exploitation and adaptation in a diverse range of analytical applications. Apparent p<i>K</i>_a values in sensor films derived from fluorescence data show 0.5–1 pH units lower values in comparison with those derived from the absorption data due to Förster resonance energy transfer from protonated to deprotonated form. A dual-lifetime referenced sensor is prepared, and application for monitoring of pH in corals is demonstrated