International Journal of Contemporary Education
https://redfame.com/journal/index.php/ijce
<p><span lang="EN-US">International Journal of Contemporary Education</span> (ISSN: 2575-3177; E-ISSN: 2575-3185) is an open-access, international, double-blind peer-reviewed journal published by Redfame Publishing. The journal is published <strong>Semiannually in both print and online versions </strong>and accepts articles submission<a href="/journal/index.php/ijce/about/submissions#onlineSubmissions" target="_blank"><strong> online </strong></a>or by<strong> <a href="mailto:ijce@redfame.com" target="_blank">email</a>.</strong> The online version is free to access and download. IJCE aims to promote excellence through dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field.</p>Redfame Publishingen-USInternational Journal of Contemporary Education2575-3177<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.</p><p>Copyrights for articles published in Redfame journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p>Effects of Assistance Media on Active Learning and Creative Thinking in Online Learning
https://redfame.com/journal/index.php/ijce/article/view/6432
<p>Online learning is the best learning strategy during the Covid-19 pandemic. However, it has obstacles for students who are still learning to adapt to internet technology. This research aims to determine the effect of using online learning strategies on students' active learning and creative thinking. The subjects of this study were 52 students of the Indonesian Language Education Study Program at the Indonesian Catholic University of Saint Paul. They are taught using the Moodle application. The experimental class was taught using media assistance in the form of WhatsApp, while the control class was not taught. Data collection uses tests and observation sheets. Data analysis used ANOVA with the help of SPSS version 27. The results showed that 1) there were significant differences in student learning activities in online learning with media assistance and students without media assistance; 2) there is no significant difference in creative thinking between students who are taught using media and students who are not given media assistance. Based on the results, findings and conclusions, suggestions will be explained for implementing future learning and further research. Especially the creation of an online learning environment for students who are still adapting to advances in internet technology.</p>Hendrikus MidunOswaldus BuleMikael Nardi
Copyright (c) 2024 International Journal of Contemporary Education
2024-02-192024-02-19711910.11114/ijce.v7i1.6432Dialogism: An L2 Preschooler’s Otherness, Voices, and Answerability
https://redfame.com/journal/index.php/ijce/article/view/6719
<p>The purpose of this study is to investigate otherness, voices, and answerability of an L2 preschooler using Bakhtin’s dialogism. This approach allows for a deeper understanding of how young children are becoming the self and authoring voices in relation to others. Despite its significance, insufficient research has been conducted in the field. This case study explored a preschooler’s heteroglossia of voices and varied answerability based on his consciousness and otherness. The analysis focused on language use, including embodied language acts, actions, and emotional-volitional tone and intonation, in “a contact zone” (Bakhtin, 1981, p. 345) where interlocutors create a dialogical conversation. The results highlighted the preschooler’s unique participation in being (Bakhtin, 1993) and “endless becomings” (Morson, 2004, p. 331) by creatively interacting with others in his preschool classroom.</p>Youngae Choi
Copyright (c) 2024 International Journal of Contemporary Education
2024-02-232024-02-2371101810.11114/ijce.v7i1.6719Developing Intercultural Competence of Educators: Self-Regulated Learning Perspective
https://redfame.com/journal/index.php/ijce/article/view/6762
<p>With the increase in globalization, intercultural competence is considered a key proficiency for educators. While many theoretical frameworks of intercultural competence exist, none have explained the development of this competence from the perspective of a self-regulated learner. The self-regulated intercultural learning process capitalizes on the advantages of self-assessment, self-directed learning, and reflection on unique experience. In alignment with a research-based self-regulated learning model, a series of evidence based interconnected activities was developed to guide and assess the intercultural learning for educators. Each phase within the sequential self-regulated learning process is facilitated by purposefully selected readings and media and originally designed semi-structured activities that are subsequently augmented by guided reflections and self-evaluations. The adaptability and cost-consciousness of the series allows for integrating it as an efficient and effective component of intercultural pre-service coursework and/or in-service professional development, for both individuals and teams.</p>Dorota Celinska
Copyright (c) 2024 International Journal of Contemporary Education
2024-02-242024-02-2471192510.11114/ijce.v7i1.6762Critical Translanguaging Capability as an Intercultural Pedagogy for Localizing Chinese Language Education
https://redfame.com/journal/index.php/ijce/article/view/6732
<p>The native teachers of Chinese are often perceived as lacking in critical thinking and creativity when it comes to employing culturally appropriate and relatable learning content in their lesson delivery to foreign Chinese language learners. However, there is little research pertaining to the methods that native teachers of Chinese can use to critically and creatively transform their instructional materials, strategies, and beliefs towards localizing the Chinese language curriculum to better suit students coming from diverse educational and cultural backgrounds. In an attempt to address this issue, a case study methodology, combined with photo-elicitation interviews, was adopted for data collection. It investigated a bilingual Chinese teacher-researcher who critically and flexibly utilized his cultural and linguistic repertoires in enacting translanguaging pedagogy practices in the Australian education context. This study reveals that the native Chinese teacher-researcher, was able to use his critical thinking and creative abilities backed by his indigenous Chinese linguistic and cultural concepts and metaphors to source and select appropriate localized content that facilitates student learning. Such translanguaging practices demonstrated that the native Chinese teacher-researcher’s critical thinking capability helped shape up intercultural pedagogy giving rise to a localized Chinese language curriculum in the Australian education context.</p>Kunpeng Zhao
Copyright (c) 2024 International Journal of Contemporary Education
2024-03-052024-03-0571263810.11114/ijce.v7i1.6732Early Career Teachers’ Motivation, Preparation, and Self-Efficacy
https://redfame.com/journal/index.php/ijce/article/view/6784
<p class="Keywords">Drawing on data from 355 early career teachers in the Teaching and Learning International Survey 2018, linear regression analyses were conducted to examine the relationship between Initial Teacher Preparation (ITP), motivations to become a teacher, and teacher self-efficacy (TSE). Results indicated that ITP and motivations statistically significant predicted overall TSE and each TSE component. The descriptive results showed that the ITP item, “teaching in a multicultural or multilingual setting” was ranked lowest; the means for the social utility value were ranked higher than that of the personal utility value; and multicultural classrooms component was ranked lower than instruction, management, engagement.</p>Shaoan ZhangPeter Wiens
Copyright (c) 2024 International Journal of Contemporary Education
2024-03-052024-03-0571395110.11114/ijce.v7i1.6784Reviewer Acknowledgements for International Journal of Contemporary Education, Vol. 7, No. 1
https://redfame.com/journal/index.php/ijce/article/view/6828
<div class="WordSection1"><p>International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.</p><p><strong>Reviewers for Volume 7, Number 1</strong></p></div><br clear="all" /><p> </p><p>Aurora Q. Pestano, University of San Jose Recoletos, Philippines</p><p>Božić-Lenard Dragana, University of Osijek Croatia, Croatia</p><p>Claire Goode, Otago Polytechnic at Te Pūkenga, New Zealand</p><p>Dina Radeljas, Mohawk Valley Community College, USA</p><p>Edward Bolden, Case Western Reserve University, USA</p><p>Federica Cornali, University of Turin, Italy</p><p>Giuseppe Maugeri, University of Urbino, Italy</p><p>Inaad M Sayer, University of Human Development, Iraq</p><p>Ivan Lenard, Elementary School Ladimirevci, Croatia</p><p>Matthew Schatt, University of Florida, USA</p><p>Vassiliki Pliogou, University of Western Macedonia, Greece</p><p> </p><p>William Oscar</p><p>Editorial Assistant</p><p>International Journal of Contemporary Education</p><p>------------------------------------------------------------</p><p>Redfame Publishing</p><p>9450 SW Gemini Dr. #99416</p><p>Beaverton, OR 97008, USA</p><p>Tel: 1-503-828-0536 ext. 509</p><p>Fax: 1-503-828-0537</p><p>E-mail 1: ijce@redfame.com</p><p>E-mail 2: ijce@redfame.org</p><p>URL: http://ijce.redfame.com</p>William Oscar
Copyright (c) 2024 International Journal of Contemporary Education
2024-03-252024-03-25715210.11114/ijce.v7i1.6828