Pedagogika

General Requirements for Publications

Vaida Jurgilė — 2025-10-03

Navigating Rhizo-Curriculum in EFL Classrooms: A Narrative Approach to Teachers’ Experiences

Aida Kairienė — 2025-10-03

This study aims to explore and disclose the experiences of secondary school teachers navigating the rhizo-curriculum in English foreign language classrooms. Narrative inquiry has been applied to achieve this aim. The results revealed that implementation of the rhizo-curriculum depends on the teacher’s personality; teachers partly implement the rhizo-curriculum into the teaching and learning process because they usually follow the strict curriculum and prepare learners them for exams.

Pedagogical Interventions for Enhancing Students’ Mathematical Literacy: A Systematic Literature Review

Patrisius Afrisno Udil — 2025-10-03

This review examines pedagogical interventions to enhance mathematical literacy in Indonesia. It analyses research trends, objectives, types and characteristics of interventions, and the teachers’ roles. Thirty articles were selected using PRISMA protocol. The review identifies research trends across several aspects. Six intervention types and six teacher roles were identified. Each plays a key role in supporting students’ mathematical literacy. Future research directions are also discussed.

Differential learning in sports games: a systematic review of a empirical research

Greta Burkaite — 2025-10-03

Differential learning (DL) is a motor learning method emphasizing practice variability and shows promising enhancement of performance in sports games. This systematic review analyzes research on DL interventions, suggesting that it accelerates skill acquisition compared to traditional methods. A systematic search of relevant databases identified peer-reviewed articles focusing on DL, non-linear pedagogy, and constraint-led approaches. Studies demonstrate DL’s positive impact on physical, technical, and cognitive skills across various game sports. By encouraging exploration of diverse movement solutions, DL fosters efficient skill acquisition, adapting techniques to individual athletes and game contexts. This adaptability contrasts with repetitive drills, promoting creativity and enhancing decision-making under various constraints. DL forces athletes to adapt, developing a flexible cognitive framework crucial for performance in dynamic game environments. This review concludes that DL is a promising training method, enhancing physical, technical, and cognitive skills. Further research should explore optimal DL implementation across different sports and athlete populations, investigating the balance between variability and specificity, and long-term effects on skill retention and transfer.

Situated Learning and Teacher Identity: Insights From Malaysian TESL Pre-Service Teachers’ Practicum Experience

Yee Von Wong — 2025-10-03

This study discussed Malaysian TESL pre-service teachers’ (PSTs) identity development during practicum. Using Situated Learning Theory (SLT) as a theoretical lens, the semi-structured interviews with 18 PSTs identified family support, culturally sensitive mentoring and reflective practices as important social and cultural factors in TESL-PSTs’ identity formation. The study discussed practical implications for improving teacher education programmes in line with Sustainable Development Goal 4 (SDG 4).

Enhancing Self-Assessment Skills in Teacher Education Students’ Engagement

Ieva Margeviča-Grinberga — 2025-10-03

This study examines the role of self-evaluation in teacher education, focusing on the engagement of 131 students in formative self-evaluation practices and their understanding of the process. A qualitative research design was used to assess the application of self-evaluation among students. The research was centred on students’ self-evaluation of their research projects presented in class and as course papers. These findings showed that self-evaluation can be useful when preparing a research project, potential amendments, and transformations.

Bridging Technology and Pedagogy: Demographics as a Lens to Understand TPACK Utilization Among Primary School Teachers

Heri Setiawan — 2025-10-03

The purpose of this study is to analyzing the relationship between teacher demographics and TPACK utilization. The data analysis using several statistical techniques included descriptive analysis, normality tests, correlation analyses, linear regression, and univariate analysis. The research results show that demographic variables such as age and geographic location have a significant impact on elementary teachers’ TPACK, but gender and educational background do not have a significant influence.

Teacher Victimisation in Educational Institutions: Analysis of the Legal Environment

Marina Gušauskienė — 2025-10-03

The article assesses the legal possibilities of protecting teachers from violence in Lithuanian educational institutions. It analyses how the legal framework ensures the right of teachers to protection from violence at work and to assistance. It is concluded that the concept of violence against teachers is not clearly defined in legislation, the legal framework does not sufficiently protect teachers from violence and is more oriented towards the protection of pupils.

A Profile of Language Errors in Preschool Typically Developing Children and Children With Developmental Language Disorder

Ingrida Balčiūnienė — 2025-10-03

The study aimed at exploring both qualitative and quantitative aspects of language errors in Lithuanian children aged 5 to 6 with developmental language disorder (DLD) compared to their typically developing peers. Overall, 160 children participated in the assessment. Half of them were clinically identified with DLD, forming the experimental group, while the remaining half, consisting of typically developing children, served as the control group. Each child was individually assessed through two methods: 1) storytelling according to picture sequence and 2) reasoning dialogue. The qualitative analysis of the collected data revealed that children across both groups exhibited language errors of a similar typological nature, yet the frequency and distribution of these error types and subtypes varied between the groups. Quantitative analysis identified several statistically meaningful variables that could serve to distinguish between children with typical development and those with DLD. The implications of these findings suggest that while the typology of language errors remains consistent across developmentally diverse groups, the underlying mechanisms and severity of these errors differ substantially. In addition, understanding the specific language error patterns in children with DLD could suggest targeted language intervention strategies.

Cooperation Between Stakeholders to Ensure the Roma Child's Right to Education: An Analysis of Teachers' Experiences

Vida Gudžinskienė — 2025-10-03

The aim of the article is to draw on the experiences of teachers working with Roma children to shed light on the role of cooperation in guaranteeing the right to education for Roma children. Data was collected through semi-structured interviews. Qualitative content analysis was performed in accordance with the inductive logic of categorization based on the research data. The findings revealed positive and negative aspects of parents' cooperation with the school in ensuring Roma children's right to education.

The Author’s Relationship with the Addressee as a projection of the lecturer–student relationship in Stasys Šalkauskis’ Textbook “The Basics of General Scientific Work Methodology”

Lina Rutkienė — 2025-10-03

The article examines the peculiarities of the expression of the relationship between the author and the addressee in one of the first Lithuanian academic methodology textbooks – Stasys Šalkauskis’ book “The Basics of General Scientific Work Methodology”. The expression of the relationship between the textbook’s author and the addressee is shaped stylistic, postillogical, and genre-specific features, all of which are oriented toward the primary goal – to teach the addressee. The relationship created between the author and the addressee in the textbook is associated with Šalkauskis’ pedagogical views – his perspective on the teacher and the student, and their connection. In the textbook, Šalkauskis, as the author, positions himself to be visible – not only as a monologic narrator but also as a creator and developer of dialogue. The author’s persona in the textbook is revealed through a grammatical person, expressed either by verb endings, the personal pronoun “I” in forms like man (me), or the first-person plural – we, which encompasses different hierarchical levels. The relationship between the author and the addressee in the textbook is developed using interpersonal metadiscourse markers. Although the knowledge levels of the author and the addressee differ, the author treats the addressee with great respect: either by identifying with them, by expressing directives through impersonal forms without directly naming the addressee, or by referring to the addressee using nominative forms of specific nouns, avoiding vocative constructions altogether.

Editorial Board and Table of Contents

Vaida Jurgilė — 2025-10-03