Pedagogika

General Requirements for Publications

Vaida Jurgilė — Sat, 20 Dec 2025 00:00:00 +0200

Editorial Board and Table of Contents

Vaida Jurgilė — Sat, 20 Dec 2025 00:00:00 +0200

Deliberative Teacher Agency: A Phenomenological Study on ICT Integration in Writing Instruction by Indonesian EFL Educators

Aldha Williyan, Yusup Supriyono, Nita Sari Narulita Dewi — Sat, 20 Dec 2025 00:00:00 +0200

This phenomenological study explores how Indonesian EFL teachers exercise deliberative teacher agency in integrating ICT tools for writing instruction. Drawing on Molla and Nolan’s framework, six dimensions are identified: reflection, thoughtfulness, collaboration, adaptation, evidence-based practice, and growth. The study reveals both benefits and challenges of ICT integration, emphasizing the role of context-sensitive and reflective decision-making.

Enhancing Teachers’ Technological, Pedagogical, and Content Knowledge and Biology Competence Through Need-Based Professional Development

Jleian Mard Loseñara — Sat, 20 Dec 2025 00:00:00 +0200

This mixed-methods study, using a sequential exploration approach, investigated the impact of a need-based professional development (TPD) program on the Technological, Pedagogical, Content Knowledge (TPACK) of non-teacher education graduates teaching Biology. Results indicated significant improvement in the teachers’ Biology competence and knowledge bases except for technology. The study recommends need-based TPDs to enhance teachers’ TPACK, especially technology.

Gratitude, Empathy, and Parental Typology in Greek Elementary School Children: The Role of Gender and Culture

Panagiotis Karkanidis, Michalis Linardakis — Sat, 20 Dec 2025 00:00:00 +0200

This study of 225 Greek elementary students (aged 10-13) examined relationships between perceived parenting styles and children’s gratitude and empathy. CFA of PSDQ-G1 confirmed three parenting types, rejecting the "strict" one. Gratitude and empathy were positively associated with authoritative parenting and negatively with the authoritarian one. Boys exhibited higher gratitude than girls. Findings highlight the role of parenting in children’s emotional development.

Do Teachers’ Personality and Their Self-Efficacy Have Stronger Significance in Teaching Effectiveness?

Diah Utaminingsih, Een Yayah Haenilah, Mujiyati Mujiyati, Muhammad Nurwahiddin — Sat, 20 Dec 2025 00:00:00 +0200

This study reviews key findings on teacher’s psychology, focusing on personality and self-efficacy in relation to teaching quality. Analyzing 16 top-cited Scopus articles, it finds that traits like conscientiousness, extraversion, and emotional stability, along with strong teaching confidence, contribute to effective teaching. It calls for more diverse, cross-cultural research and improved teacher’s training on psychological skills.

Breaking the Code (of Silence) in Lithuania: Understanding Safe Sport as an Ideoscape

Laura G. Purdy, Geoffery Z. Kohe — Sat, 20 Dec 2025 00:00:00 +0200

Global attention on interpersonal violence in sport has raised calls for safe sport. In Lithuania, safe sport is not well-known. This study explores how individuals within Lithuania’s sport system understand and conceptualise safe sport discourses. Data were generated via interviews with 18 Lithuanian student-athletes/coaches who revealed selective and hesitant approaches engaging to in safe sport ideas. Ultimately, we highlight how safe sport ideoscapes in Lithuania sit within sport governance modernisation agendas.

The Interaction Between Teacher Self-Efficacy and Ascription of Responsibility and Its Influence on Teachers’ Intention to Implement ESD: A Polynomial Regression With Response Surface Analysis

Nena Vukelić — Sat, 20 Dec 2025 00:00:00 +0200

This study examines predictors of teachers’ intention to implement education for sustainable development (ESD), emphasizing the role of teacher self-efficacy and ascription of personal responsibility for ESD implementation. Based on a sample of 698 student teachers, the results from polynomial regression and response surface analysis indicate that congruence between teacher self-efficacy and ascription of responsibility is associated with increased intention to implement ESD.

Speech Register of Female Teachers in Primary Education: A Quantitative Analysis During Teaching of the Slovak Language in Slovakia

Mária Belešová, Lenka Szentesiová, Petra Palkovičová — Sat, 20 Dec 2025 00:00:00 +0200

This study examined the frequency and variation of speech registers used by Slovak primary teachers across grades 1–4. Based on 32 observed lessons, teachers most often used calls, instructions, information requests, and encouragement. Praise and warnings were least frequent. Communicative acts were categorized by contact functions. The findings highlight authentic teacher–student interaction and differences in register use across grade levels.

Implemented Curriculum in the Level of Concretization of the Implementation of Music Education by the Teacher

Jarmila Jurášová Šteigerová — Sat, 20 Dec 2025 00:00:00 +0200

A qualitative study conducted in Slovakia identified factors influencing the implementation of standards in music education at the primary level. Through in-depth interviews and observation, differences in teachers' approaches were identified based on their understanding of educational standards. The findings highlight the need for professional support, planning, and the professional development of educators.

The Conception of Free Play and Its Development Practice Among Pre-Primary Teachers

Vitalija Gražienė, Stasė Ustilaitė, Agnė Valkevičienė — Sat, 20 Dec 2025 00:00:00 +0200

Lithuanian education policy provisions for pre-primary education, as outlined in the Guidelines for Preschool Education Programs (2023), are based on fundamental principles that determine educational quality. These documents emphasize reducing teacher dominance in the educational process, focusing on children’s cognition and needs, and emphasizing experiential and play-based education.
To reveal how teachers perceive free play among children and how they develop it in pre-primary education, semi-structured interviews were conducted with four pre-primary teachers.
The study employed an interpretative-constructivist theoretical approach, according to which social reality and its meanings are created through interaction and linguistic practical situations (Schwandt, 2000). The data were analyzed using reflective thematic analysis (Braun & Clarke, 2006).
Teachers perceive children’s free play as a natural and valuable activity, in line with the principles of holistic and play-based pre-primary education. Teachers create an emotional environment conducive to play by developing free play, designing inspiring spaces, and providing stimulating tools. In addition, teachers assume “invisible” roles as inspirers, observers, and supporters of children’s play, which helps to avoid domination and unleash children’s natural ability to play. These attitudes create conditions that ensure the quality of education by balancing children’s needs with goals.

Analysis of the Classroom Management Problem During Music Lessons in Basic Education

Rytis Kvedarauskas, Rasa Kirliauskienė — Sat, 20 Dec 2025 00:00:00 +0200

An analysis of educational documents that emphasise children’s rights highlights the importance of creating a positive learning environment, which is considered the key aim of classroom management. However, there is a lack of research addressing this aspect of the educational process, particularly in the Lithuanian context. The research aim: to identify classroom management problems and their determining factors during music lessons in basic education. Semi-structured interviews with music teachers were used to collect data, and inductive qualitative content analysis was employed to analyze the data. The analysis of scientific and methodological literature and educational documents revealed that during adolescence, personal authorities change, the boundaries of rules and behavioural norms are tested, and the need to belong to a particular social group becomes more prominent. Interviews with music teachers revealed that classroom management problems mainly arise from behaviour that does not meet established expectations during the lesson, such as the use of mobile phones and other unrelated items, lack of attention and concentration and similar issues. The emergence of classroom management problems in music lessons is also influenced by the negative attitudes of both students’ parents and the school administration towards the subject itself. Parents and administrators often undervalue music lessons, viewing them as less important than other subjects. Another significant issue is insufficient lesson planning, which also contributes to students’ undesirable behaviour. The research revealed that teachers are capable of creating a favourable microclimate in the learning environment, but there are several areas where teachers should improve.

Environmental Education in the Context of Education for Sustainable Development for Pre-service Teachers

Beáta Pošteková — Sat, 20 Dec 2025 00:00:00 +0200

Through a questionnaire, we will explore prospective teachers' attitudes towards selected SDGs, along with their general knowledge of the main environmental issues of sustainable development, namely biodiversity loss and climate change. Our aim is to design methodological material for kindergartens and primary schools, and thus to promote positive attitudes towards environmental education among children, pupils and teachers.