Virtual Posters
Asynchronous Session
Students’ Reflections on Learning: A Preliminary Study View Digital Media
Poster Session Hameed Sulaiman Seyed Mohamed, Ghiyatha Al Wardi
Developing students’ ability to reflect on their learning is a fundamental but complex skill for preparing students in higher education. In this study, levels of reflection are categorized from a reflective writing essay based on the coding scheme of Kember, where seven levels of reflection are proposed. Out of 173 reflective statements analyzed from student essays, approximately 20% of students wrote more than eight clear reflective statements, while most students wrote between 2 to 6 statements. The findings revealed that students' reflections fall around Thoughtful Action (TA), Content Reflection (CR), and Process Reflection (PR). Most students' reflection (41%) falls in CR. TA and PR constitute 36% of statements each in student essays, although TA is not considered a reflection. Thirty-two percent of students' statements fall at the Introspection (I) level, where students mostly describe their feelings toward the course tasks. Only 21% of students' statements showed a higher level of reflection, which belongs to Content-Process Reflection. Premise Reflection is the most complex and highest level of reflection, constituting only 5% of reflective statements that contemplate a change of perspective. The findings of the work show a clear diversity in the student’s ability to write their own reflections, in which few students have the aptitude to write more reflective statements. This indicates the importance of raising students’ ability to express their thoughts. Preparing students to reflect on their learning is necessary, as it is pivotal to achieving transformative graduate attributes intended in higher education.
Psychological Factors in Pre-service Teacher Training: A Gender Analysis View Digital Media
Poster Session Andrea Izquierdo, Raquel Gilar Corbi, Juan Luis Castejón
Educational research has highlighted the importance of emotional intelligence, resilience, psychological well-being, stress management, and burnout prevention in teachers to successfully navigate the challenges of teaching. These factors not only influence educators’ ability to manage their own emotions but also affect their interactions with students, colleagues, and the overall classroom environment. However, previous studies have identified gender differences in these factors, necessitating a detailed analysis of university students preparing for teaching. This study examines gender differences in emotional intelligence, resilience, stress, burnout, and psychological well-being profiles among students in the Bachelor's Degree in Early Childhood and Primary Education at the University of Alicante. The sample included 307 students (229 women, 78 men) with an average age of 20.40 years. Five instruments were used: the Ryff Psychological Well-being Scale, the Trait Meta-Mood Scale, the Connor-Davidson Resilience Scale, the Perceived Stress Scale, and the Maslach Burnout Inventory. The study used descriptive analyses and a general linear model for repeated measures to compare profiles between men and women. Additionally, parameter estimation was conducted to identify significant differences between the samples. The results reveal significant differences in hardiness, stress, depersonalization, and personal accomplishment. Men showed higher hardiness and depersonalization, while women exhibited higher levels of stress and personal accomplishment. These findings highlight the need for training strategies tailored to each group to enhance their preparation for teaching practice. This study was funded by the Ministry of Science and Innovation under project reference PID2021-125279OB-I00 (MCIN/AEI/10.13039/501100011033/FEDER, EU).
Exploring How Gender Diverse Faculty Navigate and Experience Postsecondary Environments in Canada View Digital Media
Poster Session Vicky Parohl
This poster introduces a conceptual framework that guides a qualitative study exploring how gender diverse faculty experience, navigate, and express their gender identity within Canadian post-secondary education (PSE) environments. The framework acknowledges how intersectional aspects of an individual’s identity (including experiences of marginalization and resilience), interact with aspects of institutional environment (including policies, supports, and external structures) to shape the experiences of gender diverse faculty. While there may be some shared experiences among gender diverse faculty in PSE, their experiences are shaped by this interplay between identity and context. The framework further demonstrates how these experiences feed back to contribute to identity formation and institutional environment. This study is informed by a relativist ontology, a constructionist epistemology, and an interpretive/constructivist paradigm. These philosophical underpinnings acknowledge that multiple realities exist, are constructed as individuals interact with their environments, and value participant voices. Interpretative Phenomenological Analysis (IPA) is used as the guiding methodology for the study, emphasizing the importance of individual meaning-making within lived experiences. Semi-structured interviews are used to generate in-depth accounts from faculty members across diverse institutional contexts, ensuring the voices of participants are at the fore. By foregrounding the voices of gender diverse faculty, this research contributes to ongoing conversations about EDI and policy in education. In addition to contributing to a gap in the research on gender diverse faculty in PSE, findings could inform decision-makers in fostering PSE environments that are safe, equitable, and inclusive for all faculty regardless of their gender identity.
