@article {1679,
	title = {FACILITATING SUSTAINABLE DEVELOPMENT OF PRESCHOOLS: A SYSTEM THINKING TRAINING PROJECT IN TAIWAN},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {598-611},
	abstract = {This study aims to assist preschools in achieving sustainable development by providing system thinking training for teachers and administrators. By promoting system thinking and PDCA, training helps preschool staff and teachers construct their knowledge and culture for organizational growth and effective operation. The research procedure encompasses stages of preparation, knowledge diffusion, knowledge adaptation, and establishing support networks. A total of 744 training participants engage in case studies, discussions, and self-evaluation activities to enhance their understanding and application of the PDCA framework. Quantitative and qualitative methods are used to collect the research participants{\textquoteright} perceptions and intentions on this training. Research data is collected using 5-point Likert questionnaires, supplemented with open-ended questions to gather participants{\textquoteright} perceptions and suggestions. In addition, qualitative data is obtained through onsite observation, focus groups, and individual interviews. The research results indicate that participants in the training program positively perceive the training activities. Also, those with administrative roles and from non-profit preschools exhibit higher interest and motivation for training, reflecting the need for sustainability knowledge in changing environments.},
	keywords = {early childhood education, PDCA, preschool teacher, sustainable development, system thinking},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.598},
	url = {https://oaji.net/articles/2023/457-1698379127.pdf},
	author = {Cheng, C.-C. and Huang, K.-H. and Yi-Kai Lin}
}
@article {1642,
	title = {STUDY ABROAD AND PRE-SERVICE TEACHERS{\textquoteright} GLOBAL COMPETENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {172-175},
	abstract = {Globalization has made the world a more interdependent and multicultural society. Global issues, including regional conflicts, pandemics, and climate change, affect human life across boundaries and cultures and require people to collaborate in solving problems. Under this context, teachers with a global perspective and diverse values can enhance students{\textquoteright} world views, foster respect for difference, and develop responsibility for a more sustainable and inclusive world. Thus, the need for professional development to prepare teachers to be globally competent has been extensively recognized. Recently, the study abroad program as an effective means of developing global competence has been increasingly researched and implemented in teacher education program (Huang et al., 2023; Okken et al., 2019). Unlike stand-alone training courses, studying abroad provides immersive opportunities for participants to expose themselves to different educational systems and cultures. Such intercultural encounter experiences can broaden teachers{\textquoteright} pedagogical repositories and skills to teach diverse students, enhance understanding of global issues, and facilitate reflection on personal and professional identities.},
	keywords = {educational systems, inclusive world, multicultural society, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.172},
	url = {https://oaji.net/articles/2023/457-1683097251.pdf},
	author = {Cheng, C.-C. and Huang, K.-H.}
}
@article {1353,
	title = {EDITORIAL FOR THEMATIC ISSUE ON {\textquotedblleft}EDUCATIONAL CHALLENGES IN EAST ASIA{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {1062-1064},
	abstract = {Globalization and education reform is becoming an important topic across the international arena. In response to global pressures for reform, national educational systems{\textquoteright} quality is increasingly being compared internationally, and education changes are introduced. For example, uniformity of global curricula, instruction, and testing might result from worldwide trends such as the TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment). Also, the growth of English language usage and immigrants might contribute to a growing uniformity of global educational practices for the global economy (Springer, 2008). Nevertheless, there is considerable criticism of the ever-increasing global uniformity in education because ignoring differences in contextual capacity and culture at the national and local levels will result in unintended and unexpected consequences for educational practice (Carnoy \& Rhoten, 2002). },
	keywords = {East Asia, educational challenges, global educational practices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1062},
	url = {http://oaji.net/articles/2021/457-1612880638.pdf},
	author = {Huang, K.-H. and Cheng, C.-C.}
}
@article {1128,
	title = {EDUCATION REFORM AND TEACHER AGENCY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {286-288},
	abstract = {The rapid change of technology, society, and economy creates pressure for education reform on a national level. In respond to the demand for quality improvement, educational organizations are engaging in educational innovation including curriculum, teacher competency, and effective teaching. Nevertheless, this top-down approach for change is likely to fail and lead to an unintended consequence if teachers are antithetical to the reform policy. As institutional agents, teachers make instructional choices to shape implementation of reform and thus influence the educational change in institutionalized practices (Bridwell-Mitchell, 2015). Briggs, Russel, and Wanless (2018) point out that teacher buy-in is a critical factor in educational change. As {\textquotedblleft}an alignment between teacher beliefs and the goals of a change or reform, as well as feelings of competence in implementation{\textquotedblright} (p. 126), teacher buy-in for reform plays a crucial role in times of change. Teachers{\textquoteright} receptivity to reform is closely related to how they perceive the policy-level change. In addition to meeting the external demands, teachers characterized as real change agents are willing to change from the internal drive to reflect and learn (van der Heijden, Geldens, Beijaard, \& Popeijus, 2015).},
	keywords = {education reform, educational organizations, quality improvement},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.286},
	url = {http://oaji.net/articles/2017/457-1529089317.pdf},
	author = {Cheng, C.-C. and Huang, K.-H.}
}
@article {892,
	title = {SITUATED LEARNING AND PROFESSIONAL DEVELOPMENT: A CASE STUDY OF APPLYING COGNITIVE APPRENTICESHIP AND COMMUNITY OF PRACTICES IN A KINDERGARTEN},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {15-24},
	abstract = {The purpose of this study is to implement and evaluate a teacher training program based on the framework of situated learning. Adapting from the situated learning approaches, the author implemented two in-service teacher training programs based on cognitive apprenticeship and community of practices respectively. Each training program was adopted in a different campus of a private kindergarten. During the six-month training, researcher conducted a qualitative research to evaluate the effectiveness of the training program. To investigate how teachers improved their professional skills in constructive instruction, the researcher invited four supervisors and 10 kindergarten teachers to participate in the training program. The qualitative data included classroom observation, focus group, interviews, and teachers{\textquoteright} reflection notes. The results suggest that both programs may aid learning of engaging in constructivist instruction by providing external supports such as model instruction plans, mentoring, cooperating to solve problems. Nevertheless, the relationship or power hierarchy between mentors and learners is important in cultivating mentees{\textquoteright} capabilities. Practices sharing in community of practices approach, rather than supervisors{\textquoteright} expertise and diagnosis, will help the mentees to enhance their capabilities of solving problems. },
	keywords = {cognitive apprenticeship, community of practices, kindergarten teacher, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.15},
	url = {http://oaji.net/articles/2014/457-1420361779.pdf},
	author = {Cheng, C.-C.}
}
@article {810,
	title = {ENHANCING INTERACTIVITY IN GEOGRAPHY CLASS: FOSTERING CRITICAL THINKING SKILLS THROUGH TECHNOLOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {32-45},
	abstract = {To develop students{\textquoteright} critical thinking abilities, teachers must lead students to engage in discussions and to reason within various points of view, while employing evidence to draw conclusions, make decisions or seek solutions. Computer mediates learning by providing students with visualizations of relevant subject content to facilitate their reflection on these experiences. The purpose of this study is to investigate how technology can enable students to develop critical thinking through technology-enhanced interactivity. A geography teacher and 62 grade seven students from two classes participated in the experiment. One class was taught using traditional methods whereas the instructional strategy of computer-mediated learning was adopted in the other. The findings showed that computer media designed for enhancing interactivity would facilitate teacher-pupil interaction and peer discussion, and consequently contributed to improve students{\textquoteright} comprehension of the geography curriculum content. In addition, the critical thinking ability of the high-achievement students was significantly improved.},
	keywords = {computer-mediated learning, critical thinking, geography education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.32},
	url = {http://oaji.net/articles/2014/457-1419345697.pdf},
	author = {Kuo  Hung  Huang and Kai-Chi   Hung and Cheng, C.-C.}
}
