Handbook for 2023 Asai-Pacific Association for Teacher Education Conference by 台師大教育學院

Greetings from Taipei! It’s my honor and a great pleasure to have the chance to welcome our esteemed guests to attend the 2023 APATE Annual Conference at the National Taiwan Normal University (NTNU) in Taipei! As one of Taiwan’s premier universities, NTNU hosts a thriving community with a wealth of educational resources. This setting is ideal for the conference, as it offers a variety of activities and authentic Taiwanese delicacies to choose from. In addition, if you want to explore the nightlife and theaters around the city, you will find a lot of pleasant surprises. The people here are friendly and very willing to help. If you have any questions, you will see a smile before getting a response! Our annual conference provides a perfect opportunity for everyone to reunite, network, and share. I hope everyone is as enthusiastic as I am to learn from one another, to share ideas and practical experiences, and to connect with colleagues and friends. I appreciate your attendance, especially after the covid-19 that we can meet in-person. Welcome back! The main theme for this year is “Connecting Multiculturalism, Sustainability, and Teacher Education”. As we are moving on from the pandemic to the “new normal”, we believe that the education should be shifted from focusing on the pandemic itself to other educational possibilities. Therefore, we seek to brainstorm the solutions related to the issues multiculturalism and sustainability. This year, we have professional attendees from over 11 countries. In addition to the invited keynote speakers, deans’ forum, and cross-national panelists, we also received more than 30 abstracts submitted. Last but not least, thank you all for your participation and contribution. I sincerely hope that the 2023 annual conference will be a fruitful and rewarding event for everyone. Thank you!

President

Contents Conference Agenda Organizer - Asia Pacific Association for Teacher Education ........................................... 1 President ........................................................................................................................................ 1 Vice President ................................................................................................................................ 2 Secretary General .......................................................................................................................... 3 Associate Secretary General.......................................................................................................... 4

Keynote Speeches ............................................................................................................ 5 Keynote Speech I .......................................................................................................................... 7 Keynote Speech II ....................................................................................................................... 10 Keynote Speech III ...................................................................................................................... 13

Cross-National Invited Panels........................................................................................ 15 Panel I.......................................................................................................................................... 16 Panel II ........................................................................................................................................ 23

Dean’s Forums ............................................................................................................... 31 Dean’s Forum I ............................................................................................................................ 33 Dean’s Forum II .......................................................................................................................... 44

Scholarly Individual Paper Presentations ...................................................................... 53 Scholarly Individual Paper I ........................................................................................................ 56 Scholarly Individual Paper II ...................................................................................................... 61 Scholarly Individual Paper III ..................................................................................................... 67 Scholarly Individual Paper IV ..................................................................................................... 74 Scholarly Individual Paper V ...................................................................................................... 80 Scholarly Individual Paper VI ..................................................................................................... 85 Individual Poster Presentation ..................................................................................................... 89

TEA Forum .................................................................................................................. 109 TEA Workshop ............................................................................................................. 123 An Introduction of Tin Ka Ping Foundation ................................................................ 127 Participants ................................................................................................................... 129

Organizer-Asia Pacific Association for Teacher Education

ORGANIZER

Asia-Pacific Association for Teacher Education

SPONSORS

Conference Agenda Day 1: 19th Oct 2023 09:00 - 09:30

Registration

09:30 - 09:50

Opening Ceremony

09:50 - 11:30

Keynote Speech I-II

11:30 - 11:50

Break

11:50 - 12:40

Keynote Speech III

12:40 - 14:10

Lunch

13:00 - 14:00

Poster Session

14:00 - 15:20

Scholarly Individual Paper Presentation I-III

15:20 - 15:30

Break

15:30 - 16:40

Scholarly Individual Paper Presentation IV-VI

17:30 -

Conference Event Dinner Day 2: 20th Oct 2023

09:00 - 09:30

Registration

09:30 - 11:00

Deans' Forum I / Cross-national Panel I

11:00 - 11:10

Break

11:10 - 12:30

Deans' Forum II / Cross-national Panel II

12:30 -

End of the 2023 Annual Conference TEA Session (in Chinese)

12:30 - 13:30

Taiwan Education Alliance (TEA) Advisory Meeting

13:30 - 15:00

Taiwan Education Alliance Forum I/II

15:00 - 15:10

Break

15:10 - 17:10

TEA Workshop

PRESIDENT

Hsiu-Lan Tien, Ph.D. Dean, College of Education National Taiwan Normal University, Taiwan

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Career Counseling and Vocational Psychology Individual Couseling and Family Therapy Psychological Assessment and Measurement Development Qualtiative Research

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Dream Study

Ph.D., Division of Counselor Education, University of Iowa.

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Dean, College of Education, National Taiwan Normal University President, Taiwan Guidance and Counseling Association President, Taipei Counseling Psychologist Association President, Asia-Pacific Career Development Association

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Vice president, the Office of Student Affairs at NTNU Director, the Community Counseling Center at NTNU

1. Tien, H. S., Su, Y., Zhang, A., Kaichi, I., Koshiba, T., Okawa, S., Urao, Y., & Shimizu, E. (2023). The effects of a Journey of the Brave Counseling Program on anxiety, well-being, and life adjustment in Taiwanese children. BMC Psychiatry. (SCI, Corresponding author.) 2. Li, T. T., Tien, H. S. (2023). The relationship between time perspective and life satisfaction: Career adaptability as an intermediate variable. British Journal of Guidance & Counselling. https://doi.org/10.1080/03069885.2023.2224930. (Corresponding author.) 3. Li, T., Tien, H. S., Gu, J., & Wang, J. (2022). The Relationship Between Social Support and Career Adaptability: The Chain Mediating Role of Perceived Career Barriers and Career Maturity. International Journal for Educational and Vocational Guidance. 4. Tien, H. S., Li, T., Gu, J., & Wang, J. (2022). Career Chaos Inventory: A Validation Test in China. Asia Pacific Career Development Journal. https://asiapacificcda.org/page-1862470 5. Ouyang, B., Jin, S. R., & Tien, H. S. (2021). Capturing the collectivist cultural dynamics of vocational identity formation in Macao: expanding the three-dimensional status model. Asia Pacific Education Review, 22(1), 1-13. (Corresponding author.) 1

VICE PRESIDENT

Silvia Wen-Yu Lee, Ph.D. Distinguished Professor and Associate Dean of College of Education Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan

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Computer-supported Learning Science Education Learning with Virtual Reality

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Scientific Model and Modeling Epistemic Beliefs Computational Thinking

Ph.D. (2004) Learning Technologies, University of Michigan, Ann Arbor, MI, USA

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Director, Graduate Institute of Science Education, National Changhua University of Education Head of Office of International Affairs Division of National Changhua University of Education

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Executive Board Member of East-Asian Association for Science Education Association Editorial Board Member for Journal of Research in Science Teaching Associate Editor for the Chinese Journal of Science Education (TSSCI journal)

1. Lee, S. W.-Y., Liang, J.-C., Hsu, C.-Y., & Tsai, M.-J. (2023). Students’ beliefs about computer programming predict their computational thinking and computer programming self-efficacy. Interactive Learning Environments, 1-21. 2. Lee, S. W.-Y. (2022). Investigating the effects of explicit instructional approaches on students’ understanding of scientific models and modeling. Research in Science & Technological Education, 1-17. 3. Lee, S. W.-Y., Hsu, Y.-T., & Cheng, K.-H. (2022). Do curious students learn more science in an immersive virtual reality environment? Exploring the impact of advance organizers and epistemic curiosity. Computers & Education, 182, 104456. 4. Lee, S. W.-Y., Shih, M., Liang, J.-C., & Tseng, Y.-C. (2021). Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games. British Journal of Educational Technology, 52(3), 1197–1214. 5. Lee, S. W.-Y. (2018). Identifying the item hierarchy and charting the progression across grade levels: Surveying Taiwanese students’ understanding of scientific models and modeling. International Journal of Science and Mathematics Education, 16(8), 1409-1430. 2

SECRETARY GENERAL

Chen-Wei Chang, Ph.D. Assistant Professor, Department of Education National Taiwan Normal University, Taiwan

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Sociology of Education Higher Education International Education Globalization & Education

Ph.D., School of Education & Information Studies, University of California- Los Angeles, USA

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Division Head, Global Student Affairs, Office of International Affairs, NTNU (Sep, 2022 -Aug 2023) Associate Secretary General, Asia-Pacific Association of Teacher Education (Sep, 2020 - Aug, 2022) Associate Research Fellow, National Academy for Education Research, Taiwan ( May, 2017 – July,

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2019 ) Assistant Research Fellow, National Academy for Education Research, Taiwan ( Aug, 2010 – April,

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2017 ) Post-doctoral Researcher, National Taiwan University, Taiwan (Jan 2010 - July, 2010) Associate Director, Paulo Freire Institute Summer Program, UCLA ( Summer, 2007- )

1. Chang, C.W., Lee, Y.L., & Lee, Y.H. (forthcoming 2023). Building a bridge back to grandma's house: a case study of the maiden diplomacy policy to empower the new second generation’s future career plan. Journal of Higher Education, 18(2). 2. Chang, C.W. (2023). Globalization and Education. In Taiwan Association for Sociology of Education (Ed.) Sociology of Education: theories, experiences, and implications, pp. 291–310 (ISBN: 9789575119805). Taipei City: Higher Education. 3. Jheng, Y.J. & Chang, C.W. (2021). Between “push” and “pull” ? —An analysis of Taiwan’s “brain drain” and possible solutions from the perspective of push-pull theory: the examples of Ph.D. holders in the U.S. Journal of Research in Education Sciences, 66(2), 1-33. (TSSCI) 4. Chang, C.W. & Chan, S.J (2020). Transit point of global talent: social/cultural dimensions of short-term student circulation. Globalisation, Societies and Education, 18(1), 30-42. (Scopus). 5. Chang, C.W., Yoo, S.S., & Asanuma, S. (2019). Freirean Ideas and Practices in Asia: the cases of Japan, Taiwan, and South Korea. The Wiley Handbook of Paulo Freire, pp. 167-190 (ISBN: 9781119236740). Hoboken, N.J.: Wiley-Blackwell.

ASSOCIATE SECRETARY GENERAL

Ming-Lun Chung, Ph.D. Assistant Professor, Department of Civic Education and Leadership National Taiwan Normal University, Taiwan

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Citizenship studies Sociology of education Youth political engagement

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Youth subjective well-being

Ph.D (2017) from Department of Sociological studies, University of Sheffield, Sheffield, UK.

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Assistant Professor, Department of Public Affairs and Civic Education, National Changhua University

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of Education (2021-20222) Assistant Professor, Department of Civic Education and Leadership, National Taiwan Normal University (2022-)

Ming-Lun Chung, Ken Ka-wo Fung & Chao-Lung Liu (2021). Enabling Factors of Subjective Well-being among Older Adults in Taiwan: The Welfare State and Beyond?. Journal of Gerontological Social Work, 64(4),348-371.(SSCI, Q1) Jack Qiu, Ming-Lun Chung ＆ Ngai Pun (2021). The Effects of Digital Media Upon Labor Knowledge and Attitudes: A Study of Chinese Labor Subjectivity in a Vocational Training School. Information, Communication & Society. https://doi.org/10.1080/1369118X.2021.1933565 (SSCI, Q1) Ken Ka Wo Fung, Chao-Lung Liu & Ming-Lun Chung (2021). Bowling alone in Taiwan? Political trust and civic participation of Taiwanese and their appraisal of liberal democracy and personal wellbeing. Social Indicators Research. https://doi.org/10.1007/s11205-021-02789-2(Corresponding author; SSCI, Q2) Ming-Lun Chung, Ken Ka-Wo Fung, Eric MP Chiu & Chao Lung Liu (2022). Toward a Rational Civil Society: Deliberative Thinking, Civic Participation, and Self-Efficacy among Taiwanese Young Adults. Political Studies Review. https://doi.org/10.1177/14789299211024440 (SSCI, Q2,) Chao-Lung Liu, Ming-Lun Chung, Bryant Pui Hung Hui, & Li, Ho. C. (2023). The Effect of Social Capital on Outcomes of Global Citizenship among Taiwanese Young Adults: The Mediating Role of Political Self-efficacy. SAGE Open, 13(1). (Corresponding author; SSCI, Q1) 4

Keynote

Speeches

MODERATOR

Mei-Hui Liu , Ph.D. Vice President for Academic Affairs National Taiwan Normal University, Taiwan

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Curriculum and instruction Multicultural education Democratic citizenship education International education

Ph.D., University of Minnesota, USA

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Distinguished Professor, Department of Education, Graduate Institute of Curriculum and Instruction, National Taiwan Normal University Professor and Chair, Department of Education, National Taiwan Normal University President, Taiwan Association for Sociology of Education Dean, School of Teacher Education, National Taiwan Normal University Dean, Office of Teacher Education and Careers Service, National Taiwan Normal University Director, General Education Center, National Taiwan Normal University National Research Coordinator (NRC), International Civic and Citizenship Education Study Conducted by IEA

1. Liu, M., Chang, T. & Chen, P. (2023). Students’ perceptions of good citizenship in an East Asian society: A secondary analysis of the ICCS 2016, Educational Studies, DOI: 10.1080/03055698.2023.2173520 (SSCI) 2. Hung, L.& Liu, M. (2023). From a public school to an IB school: experiences and challenges for curriculum transformation in a junior high school in Taiwan. Asia Pacific Education Review, DOI: 10.1007/s12564-023-09884-8(SSCI, Scopus)

KEYNOTE SPEAKER I

Massimiliano Tarozzi, Ph.D. Professor and UNESCO Chair in Global Citizenship Education in Higher Education University of Bologna, Italy

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Global citizenship education Multicultural education Social justice education

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Qualitative research methods

Graduated in Philosophy and in Education at the university of Bologna PhD in Education (university of Bologna)

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He has been teaching GCED in various MA programmes both in Bologna and at the institute of education in London and he has been regularly invited as visiting professor in several international universities including UCLA, Seattle, Harvard, USP, São Paulo, Normal Beijing University.

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In the last years he has been regularly consultant with UNESCO. Outside academia, he worked as full time tenured teacher in high schools, as head of educational area for an Italian NGO and then as consultant for several International NGOs and local authorities. He was appointed President of the Institution governing the educational services in the Municipality of Bologna.

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1. Tarozzi, M. (2023). Futures and Hope of Global Citizenship Education. In International Journal of Development Education and Global Learning. Vol. 15 (1) 2. Tarozzi, M. (2021). Educating for global citizenship in diverse and unequal societies. E. Bosio (Ed.). Conversations of Global Citizenship education. Perspectives on research, teaching, and learning in higher education. New York: Routledge, pp.89-102. 3. Tarozzi, M. & Mallon, B. (2019). Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education. 17 (2), 112-125. 4. Tarozzi, M. (forthcoming). Pedagogy of Hope for Global Social Justice. Sustainable Futures for People and the Planet. With D. Bourn (Eds.) London: Bloomsbury. Expected October 2023 7

Addressing cultural diversity in teacher education in the framework of global citizenship Massimiliano Tarozzi Abstract In spite of the political discourse dominant in Western societies that tends to portray immigration as a negative but stoppable by-product of globalization, cultural diversity and multiple identities are constitutive elements of our societies. Educational institutions are constitutively plural, and diversity cannot be seen as an emergency but as a structural sign of heterogeneity with which educators, policy makers and scholars have to deal with. However, I will argue that inter-multiculturalism cannot solve the conundrums of multiple diversities in education policy and practice, since effective responses to global issues cannot be sought in national models of integration, but political and educational responses should be sought at the global level. Therefore, Global Citizenship Education stands out as new educational perspective, an ethos, making sense of and framing theoretically and methodologically different types of knowledge, abilities and values, especially in teacher education. Against this background teacher education is crucial not only to provide teachers with knowledge and competences required to educate students in GCE, but also can be regarded as an enabling factor contributing to successful delivery of GCE. Examples of teacher training programs promoting cultural diversity and success stories in implementing global citizenship education will conclude the presentation.

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UNESCO Chair in Global Citizenship Education in Higher Education Department of Philosophy and Communication Studies, University of Bologna, Italy 8

MODERATOR

Silvia Wen-Yu Lee, Ph.D. Distinguished Professor and Associate Dean of College of Education Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taiwan

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Computer-supported Learning Science Education Learning with Virtual Reality

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Scientific Model and Modeling Epistemic Beliefs Computational Thinking

Ph.D. (2004) Learning Technologies, University of Michigan, Ann Arbor, MI, USA

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Director, Graduate Institute of Science Education, National Changhua University of Education Head of Office of International Affairs Division of National Changhua University of Education

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KEYNOTE SPEAKER II

Seng Chee Tan, Ph.D. Associate Dean National Institute of Education, Nanyang Technological University, Singapore

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Knowledge building Computer supported collaborative learning Emerging technologies for teaching and learning

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2000 PhD (Instructional Systems), The Pennsylvania State University, US

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Current: Associate Dean, Graduate Education by Research, Office of Graduate Studies and

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Professional Learning, NIE 2017 - 2019 Acting co-Director, Centre for Research & Development in Learning, NTU 2008 - 2014 Head, Learning Sciences and Technologies academic group, NIE 2004 - 2006 Assistant Director, Educational Technology Division, Ministry of Education, Singapore

(Concurrent Appointment) ■ 1991-1997 Chemistry Teacher, River Valley High School, Singapore

4. 5.

Tan, S. C., Lee, A. V. Y, & Lee, M. (2022). A systematic review of artificial intelligence techniques for collaborative learning over the past two decades. Computers & Education: Artificial intelligence. DOI:10.1016/j.caeai.2022.100097 Tan, S. C., Chan, C., Bielaczyc, K., Ma, L., Scardamalia, M., & Bereiter, C. (2021). Knowledge building: aligning education with needs for knowledge creation in the digital age. Educational Technology, Research & Development, 69, 2243-2266. DOI:10.1007/s11423-020-09914-x Teo, C. L., Tan, S. C., & Chan, C. (2021). Pedagogical transformation and teacher learning for knowledge building: Turning COVID-19 challenges into opportunities. Canadian Journal of Learning and Technology, 47(4), 1-26. Tan. S. C. (2023). Navigating the pedagogical space for knowledge building classrooms: Theories, principles, and practices. London: Routledge. Tan, S. C., So, H. J., & Yeo, J. (Eds.). (2014). Knowledge creation in education. Springer. 10

Navigating post-pandemic educational landscape: Embracing technologies for knowledge building in hybrid spaces Seng Chee Tan The Covid pandemic catalyzes the adoption of digital online technologies for teaching and learning, but changes to the educational landscape have started prior to that. In this talk, Dr Tan will explain the confluence of changes that place new demands on education, including the advent of knowledge society, rapid technological advancement, and highly interconnected digital networks. These changes have ramifications on teaching and learning, for example, the need to develop knowledge building capacity among students, the melding of formal, informal and non-formal learning spaces, and the challenges of navigating hybrid spaces productively. Positioning teachers as the main agents of change, several actions for navigating this new landscape are proposed, inter alia, creating zones of possibilities among teachers and students, developing co-agency with students sharing cognitive and epistemic responsibilities, and weaving the hybrid spaces for fluid and coherent learning. These actions with be illustrated with case examples of how Singapore teachers develop their capacity and lead their students in knowledge building during the pandemic, leveraging technologies and hybrid spaces. Short bio Dr Seng Chee TAN is the Associate Dean (Graduate Studies), Office of Graduate Studies and Professional Learning, National Institute of Education (NIE), Nanyang Technological University (NTU). He was a high school science teacher and later a teacher educator and has more than 30 years of experience in teaching. He has been working on integrating technologies into education in different positions, as an assistant director in the Ministry of Education, as the Head of the Learning Sciences & Technologies academic group, and as the Acting co-director of the Centre for Research & Development in Learning at NTU. His research interests include Computer-Supported Collaborative Learning, knowledge building, and the use of technologies in education. His recent books include “Knowledge Creation in Education”, “Pushing the frontier: A cohesive system-wide approach to integrating ICT into education”, and “Navigating the Pedagogical Space for Knowledge Building Classrooms: Theories, Principles, and Practices.” 

Associate Dean, Graduate Education by Research, Office of Graduate Studies and Professional Learning, NIE & Nanyang Technological University, Singapore Learning Sciences and Assessment Academy Group, NIE & Nanyang Technological University, Singapore 11

MODERATOR

Yao-Ting Sung , Ph.D. Department of Educational Psychology and Counseling, Professor and Vice President, National Taiwan Normal University, Taiwan

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Educational psychology Psychological and educational testing Computer assisted learning Computer assisted testing and assessment

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Mixed methodology Career information analysis and application Chinese text analysis

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NTNU Department of Educational Psychology and Counseling, PhD University of Pittsburgh Learning Research and Development Center, Postdoc

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Chairperson, Research Center for Psychological and Educational Testing (RCPET)

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Head of R&D, NTNU Office of Research and Development Chief Executive, NTNU Aim for the Top University Project Office

Liao, Y. H., Lee, M. F., Sung, Y. T., & Chen, H. C. (2023). The Effects of Humor Intervention on Teenagers’ Sense of Humor, Positive Emotions, and Learning Ability: A Positive Psychological Perspective. Journal of Happiness Studies, 1-19. Hu,T.C., Sung, Y.T., Liang, H.H., Chang, T.-J.& Chou, Y.-T.(2022).Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects. Frontiers in Psychology. Published online 2022 Jun

(doi:10.3389/fpsyg.2022.827007)(corresponding author) Sung, Y.T., Cheng, H.H., Tseng, H.C., Chang, K.E., & Lin, S.Y. (2022). Construction and validation of a computerized creativity assessment tool with automated scoring based on deep-learning techniques. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. (https://doi.org/10.1037/aca0000450) (SSCI) Sung, Y. T., Chang, Y. T., Cheng, T. Y., & Tien, H. L. (2019). Development and validation of a work values scale for assessing high school students: A mixed method approach. European Journal of Psychological Assessment,35(4),526-543.(SSCI) 12

KEYNOTE SPEAKER III

Shoko Yamada, Ph.D. Professor Nagoya University, Japan

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Analysis of the global discourse on education Social constructivist analysis of work-related noncognitive skills Epistemology in oral culture in traditional African societies

Ph.D. International and Comparative Education, Indiana University Bloomington, USA

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Member of the publication committee, World Congress of Comparative Education Societies Editorial board member, International Journal of Educational Development, also served for multiple

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international journals President, Japan Society of International Development (2023-) Visiting professors at the Research Institute for Humanity and Nature (Japan, 2023-), also in multiple universities including Seoul National University (South Korea) and George Washington University (USA)

1. 2.

Yamada, Shoko (Ed) (2016). Post-Education-For-All and Sustainable Development Paradigm: Structural change and diversifying actors and norms. London: Emerald Publishing. Yamada, Shoko (2023). “Constructivist Analysis of Cross-Sectional Data on Varieties of Skills: Soft Skills, Hard Skills, Personalities, and Workplace Rewards in Ghana and Ethiopia,” in Shoko Yamada and Simon McGrath (eds), special issue “Skills for Development Revisited,” International Journal of Educational Development. Yamada, Shoko (2022). Knowledge with Sharing and Empathy: Lessons for the IT-Driven Modern World from Views on Knowledge in Africa Oral Culture, International Yearbook of the Philosophy of Education Society of Japan, Vol. 7. Yamada, Shoko and Christian S. Otchia (2022). “Differential Effects of Schooling and Cognitive and Noncognitive Skills on Labor Market Outcomes: The Case of the Garment Industry in Ethiopia”. International Journal of Education and Training. Volume 26, Issue 1, pp. 145-162. Yamada, Shoko, Akira Takada, and Shose Kessi (Eds)(2021). Knowledge, School, and Social Structure in Africa. Langaa publishing. 13

Changing Concepts of Sustainability and their Implications to Teaching: Based on a Quantitative Analysis of Web-Downloaded Texts since the 1990s Shoko Yamada The authoritative ideas of what education should be like under SDG4 are constructed through the discourse among key actors of the "international education community". The author analyzed the discourse during the process of formulating SDGs and the period after 2015 until December 2022. During the SDGs formation period, themes such as cognitive and noncognitive skills, learning outcomes, measurement and indicators, were identified among others. In this presentation, the speaker will discuss how these concepts shaped in the course of designing the SDG4 have evolved after 2015 based on the large sample text mining using 832 web-downloaded texts. The analysis suggests that the list of key themes remains basically unchanged, while the relative weight among them has changed over time. The emphasis has shifted from global, structural topics to more local, specific ones: particularly, there is increased attention to individual learners and their skills and knowledge. It suggests the uprooted nature of global governance. Whether the global agenda makes any substantial impact on people’s life world depends on factors outside of the governance mechanism. Meanwhile, the fact that the word SDGs permeated to the household level contributed to widening the basis of participation in the global discourse. Also, two contrasting perspectives are observed: one discusses education’s contributions to noneducational goals, such as employment, economic growth, achieving sustainability, or guaranteeing basic human rights, while another represents traditional educationalism which tends to equate schooling with education shaped by the traditional classifications of primary, secondary, and higher education. The context-bound nature of problem-solving skills and global citizenship abilities and knowledge requires more learner-centered education. In other words, the current global trend under SDGs demands more innovative and learner-centered education at school, rather than faithfully transmitting curricular content. Such an education is possible only by creative and highly skilled teachers, which has significant implications for the teacher education too. 

Graduate School of International Development Department of International Development and Cooperation, Nagoya University, Japan 14

Cross-national Invited Panel

PANEL I-MODERATOR

Chao-Mei Chiang, Ph.D. Associate Professor, Department of Educational Psychology and Counseling Director, Student Counseling Center, Office of Student Affairs National Taiwan Normal University, Taiwan

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Counseling Education and Supervision Counseling Professional Development Gender Issues in Counseling

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Trauma Issues in Counseling Social Justice and Multicultural Issues

Ph.D., Department of Educational and Counselling Psychology, McGill University, Canada

■ Chair, Counseling Psychologist Education and Supervision Committee, Taiwan Guidance and Counseling Association ■ Council Member, Taiwan Guidance and Counseling Association ■

Assistant Professor, National Tsing Hua University, Taiwan

Chiang, C.-M., & Su, Y.-Y., Tsai, M.-C. (2023). Novice school guidance counselors at elementary and junior high schools: Investigation of individual supervision using the Self-awareness Supervision Model. Bulletin of Educational Psychology,54(2), 637-662. Chiang, C.-M. (2022). Competency-oriented guidance counselor training: Exploration and practice of postmodern pedagogy. Secondary Education, 73(3), 99-115. Chiang, C.-M., Miao, N.-Y., Su, Y.-Y. (2020). Social construction pedagogical practice in Taiwan: An application of Self-awareness Supervision Model to counseling and counseling practicum course at

2. 3.

undergraduate level. Bulletin of Educational Research, 66(4), 39-77. Yu, Y.-A. & Chiang, C.-M. (2020). Understand professional collaboration with social workers at the Centers for Prevention of Domestic Violence and Sexual Assault: Counseling psychologists’ perspectives. Taiwanese Social Work, 23, 109-160. Chiang, C.-M., & Su, Y.-Y. (2019). A novice counselor educator’s action research on teaching: An undergraduate counseling practicum course based on awareness and reflexivity-focused training. Bulletin of Educational Psychology, 51(2), 297-319. Chiang, C.-M. (2017). Include difference and forge ahead: Reflections and local practices in gendersensitive and LGBT-friendly counseling education 16 and training in Taiwan. The Archive of Guidance & Counseling, 39(1), 1-18. 16

PANEL I-PANELIST

Hanako Suzuki, Ph.D. Associate Dean & Associate Professor Ritsumeikan University, Japan

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Multicultural Issues in Counseling and Psychology Mental Health and Well-being Decolonization and Cultural Translation of Psychological Concepts Preventive Interventions

2012 Kumamoto University (Japan), Ph.D. in Medical Sciences

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2017-Present Associate Professor College of Comprehensive Psychology, Ritsumeikan University, Japan ■ 2012-2017 Assistant Professor Global Commons / Faculty of Humanities and Social Sciences, University of Tsukuba, Japan ■ 2011-2012 Adjunct Faculty (Counselor) Student Counseling Center, Kumamoto University, Japan

1. Kounenou, K., Kournousi, N., Ferrari, L., Suzuki, H., Kanzaki, M., Andrei, A., Scoda, A.-D., Marsar, G., Bacanli, F., Ozdemir, N. K., Park, C. M., & Solberg., V. S. (In Press). The Role of empathy in improving SEL skills among educators and students in the era of COVID-19. In I. Gogolin & L. Ebersohn (Eds), Global Perspectives on Education Research. 2. Kanzaki, M. & Suzuki, H. (2023). School refusal as a representation of questioning normality: Understanding the richness of socio-cultural transitions. Culture and Psychology, 29(3), 644-659. 3. Suzuki, H. & Kanzaki, M. (2022). Cultural translation of SEL to Japanese educational contexts: Teachers’ perspectives on cultivating SEL competencies. In A. Smart & M. Sinclair (Eds), NISSEM Global Briefs: Educating for the social, the emotional and the sustainable. Volume III: SEL in context. (pp. 50-63). NISSEM. 4. Wada. K., & Suzuki, H. (2019). ‘All other things being equal’: Conducting cross-cultural research in counselling psychology. Proceedings from the 2018 Canadian Counselling Psychology Conference, 162-175. 5. Suzuki, H., Hasan, N. T., & Rundles, K. (2017). Prevention of academic, cultural and behavioral problems among international student populations. In M. Israelashvili & J. L. Romano (Eds.), Cambridge Handbook of International Prevention Science. (pp. 408-431). Cambridge University Press. 17

Multicultural Issues and Training in Counseling Education in Japan Hanako Suzuki Abstract Two benchmarks should be mentioned when we talk about multicultural training for counselors and counseling education in Japan. First is the passing of the national-level psychology licensure legislation. The Act of the Certified Public Psychologist (公認心理師) went into effect in 2017. Since the Certificate in Clinical Psychology was the most popular path to practice psychology for a long time, we are still in the phase of figuring out the education and training model for the national-level licensure. Second is the awareness of multicultural issues in psychology. Diversity and multicultural issues in the field of psychology has been considered rather a niche topic and is only recently getting attention. In fact, the Guidelines on Respecting Diversity in Psychology was published from the Japanese Psychological Association in 2023. The recent development of licensure and multicultural awareness in psychology is a chance for multiculturalism to be included in education and training. The often marginalized are sexual minorities, such as LGBTQ+, and ethnic minorities, such as Zainichi-Koreans and -Taiwanese. Discrimination occurs with gender, educational backgrounds, socioeconomic status, marital status, the origin of birthplace as well, and the list can go on. It may be because marginalization and oppression are not as apparent as it may be in countries where visible racial discriminations are frequent, their unique needs and practitioners’ privileges were not often discussed in counseling education. However, in order to prevent harm in counseling settings, it is urged that we train students to be aware of multicultural issues. In this presentation, the presenter will introduce the benchmarks in psychology and how they relate to multicultural training, present the Japan’s social structure which affects marginalized populations, and discuss the presenter’s efforts on multicultural training in psychology and counseling education.

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Associate Dean & Associate Professor, Ritsumeikan University, Japan 18

PANEL I- PANELIST

Joo-Siang Tan, Ph.D. Senior Lecturer, Guidance and Counselling Program, School of Education, Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia, Malaysia

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Guidance and Counselling (Counselling Ethics, Online Counselling, etc.) Disaster Relief Healthy Ageing Career Counseling and Vocational Psychology

Ph.D., Faculty of Education, Guidance and Counselling, National University of Malaysia (UKM).

Faculty of Social Sciences and Humanities, Department of Educational Foundation & Social Sciences (Guidance and Counselling), Universiti Teknologi Malaysia (UTM) ■ Senior Lecturer Cum Program Coordinator (since 2018) ■ Research Ethics Committee (Non-Clinical) - Deputy Chair (since 2021) ■ Sub-Group Leader Problem-Based Learning under FREE program (2020-2022)

Altaher, A., Chu, S.Y., Tan, J. S., Sathiyasenan, S. T. BA, Hersh, D., & Mustaffa Kamal, R. (2023). “His Tongue Seems Shorter”: Experiences of Caregivers of Managing Communication with People with Parkinson Disease in Malaysia. Topics in Geriatric Rehabilitation, 39(3), 203-211, DOI: 10.1097/TGR.0000000000000402 Lim, M.J., & Tan, J. S. (2023) The effect of online “Love and Care” self- compassion practice among Malaysian counselling students. Geografia-Malaysian Journal of Society and Space, 19(2), 92-101, https://doi.org/10.17576/geo-2023-1902-07 92 Mahendran, S., & Tan, J. S., (2022). The Effect of Solution Focused Brief Therapy Group Counselling to Enhance the Self-Esteem of Primary School Students. Sains Humanika, 14(3-2), DOI: https://doi.org/10.11113/sh.v14n3- 2.2019 Ting, C.H., Tan, J. S., Chan, W.X., & Voon, S.P. (2022). Psychosocial Intervention in Response to COVID-19 Pandemic in Sarawak. Malaysian Journal of Social Sciences and Humanities, 7(8), DOI: https://doi.org/10.47405/mjssh.v7i8.1678 Chong, S. T., Nen, S., Xiong, T. W., Mei, O. G., Koh, D., Subhi, N., Tan, S. J., Ping, N. C. L., & San, S. P. (2021). Metaphoric Drawing Narrative Career Counselling: Teaching Work Value and Career Identity Statuses via Experiential Learning Method. International Journal of Academic Research in Progressive Education and Development, 10(1),19671- 685. DOI: 10.6007/IJARPED/v10-i1/9623 19

Cultivating Multicultural Awareness and Sensitivity among Counselling Students Through Experiential, Integrative and Reflective Learning Approaches Joo-Siang Tan Abstract Counsellors’ ability to connect with individuals from diverse cultural backgrounds is crucial for establishing effective counselling relationships. Such competency does not develop naturally but necessitates training and deliberate practice. Multicultural counselling is a core subject mandated by the Malaysian Board of Counsellors in the standard curriculum of counsellor education. Given Malaysia's rich multiracial and diverse context, it is imperative for Malaysian counsellors to become culturally competent and proficient at responding in a culturally appropriate manner. To achieve this goal, an integrative assignment has been developed to encompass experiential and reflective learning approaches in training future counsellors. This integrative assignment encompasses three fundamental pillars in the training of counselling students' multicultural competence: awareness, knowledge, and skills. The process of cultivating cultural awareness begins with the exploration of students own multicultural genogram. A multicultural genogram aids in identifying one's inherited values and biases. Through this initial exploration, students gain a deeper understanding of their own biases, stigmas, or stereotypes in relation to specific individuals or groups. The second part of the assignment necessitates students immersing themselves in cultural activities. They must take a self-directed approach to plan and engage in culturally relevant training, acquiring knowledge and skills tailored to their individual learning needs. Lastly, students are tasked with organizing a multicultural webinar to learn about the specific journeys and experiences of each interest group. Subsequently, students are required to submit a post-webinar reflection report, which allows them to reflect further on their own learnings. These deliberate practices have received positive responses and have demonstrated their impact in cultivating multicultural awareness and sensitivity among counselling students. Self-directed experiential learning and continuous reflective practices improved counselling students’ cultural sensitivity and competence. Multicultural counselling training stands as both crucial and integral to counsellor education, aligning with the Malaysia National Strategic Plan for Mental Health 2020-2025. KEYWORDS: counselling, multicultural competencies, integrative, learning approaches 

Senior Lecturer, Guidance and Counselling Program, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Malaysia 20

PANEL I-PANELIST

Hung Chiao, Ph.D. Assistant Professor Educational Psychology and Counseling Department, National Taiwan Normal University, Taiwan

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Multicultural and cross-cultural counseling Sexual orientation and issues Supervision

Ph.D.in Counseling Psychology (APA accredited), University of Missouri, Columbia, MO, USA

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Non-US-based Co-Chair (2022-2024), International Section, Society of Counseling Psychology,

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American Psychological Association (APA) Collaborative Project Investigator, Teacher Counseling and Support Center, Ministry of Education,

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Taiwan Committee Chair of International Affair Committee, Executive Board Member, Taiwan Counseling Psychologist Union (TCPU)

Wen, Y.-C. &Chiao*, H.(2023). 同志諮商心理師的出櫃與自我揭露：同志諮商經驗與策略。 [Tongzhi counseling psychologists' coming out and self-disclosure in counseling: Working experiences and strategies with LGBTQ clients]. Chinese Journal of Guidance and Counseling, 67, 119-158. https://doi.org/10.53106/172851862023050067005 Chiao*, H., Liao, S-Y., Chiu, Y-C., Lin, Y-T., Chen, S-Y. (2022). 親愛的同學，我其實是......：同志教師出櫃抉擇及其教學經驗之探討。[Dear students, in fact, I’m ...: LGBQ teachers’ decisions of whether to come out at work and their teaching experiences]. Bulletin of Educational

4. 5.

Psychology, 53(3), 617-642. https://doi.org/10.6251/BEP.202203_53(3).0005 Chiao, H. (2022). Professional evaluation of counseling trainees in practicum and internship. Guidance Quarterly, 58(1), 83-90. to Enhance the Self-Esteem of Primary School Students. Sains Humanika, 14(3-2), DOI: https://doi.org/10.11113/sh.v14n3- 2.2019 Chiao, H. (2022). 諮商新手知多少：第一次諮商實習就上手(增訂一版)。[Get Ready forYour First Counseling Practicum (Updated Version).] Yehyeh. ISBN:9789865492298 Chiao, H. (2021).女性主義治療。[Feminist Psychotherapy.] In S. Huang (Ed.), Counseling Theories and Techniques. Wagner. 21 21

Teaching what we believe and practice in everyday life: Multiculturalism and social justice in counselor Education Hung Chiao Abstract Since the 1980s, counseling psychology professionals in North America have begun to develop awareness of multiculturalism. Nowadays, it is the consensus to adopt multicultural values and practices in the counseling profession. It has also been part of the required training in most programs. While the Psychologist Act has been implemented in Taiwan since 2001, we never require multicultural counseling as one of the basic competencies for counselor education. The panelist will use her research on multicultural issues and training experiences to demonstrate the importance and reasons for integrating indigenous multicultural and social justice concepts into counselor education in Taiwan. She will also present suggestions for goals and methodologies at different training levels. It is the panelist belief that only multicultural and social justice-oriented counselor education can best train counseling psychology professionals who is understanding and competent to meet the needs of local people.

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Assistant Professor, Educational Psychology and Counseling Dep., National Taiwan Normal University, Taiwan 22

PANEL II-MODERATOR

Tzu-Bin Lin , Ph.D. Vice President for Teacher Education National Taiwan Normal University, Taiwan

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Education Policy and Leadership Language Policy and Bilingual Education Media literacy Multicultural Education

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Comparative Education

PhD, Institute of Education, University of London, UK

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Honorary Professor, Institute of Education, University College London, UK. Adjunct Professor, Graduate School, Education University of Hong Kong, Hong Kong. Deputy CEO, Resource Center for EMI (Funded by the Ministry of Education), NTNU, Taiwan. Deputy Director, Office of Bilingual Education, National Taiwan Normal University, Taiwan.

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Associate Vice-President for Academic Affairs, Office of Academic Affairs, NTNU, Taiwan. Head, Center for Teaching and Learning Development, NTNU, Taiwan. Deputy Head, Department of Education, NTNU, Taiwan. Division Head, Division of Intern Programs and Supervision, Office of Teacher Education, NTNU,

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Taiwan Assistant Professor, National Institute of Education, Nanyang Technological University, Singapore.

2. 3. 4.

Kasai, H., & Lin, T.-B. (2023) Language education as a site for identity negotiation: The practice of new immigrant language instruction in Taiwan, Cogent Education, DOI: 10.1080/2331186X.2023.2238151 (SCOPUS) Fang, T., Wang, L.-Y., Lin, T.-B., & Huang, C.-K. (2022). To stay or leave: a multiple‑case study of the retention of native English‑speaking teachers in Taiwan. Asia Pacific Education Review. (SSCI) Vickers, E., & Lin, T.-B. (2022). Introduction: Education, Identity, and Development in Contemporary Taiwan. International Journal of Taiwan Studies, 5-18 (ESCI) Lee, W.-C., Neo, W.-L., Chen, D.-T., & Lin, T.-B. (2021). Fostering changes in teacher attitudes toward the use of computer simulation: Flexibility, pedagogy, usability, and needs. Journal of Education and Information Technologies, DOI: 10.1007/s10639-021-10506-2 (SSCI) 23

PANEL II-PANELIST

Hanai Wataru , Ph.D. Associate Professor Kyushu University, Japan

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Comparative Education University Entrance Examination System Qualification Recognition

2017: Graduate School of Human Environmental Studies, Department of Education, Kyushu University, Ph.D. (Education)

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2017-2018:

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Education, University of Fukui, Specially Appointed Assistant Professor 2018-2022: National Center for University Entrance Examinations, Department of Research

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and Development, Assistant Professor 2022-: Department of Education, Kyushu University, Associate Professor

2. 3.

Department of Professional Development of Teachers, Graduate School

Wataru Hanai, Hiroki Nakanishi, Naohiro Iida, Sayaka Mitarai, Masaaki Yanagida 2021 Bridging the Academic-Vocational Divide in Secondary Education: A Curriculum Analysis of the International Baccalaureate’s Career-related Programme in England’, Journal of Research into IB Education, Vol. 5, pp.31-42 (English) Wataru Hanai 2017 A Study of the Qualification Recognition System concerning the International Baccalaureate in the UK, Doctoral Thesis, (Japanese) Wataru Hanai 2016 A Study on the Transformation of the Qualifying Examination System following the Accreditation of the International Baccalaureate in the UK, COMPARATIVE EDUCATION, No.52, pp.90−112 (Japanese)

The Current Position of Competency-Based Learning in the British Secondary Education Hanai Wataru Abstract The purpose of this presentation is to clarify the current position of competency-based learning in secondary education in the United Kingdom (UK) by reviewing the evolution of policies and discussions to date, particularly at the secondary level. The Organization for Economic Cooperation and Development (OECD) promoted the "Defining and Selecting Capabilities" (DeSeCo) project from 1999 to 2002, and, with international agreement by several member countries, presented key competencies as a new concept of capabilities. And in recent years, the OECD has been promoting the Education2030 project to redefine these key competencies as one of its objectives. In Japan, the new Courses of Study called for the development of "qualities and abilities" and the "three elements of academic ability," and inquiry-based learning has begun to be introduced as a method of achieving these goals. On the other hand, however, there are no established methods for the classroom practice and evaluation of inquiry-based learning, and the situation continues to be left up to individual schools and teachers. In the UK, students aiming to enter universities have traditionally taken academic qualifications called GCSE or GCE-A level examinations at the secondary school level, and universities have set their admission requirements and made their selections based on these qualifications. Competencies, on the other hand, have been defined as Key Skills in the UK, and have been treated as abilities and skills to be acquired mainly in the field of vocational education. In recent years, the focus has shifted from Key Skills to Functional Skills, and T-levels are being developed and introduced as a means of strengthening vocational education. In this presentation, I would like to clarify the position of competency-based learning and how it is practiced in the UK by reviewing the evolution of the policy surrounding competency-based learning in the UK today.

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Associate Professor, Kyushu University, Japan 25

PANEL II-PANELIST

Jia Ying Neoh, Ph.D. Lecturer The University of Sydney, Australia

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(Global) Citizenship education Curriculum and Pedagogy Social studies

2020 PhD, University of Sydney. Thesis title: The practice of civics and citizenship education in New South Wales primary schools

6. 7.

Smith, B., & Neoh, J. (2023). Framing the global: Assessing the purpose of global citizenship education in primary geography. Citizenship Teaching and Learning, 18(3), 313-329. doi:10.1386/ctl_00128_1 Zhang, W., Chen, Z., Chia, Y., Neoh, J. (2022). Rethinking civic education in the digital era: How media, school, and youth negotiate the meaning of citizenship. The International Communication Gazette, 84(4), 287-305 Neoh, J. (2021). Citizenship and democratic education in the time of rising nationalism: Implications for citizenship education from the cases of Australia and Singapore. Citizenship Teaching and Learning, 16(3), 361-379 Neoh, J. (2021). Directions for Global Citizenship Education: Lessons from Two Australian Primary Schools. In J. Zajda & S. Majhanovich (Eds.), Globalisation, Cultural Identity and Nation-Building: The Changing Paradigms, (pp. 123-141). Dordrecht: Springer Neoh, J. (2020). Neoliberal education - A new citizenship education in a globalised world? Comparing citizenship education in Singapore and Australia. In J. Zajda (Eds.), Globalisation, ideology and neo-liberal higher education reforms, (pp. 59-80). Dordrecht: Springer. Neoh, J., Saifulloh, A. (2020). Democratic citizenship: The case of Indonesia and Singapore. Kappa Delta Pi Record, 56(1), 28-34. Chia, Y., Neoh, J. (2017). Comparative insights on civics and citizenship education and the curriculum: A view from Singapore. In Andrew Peterson, Libby Tudball (Eds.), Civics and citizenship education in Australia: Challenges, practices and international perspectives, (pp. 263-278). London: Bloomsbury Neoh, J. (2017). Neoliberal Education? Comparing Character and Citizenship Education in Singapore and Civics and Citizenship Education in Australia. Journal of Social Science Education, 16(3), 29-39. 26

Developing Asia-literacy as supporting multiculturalism and global competence: The case of Australia Jia Ying Neoh Abstract Developing Asia literacy is a key policy agenda for schooling in Australia. In the latest curricular reform that started in 2008, the commitment to develop Asia-literacy is evidenced through the ‘Asia and Australia’s Engagement with Asia’ cross-curriculum priority that is intended to be integrated through all key learning areas in the Australian Curriculum. Asialiteracy is positioned to support multiculturalism as part of developing the moral and social purposes of global competence, evidenced by its goal to “ensure that students learn about and recognise the diversity within and between countries of the Asia region…..[to] provide students with the skills to communicate and engage with the people of Asia so that they can effectively live, work and learn in the region”. Yet, despite the commitment, education for Asia-literacy in Australia remains highly problematic and is now widely recognised as a ‘wicked policy problem’. There is a clear gap between policy and practice. This presentation will draw on two case studies in two Australian primary schools to highlight and discuss the key complexities of education for Asialiteracy, against the backdrop of the dominant neoliberal context in which Australian education is situated in. It suggests that currently, without a clear commitment to the democratic citizenship values espoused in key educational policy documents, Asia-literacy in Australian education serves a largely utilitarian and economic purpose. This potentially works against achieving the truly moral and social purposes of Asia-literacy, and global citizenship more broadly, to develop “informed and responsible global and local members of the community who value and celebrate cultural and linguistic differences and engage in the global community….” (Education Council, 2019).

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Lecturer, The University of Sydney, Australia 27

PANEL II-PANELIST

Chun Wen Lin, Ph.D. Associate professor Teacher Education Center, National Chiayi University, Taiwan

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Youth transition Youth culture Social class and parenting

Ph. D (2009) from Department of Education, National Taiwan Normal University, Taiwan.

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Postdoctoral research fellow, Department of Education, National Taiwan Normal University (2009-2011) Assistant professor, Teacher Education Center, National Chiayi University (2011-2017) Associate professor, Teacher Education Center, National Chiayi University (2017-)

Ying-jie,Jheng, Chun-wen, Lin, Yuen-kuangLiao (forthcoming).The Way Cultural Capital Works: A Meta-analysis of the Effects of Cultural Capital on Student's Reading Performance. International Journal of Educational Research. Ying-jie,Jheng, Chun-wen, Lin, Jason Chien-chen, Chang, Yuen-kuangLiao (2022, Feb). Who is able to choose? A meta-analysis and systematic review of the effects of family socioeconomic status on school choice. International Journal of Educational Research, 112, 101943. C. W. Lin, Y. J. Jheng, S. H. Chen, & C. C. Chang (2019). Taiwan: An Immigrant Society with Expanding educational Opportunities. In P. A. J. Stevens, & A. G. Dworkin (2019).The Palgrave Handbook of Race and Ethnic Inequalities in Education.

How Multicultural is Pre-Service Teacher Education in Taiwan? Ideal and Reality

Chun Wen Lin1 Abstract With the increasing ethnic and cultural diversity in Taiwan, multicultural education curriculum has been introduced to pre- service teacher education shortly before the turn of the 21th century. The need for teacher educators to prepare their students, the pre-service teachers, for multicultural classrooms becomes urgent when the ‘Curriculum Guidelines of 12-Year Basic Education’ are implemented in year 2019. All levels of teachers are encouraged to integrated important issues, multicultural education included, into their curriculum. For pre-service teachers who are students of education department and have at least four years to complete their certificate program, taking a two-credit-hour ‘multicultural education’ course is not a problem. But for those who are enrolled in two-year pre-service teacher education program and have to pass the Teacher certification Examination in the second June in order to be qualified to join the teaching practicum, ‘multicultural education’, if there is any such course for them, is the last course they would take compared to other curricula which are in fact test content/subjects. This is not to say that for pre-service teachers to have multicultural competence they have to take ‘a course’. In reality, multicultural education curriculum oftentimes falls into the so-called ‘Micky Mouse Course’ to which students keep going without really learning. That being said, this paper tries to propose some ways to bridge the gap between the ideal and reality of multicultural education curriculum.

Associate professor, Teacher Education Center, National Chiayi University, Taiwan 29

Dean’s Forum

DEAN’S FORUM MODERATOR & DEAN’S FORUM I PANELIST

Hsiu-Lan Tien, Ph.D. Dean, College of Education National Taiwan Normal University, Taiwan

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Career Counseling and Vocational Psychology Individual Couseling and Family Therapy Psychological Assessment and Measurement Development Qualtiative Research

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Dream Study

Ph.D., Division of Counselor Education, University of Iowa.

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Vice president, the Office of Student Affairs at NTNU Director, the Community Counseling Center at NTNU

Multidiscipline and Globalization: The NTNU College of Education as an Example Hsiu-Lan Shelley Tien  Abstract History and Current Status. The College of Education was founded on June 5, 1955. At that time, there are only five founding departments: Education, Social Education, Physical and Hygiene Education, Home Economics Education, and Industrial Education. Currently, there is a total of seven departments, one professional school, two in-service master degree programs, and one multidisciplinary bachelor degree program in the College of Education. Since it has been a long history, today the College of Education has nurtured innumerable talents. Our alumni have made outstanding achievements in many fields: as commissioners and key personnel in governmental and public administrative institutions; as university leaders or first-rate researchers in education-related fields; as educators in secondary schools in Taiwan; and in civilian careers in cultural industries. Our alumni have contributed their best to improve education in Taiwan. Furthermore, the College has been devoted to scholarly research for a long time. Among the five TSSCI journals the College has been running, four are proudly included in the Scopus database with honorable academic prestige at home and worldwide. According to the 2023 US News and World Report on world university rankings, NTNU was ranked 9th in the field of education discipline in the world, not only ranked first in Taiwan but also leaping to the top of Asia’s normal universities. Missions. The College’s primary missions include, but are not limited to, disseminating visionary educational reform concepts and administrative knowledge, advocating civic and character education, promoting health, counseling, family, and early childhood development education, developing e-learning environments and distance learning platforms and integrating lifelong learning content and special education literacy. Goal and strategies for 2020-2025. Base on the solid research experiences and leading position in educational practice, we set up four goals for college development: (1) Keep going and being in the position of pioneer for global Educational Research; (2) Being the pioneer and leader in Education Practice in Taiwan and Asia; (3)

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Distinguished Professor, College of Education, National Taiwan Normal University, Taipei, Taiwan 34

Facilitating Cross-domain international talent ; and (4) Being the Connector of Social Industries and alumni network. To deepen the international leadership in the field of Educational Research, the college will continue to establish bilateral academic collaboration with world-renowned universities and co-publish papers. In addition, we will facilitate the College’s various academic journals to apply for being included in the TSSCI or SCOPUS list. If it is possible, we hope the Taiwan Education Alliance (TEA) and the Asia-Pacific Association for Teacher Education (APATE) could set up cross-border cooperation with internationally renowned universities. In Educational Practice, we encourage faculty members to seek for project domestically and internationally to expand their influences in educational policy making. Also, the faculties and staffs are encouraged to strengthen the integration of teaching and research to promote evidence-based research on teaching practice. During the semester, students are preparing for summer and winter services to care for the underprivileged groups, and promote educational justice through “PASSION” services. They are encouraged to participate in social and environmental innovation programs of action to fulfill social responsibilities. For Cross-domain international talents, we promote and deepen the Transdisciplinary Program in College of Education to help students explore for diverse capacities. For example, we encourage them to take cross-domain EMI courses so that every student could have cross-domain and diversified learning experiences. Also, we promote e-learning courses to meet the needs of a personalized learning pace and enhance the quality of professional learning. As the connecter of industry and alumni network, we continue to establish industry, domestic and international internship mechanisms to build the best quality entrepreneurial environment and achieve the goal of finding employment upon the student graduate. In addition, University and Industry cooperation could establish a multi-functional future classroom for in-time and on-site discussions learning environment for students to enhance learning effectiveness. In addition, the Alumni and Public Affairs Committee were established to strengthen the network of alumni at home and abroad. Fundraising platform should be provided for the alumni to solicit resources to assist the University development. Based on the mission, vision, goal, and strategies, we believe that the College of Education would continue to be in the leading position in Taiwan and Asia in the field of Education. In the meanwhile, we hope to contribute to the world regarding student multidisciplinary learning and global mobilities. 35

DEAN’S FORUM I-PANELIST

Keng Cheng Ang, Ph.D. Dean, Graduate Studies and Professional Learning, National Institute of Education, Nanyang Technological University, Singapore

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Mathematical modelling in biological and medical settings Computational methods for partial differential equations Teaching and Learning of mathematical modelling, and teacher professional development in mathematical modelling

Doctor of Philosophy (Applied Mathematics) – The University of Adelaide, Australia

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2020 to date : 2015 to 2020 : 2009 to 2019 : 2007 to 2009 : 2005 to date :

Dean, Graduate Studies and Professional Learning, NIE/NTU Associate Dean, Higher Degrees, NIE/NTU Head, Mathematics and Mathematics Education, NIE/NTU Deputy Head, Mathematics and Mathematics Education, NIE/NTU Associate Professor, NIE/NTU

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1999 to 2005 : 1996 to 1999 :

Assistant Professor, NIE/NTU Lecturer, NIE/NTU

1. Ang, K.C. (2021), Computational Thinking and Mathematical Modelling. In F. Leung, G. Stillman, G. Kaiser & K. Wong (Eds.), Mathematical Modelling Education in East and West (pp. 19-34), Cham: Springer. 2. Ang, K.C. (2019), Mathematical Modelling for Teachers: Resources, Pedagogy and Practice, London: Routledge: Taylor & Francis. 3. Tan, L. S., and Ang, K.C. (2016), A school-based professional development programme for teachers of mathematical modelling in Singapore, Journal of Mathematics Teacher Education, Vol. 19, pp. 399-432. 4. Ang, K.C. (2013), Mathematical Modelling in Singapore Schools: A framework for Instruction. In Niss, M. (Ed), Mathematical Modelling – From theory to Practice. Singapore: World Scientific. 5. Solekhudin, I., & Ang, K.C. (2012). A DRBEM with A Predictor-Corrector Scheme for Steady Infiltration from Periodic Channels with Root-Water Uptake. Engineering Analysis with Boundary Elements, 36(8), 1199-1204. 36

On National Institute of Education, Singapore Keng Cheng Ang  Abstract

The National Institute of Education, Singapore, or NIE, is an autonomous institute of the Nanyang Technology University, or NTU, in Singapore. NIE is the sole teacher preparation institute for Singapore, and it plays an important and significant role in teacher professional development, including leadership training, for teachers in Singapore. Besides teacher education, teacher professional development and school leadership programmes, NIE also runs programmes in various disciplines, and houses faculty members in diverse areas of expertise such as the hard sciences, humanities, languages, psychology and sports science. Internally, to facilitate its teaching and research programmes, NIE is organised in a “matrix structure”, with programme offices leading the programmes, and academic groups, where faculty expertise are located, supporting the programme offices. Externally, NIE works very closely with the Ministry of Education as well as the schools and community in offering its suite of programmes for teachers. This “tripartite” relationship has proven to be an important cornerstone supporting teacher education and professional development in Singapore. Apart from structure, there are also systems put in place to ensure that NIE’s programmes remain rigorous and relevant, and responsive to the ever-changing educational landscape. Even as the institute is focussed on engaging in high quality research in different fields and disciplines, it maintains its core mission of preparing teachers for the nation and aims to be a leader for the future of education. This mission guides NIE in developing its strategies moving forward. In this brief talk, the speaker will give a quick introduction of NIE/NTU before expanding on the unique features of the institution in terms of its structure, systems and strategies, so as to share with the audience some of the institution’s future directions in both its programmes and research.

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Associate Professor, National Institute of Education, Nanyang Technological University, Singapore 37

DEAN’S FORUM I-PANELIST

Zawawi Ismail, Ph.D. Dean, Faculty of Education University of Malaya, Malaysia

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Arabic Language Education Quranic Language Education Arabic and Islamic Education Curriculum

Ph.D., Arabic & Islamic Curriculum Teacher Education Arabic & Islamic Education Methodology, Universiti Kebangsaan Malaysia (UKM), Malaysia.

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Dean, Faculty of Education, University of Malaya (Feb 2021 - Present) Deputy Dean of Undergraduate, Dean Office, Faculty of Education, University of Malaya (Aug 2017 –

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Feb 2021) National Committee Members and Chairman (Feb 2023 - Jan 2025)

1. Ismail, Z., Rasit, N., & Triyo, S. (2023). Relationship Between Oral Language Anxiety and Students? Arabic Language Learning Outcomes in Malaysian Secondary Schools. Ijole-International Journal of Language Education, 7(1), 143-161. doi:10.26858/ijole.v1i1.37368 2. Jaya, K. H., & Bin Ismail, Z. (2022). Fuzzy Delphi Method for Developing Arabic Speaking Learning Module for Nursing Students. Ijaz Arabi Journal of Arabic Learning, 5(3), 690-705. doi:10.18860/ijazarabi.v5i3.17322 3. Isa, A. A. M., Ismail, Z., Jamali, H. N., & Nordin, F. N. (2021). Vowels Reading of Arabic Present Tense in Yaf'al Form for Lip and Coronal Articulation. Ijaz Arabi Journal of Arabic Learning, 4(2), 429-456. 4. Ismail, Z., Hussin, M., & Supriyatno, T. (2021). Effectiveness of 'Adad and Ma'dud Learning Module Based on al-Quran Verses in Enhancing Student Achievement. Ijaz Arabi Journal of Arabic Learning, 4(1), 26-43. doi: 10.18860/ijazarabi.v4i1.10785

University of Malaya, Malaysia

Universiti Malaya, or UM, Malaysia's oldest university, is situated on a 922 acre (373.12 hectare) campus in the southwest of Kuala Lumpur, the capital of Malaysia. It was founded on 28 September 1905 in Singapore as the King Edward VII College of Medicine and on 8th October 1949, it became the University of Malaya with the merger of the King Edward VII College of Medicine and Raffles College (founded in 1928). The University of Malaya derives its name from the term 'Malaya' as the country was then known. The Carr-Saunders Commission on University Education in Malaya, which recommended the setting up of the university, noted in its Report in 1948: "The University of Malaya would provide for the first time a common centre where varieties of race, religion and economic interest could mingle in joint endeavour ... For a University of Malaya must inevitably realise that it is a university for Malaya." The growth of the University was very rapid during the first decade of its establishment and this resulted in the setting up of two autonomous Divisions on 15 January 1959, one located in Singapore and the other in Kuala Lumpur. In 1960, the government of the two territories indicated their desire to change the status of the Divisions into that of a national university. Legislation was passed in 1961 and the University of Malaya was established on 1st January 1962. On June 16th 1962, University of Malaya celebrated the installation of its first Chancellor, Tunku Abdul Rahman Putra Al-Haj, who was also the country's first prime minister. The first Vice-Chancellor was Professor Oppenheim, a world-renowned Mathematician. Currently, His Royal Highness The Sultan of Perak Darul Ridzuan, Sultan Nazrin Muizzuddin Shah is the Chancellor of UM. YBhg. Dato’ Prof. Ir. Dr. Mohd Hamdi Abd Shukor was appointed as the 13th Vice-Chancellor of UM on 1 November 2020.

DEAN’S FORUM I-PANELIST

Rudi Susilana, M.Si. CIT., Ph.D. Dean, Faculty of Education, Universitas Pendidikan Indonesia, Indonesia

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Curriculum Development Educational Technology

2013 Doctor of Curriculum Development – Universitas Pendidikan Indonesia (UPI) Bandung

Universitas Pendidikan Indonesia (UPI) ■ Dean of Educational Science Faculty (FIP) (2021-2025) ■ Vice Dean for Academic Affairs of Educational Science Faculty (FIP) (2017-2021) ■ Head of Universitas Pendidikan Indonesia (UPI) Curriculum Development Division (2016-2020) ■ Head of Department, Department of Curriculum and Educational Technology (2015-2016) ■ Department Secretary, Department of Curriculum and Educational Technology (2001-2005)

1. Kurniady, D. A., Susilana, R., Widodo, M., & Komariah, A. (2022). Managerial Performance in Developing School Climate to Improve School Quality. Journal of Education. DOI: 10.1177/00220574211016405 2. Susilana, R., Rullyana, G., Johan, R. C., & Ardiansah, A. (2022). Web-based Pedeagogiadic Application as a Learning Resource During the Covid-19 Pandemic. Jurnal Pendidikan Dan Pengajaran, 55(2), 446-455. https://doi.org/10.23887/jpp.v55i2.37624 3. Susilana, R., Dewi, L., Rullyana, G., Hadiapurwa, A., & Khaerunnisa, N. (2022). Can Microlearning Strategy Assist Students’ Online Learning? Cakrawala Pendidikan, 41(2), 437-451. https://doi.org/10.21831/cp.v41i2.43387 4. Susilana, R., Rullyana, G., Ardiansah, & Wulandari, Y. (2022). Pedagogia Dictionary: Web Application Development. International Journal of Instruction, 15(1), 197-218. https://doi.org/10.29333/iji.2022.15112a 5. Umbara, U., Munir, Susilana, R., & Puadi, E. F. W. (2021). Algebra dominoes game: Redesigning mathematics learning during the covid-19 pandemic. International Journal of Instruction, 14(4), 483-502. https://doi.org/10.29333/iji.2021.14429a 40

Teacher Education Curriculum for Multi-Cultural Education (Indonesian Experience)

Rudi Susilana& Dinn Wahyudin Abstract Indonesia is a big country with thousands of islands, hundreds of ethnics, hundreds of local languages, diverse of variety, and diverse of religions. During the last two decades various efforts have been made to reform system of curriculum on multi culture (MC) in Indonesia. It is believed as one tools of education system in order to provide diverse communities. This paper presents policies and programs held by UPI on developing teacher education curriculum for multi culture and global citizenship. It also identified general trends and indigenous aspects developed by schools in implementing curriculum on MC; and presenting best practices of schools efforts in implementing MC. Some purposes of the programs are among other are: having a multi -cultural insights of the purpose of nation and as a world citizen; increasing global ethnic and cultural development of literacy; strengthening values and attitudes of cross cultural & global citizenship competences; improving ability of basic skills on educational excellence concerning MC; strengthening peaceful education as a basic of peaceful world. Final notes are among others: In Indonesia, MC program has been implemented vary among Teacher Institution Education (TIEs); it is found that MC has been put as important issues in school curriculum as well as in HE education curriculum, however there are some discrepancies in the actualization of curriculum. MC is regarded as a part of national citizenship rather than global issues. The approaches of MC shall be converted beyond knowledge-based to lead bring change of positive behavior on global issues. It was also important to spread out students interest of MC of their own, then spread to regional and global issues.

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Universitas Pendidikan Indonesia, Indonesia 41

DEAN’S FORUM I-PANELIST

Tran Quoc Vinh Nguyen, Ph.D. Dean, Faculty of Information Technology, University of Education, The University of Da Nang, Vietnam

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Database and database management system Data mining

Software engineering Science education

PhD in Computerized control automated systems and Progressive information technology, Odessa National Polytechnic University, Ukraine, 2006

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Lecturer from 2007 60+ papers, 2 textbooks, 1 monography 7+ projects 3+ PhD students in Information Systems and Instructional Methodology

1. Materialzed views: theory and implementation. Nguyễn Trần Quốc Vinh. Da Nang Publishing house, 2019, ISBN 978-604-84-4636-9. 2. Synchronous Incremental Update of Materialized Views for PostgreSQL. Nguyen Tran Quoc Vinh. Programming and Computer Software, ISSN 0361-7688 Vol. 42, Iss. 5 Pp. 307–315, 2016, https://doi.org/10.1134/S0361768816050066. 3. A solution for synchronous incremental maintenance of materialized views based on SQL recursive query. Nguyen Tran Quoc Vinh, Dang Thanh Hao, Pham Duong Thu Hang, Abeer Alsadoon, PW Chandana Prasad, Nguyen Viet Anh. Eastern-European Journal of Enterprise Technologies, ISSN 1729-4061 Vol 5/2 (101) pp.6-17, 2019, https://doi.org/10.15587/1729-4061.2019.180226. 4. Deep learning for predicting the onset of type 2 diabetes: enhanced ensemble classifier using modified t-SNE. Monima Pokharel, Abeer Alsadoon, Tran Quoc Vinh Nguyen, Thair Al-Dala’in, Duong Thu Hang Pham, PWC Prasad, Ha Thi Mai. Multimedia Tools and Applications, 2022, https://doi.org/10.1007/s11042-022-12950-9. 5. Effective Text Data Preprocessing Technique for Sentiment Analysis in Social Media Data. Saurav Pradha, Malka N Halgamuge, Nguyen Tran Quoc Vinh. 2019 11th International Conference on Knowledge and Systems Engineering (KSE), https://doi.org/10.1109/KSE.2019.8919368. 42

The University of Da Nang

Mission Training human resources with creative thinking, startup determination; having the bravery and ability to work in the international and domestic environment; pioneering in preserving national identity, spreading scientific knowledge, contributing into building a peaceful and prosperous Vietnam. Strategic objectives The strategic objective of UD is to build a unified regional university comprising of many universities and affiliated units basing on an advanced university governance model; a multi-level, multi-disciplinary university with a dynamic and creative learning and research environment in order to train highly qualified human resources for the socio-economic development of the Central area-Western highland and the whole country; a scientific research and technology transfer center for solving all professional and multidisciplinary issues, creating a motivation for sustainable development of the region; an important bridge in international cooperation to support the regional comprehensive integration in the globalization process; join in the accreditation and ranking systems of domestic and international universities so that UD is always in the top domestic and regional universities. Core values Quality – Creativity – Humanities - Community serving Quality: the quality of training, scientific research and community services have been gradually improved according to international standards to ensure that UD’s graduates have the same qualification and skills as those of ASEAN countries and the world. Creativity: representing the innovative spirit of thinking and doing; turning challenges into opportunities, producing new knowledge. Graduates are highly dynamic, self-adapt to the working environment. Humanities: training students to not only love the homeland, preserve and develop the four thousand-year-old tradition of the nation but also be ethical in performing public duties, selfless, cooperative spirit, and respecting each other to achieve the same goals. Community serving: continuously improving the serving quality of nation and community is the goal of UD's training and scientific research activities. This requires the ability to update and renew the curriculum and teaching methods so that graduates have the best ability to work and serve for community effectively.

DEAN’S FORUM II-PANELIST

Mai Khanh Hoang, Ph.D. Former Dean, Faculty of Education Head of the Office of Quality Assurance University of Social Sciences and Humanities, VNU-HCM, Vietnam

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Family Education (Parental Practices, Child’s Autonomy,

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Self-determination) Social and Emotional Learning at School

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Teacher Professional Development and Sustainability Integrative STEAM Education in K-12 Curriculum Development

Ph.D., Educational Sciences, University of Paris X, Nanterre, France

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Lead coordinator of the project ICT enabled – USSH – VNU-HCM Organizing chair and trainer Workshop “In-service Teacher Training for Integrating SDGs into

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Teaching and Learning”– USSH – IU VNU-HCM in the Erasmus+ project Associate editor, AsTEN Journal of Teacher Education

1. Khanh H M, Tuyên V Q, An N T. (2023). Promoting students’ academic motivation through STEM/STEAM educational activities. Sci. Tech. Dev. J. - Soc. Sci. Hum. 6(SI):129-136. 2. Tuyên V Q, Khanh H M. (2023). Conceptual Framework for Integrated STE(A)M Education. Sci.Tech. Dev. J. - Soc. Sci. Hum. 6(SI):87-106. 3. Hà Văn Tú, Hoàng Mai Khanh (2023). Professional Development for Elementary Teachers’ Experiential Activities Organization Competency. TNU Journal of Science and Technology – Educational Sciences. Vol. 228. No.04. 254-262.

In-service Teacher’s training on integration of SDGs in teaching and learning with support of ICTs Mai Khanh Hoang1

Abstract Research shows that teacher plays a crucial role in the success of students, so that, professional development is very important for the quality of education. Our presentation focuses on in-service teacher training for integrating sustainable development goals into teaching and learning with the support of ICT. This article discusses the role of schools in sustainable development eduction, introducing a teacher training course that incorporates sustainable development goals into teaching and learning through the participatory video. The results show that teachers are interested in topics merging ICTs with Education for Sustainability, knowing how to merge ICTS with sustainability issues will make them a better teacher and willing to share knowledge and experiences gained from the training with other colleagues.

Faculty of Education, University of Social Sciences and Humanities, VNU-HCM, Vietnam maikhanhhoang@hcmussh.edu.vn 45

DEAN’S FORUM II-PANELIST

Chowwalit Chookhampaeng, Ph.D. Dean, Faculty of Education, Mahasarakham University, Thailand

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Family Education (Parental Practices, Child’s Autonomy,

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Self-determination) Social and Emotional Learning at School Teacher Professional Development and Sustainability

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Integrative STEAM Education in K-12 Curriculum Development

Ed.D., Curriculum Research and Development, Srinakarinwirot University, Bangkok, Thailand.

Mahasarakham University, Thailand ■ Lecturer (Nov 2005 - Present) ■ Associate Dean, Faculty of Education (Sep 2009 - Jul 2014) ■ ■

Director of School, Demonstration School (Aug 2019 - Mar 2022) Dean, Faculty of Education (Jun 2022 - Present)

Nakhon Phanom University, Thailand ■ Dean, Faculty of Education (Oct 2016 - Sep 2017)

1. Chowwalit Chookhampaeng, Chantaraporn Kamha and Sumalee chookhampaeng. (2023)."Problems and Needs Assessment to Learning Management of Computational Thinking of Teachers at the Lower Secondary Level" Journal of Curriculum and Teaching. Vol.12 No. 3. Pages 172 -178. 2. Chantaraporn Kamha and Chowwalit Chookhampaeng. (2023).“Implementation of Curriculum to enhance Learning Management Competency in Computational Thinking for the Lower Secondary teachers” Journal of Curriculum and Teaching. Vol.12 No. 3. Pages 35 -47. 3. Waraporn Erawan, Chatkaew Kanawapee and Chowwalit Chookhampaeng. (2023).“Project Evaluation for Expand the Potential of the Teacher Network Award from the Princess Maha Chakri Award (PMCA) Foundation Towards the Development of Underprivileged Children in Thailand” Journal of Curriculum and Teaching. Vol.12 No. 1. Pages 336 -341. 4. Taratchaporn Chantarat and Chowwalit Chookhampaeng. (2023).“Problems with Teaching and Learning Thai Language for Communication Competency for Elementary School students” Journal of Education Issues. Vol. 9 No. 1. Pages 36 – 48. 46 46

Development of Professional Learning Community enabling to become researchers in Mahasarakham University Demonstration School (Secondary) Thailand Chowwalit Chookhampaeng Abstract The objectives of this research were: (1) to study the current situation for research in school; (2) to develop a professional learning community where teachers are researchers; and (3) to study the findings of the developments in research reports based on teacher collaboration, teaching innovation and learning outcomes. The research area was purposively selected as the research team in Mahasarakham University Demonstration School (Secondary) (DMSU), in the academic year 2020. The instruments consisted of a focus group, A.I.C. meeting and research forms. Frequency, percentage and content analysis were used to describe the data. The findings are as follows: (1) most of the teacher research was experimental research conducted by one person, which also shows a lack of participation. (2) It found that the six steps were as follows: 1) team building, 2) determination of solutions, 3) design of learning management, 4) observing the class, 5) data analysis and reflection and 6) reporting on classroom research. (3) There were eight research teams working together, with three people on each team. Most of the learning management innovation was based on the constructivism learning theory (5/62.50%), and learning outcomes increased after teachers participated in the learning community for the third cycle of lesson study, especially the cognitive learning outcomes.

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Dean, Faculty of Education, Mahasarakham University, Thailand 47

DEAN’S FORUM II-PANELIST

Hideki Kozima, Ph.D. Professor / Vice Dean, Graduate School of Education, Tohoku University, Japan

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Cognitive neuroscience of developmental disorders (esp. autism/ASD,

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LD/dyslexia) Cognitive models of social communication and its development Assistive technologies (esp. therapeutic/educational robots)

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Computational linguistics and natural language processing

1994: Ph.D. in Computer Science and Information Mathematics, Graduate School of Electro-Communications, The University of Electro-Communications

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1994-2008: Research Scientist & Senior Research Scientist, National Institute of Information and

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Communications Technology (Tokyo/Kobe/Kyoto, Japan) 1998-1999: Visiting Researcher, MIT Artificial Intelligence Laboratory (Cambridge, MA)

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2008-2017: Professor, School of Project Design, Miyagi University (Miyagi, Japan) 2017-2018: Professor, Graduate School of Educational Informatics, Tohoku University 2018-: Professor, Graduate School of Education, Tohoku University 2022-: Vice Dean: Graduate School of Education, Tohoku University

1. Hideki Kozima: Communication as joint prediction: A case study of robot-mediated pretend play with children at a kindergarten. Proceedings of IEEE RO-MAN 2023 (Korea), WeAT3.3, pp.1-6, 2023. 2. Hideki Kozima: Cognitive granularity: A new perspective over autistic and non-autistic styles of development, Japanese Psychological Research, Vol.55, No.2, pp.168-174, 2013. (DOI) 3. Hideki Kozima, Marek P. Michalowski, Cocoro Nakagawa: Keepon: A playful robot for research, therapy, and entertainment, International Journal of Social Robotics, Vol.1, No.1, pp.3-18, 2009. (DOI) 4. Hideki Kozima, Cocoro Nakagawa, Yuriko Yasuda: Children-robot interaction: a pilot study in autism therapy, Progress in Brain Research, Vol.164, pp.385-400, 2007. (DOI) (For details, including those in Japanese, please refer to researchmap.jp)

Recent Educational Activities at Tohoku University Hideki Kozima Introduction Tohoku University, located in the center of northeast Japan, is one of the top-ranked research universities in Japan. It was recently selected as the _rst and only recipient of the \University for International Research Excellence Program" by the Japanese government to regain Japan's advantage in diverse academic _elds. Graduate School of Education (Dean: Kazuhito Noguchi, Ph.D.) of Tohoku University has contributed to developing various education-related sciences, including educational and clinical psychology, cognitive science, philosophy, comparative study, and social/policy analysis. Multicultural Education The graduate school has organized AELC (Asia Education Leader Course) since 2014. AELC is a joint master's program with _ve universities in East Asia, including NTNU. Students gather at a host university (in rotation) each summer and winter and take intensive lectures. Post-course questionnaires suggest that AELC provided the students with objective knowledge and skills and a subjective attitude toward multicultural engagement in their future professions. Although we switched to online because of the pandemic, we restarted hybrid and in-person courses to promote these objectives further | Seoul in the summer of 2023, Taipei in the winter of 2024, and Sendai in the summer of 2024. Sustainability Education SDGs (Sustainable Development Goals) allowed us to discuss and share the future view of the world. However, what to teach and how to teach SDGs and environmental issues are not well-established in the universities in Asia and the Paci_c region. We are developing a standard and shared course in \Green Literacy" in collaboration with other world-leading universities and other sectors. We employ a micro-credential system to certify the study experience by individuals and the quality of the course given by the institute. This project could transform the style of education. Teachers' Re-professionalization Teachers need to update their knowledge, teaching skills, and mindset constantly. Since 1965, the graduate school annually provides \Seminars for Educational Leaders" for regional elementary, junior, high, and special-needs school teachers. It may look like a teachers' \training camp" at Tohoku University. About 70 teachers participate in the three-day intensive lectures and workshops every year. In the workshops, the participants share current issues and discuss solutions. According to the post-course questionnaires, this activity helps them establish shared visions toward the future of education. 

Professor / Vice Dean, Graduate School of Education, Tohoku University, Japan 49

DEAN’S FORUM II-PANELIST

Jerome T. Buenviaje, Ph.D. Dean, College of Education University of the Philippines Diliman, Philippines

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Educational Leadership and Administration Curriculum and Instruction Management Organization Development Educational Planning and Policy

Ph.D., Division of Educational Leadership and Professional Services, College of Education, University of the Philippines Diliman, Quezon City, Philippines

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Faculty, Educational Administration, College of Education, University of the Philippines Principal, Holy Spirit Integrated School, Antipolo City Philippines Dean, World Citi Colleges, Antipolo City Philippines

1. Buenviaje, J. (2016). Embracing work passion: Perspectives of Filipino principals and school heads. International Studies in Educational Administration. Journal of the Commonwealth Council for Educational Administration & Management, 44(3), 5-19. 2. Buenviaje, J. (2019). Basic Education ICT for Governance, Finance, and School Improvement. Key Issues in Governance, Finance, School Improvement, and ICT in Basic Education. University of the Philippines Center for Integrative Studies. c2019, 16-23. 3. Ocampo, D.J., Buenviaje, J. (2022). Basic Education in the Philippines. In: Symaco, L.P., Hayden, M. (eds) International Handbook on Education in South East Asia. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8136-3_5-1 4. Gramaje, J.A., Buenviaje, J. (2023). The Roles of Middle Leaders in Reinforcing Academic Optimism. Educational Management Administration & Leadership. https://doi.org/10.1177/17411432231201488

Reflections and Actions Toward Sustainability: Institutional Milestones and Pandemic Gains of the University of the Philippines College of Education Jerome T. Buenviaje The historical lockdown in the Philippines due to the COVID-19 pandemic affected different industries and disrupted the education system. In this time of uncertainty, it further highlighted the learning crisis being experienced in the country. Thus, at the height of this global health concern, the University of the Philippines College of Education (UPCEd) published a white paper titled, “Stay Well, Keep Learning: Education Resilience and Learning Continuity Plan in the Time of COVID-19”. This paper suggested eight key strategies that were successfully adopted during the education emergency by government agencies and different schools nationwide. Guided by the solutions provided in the paper, innovations developed during the past years are now being considered as pandemic gains. Therefore, these key strategies are valuable knowledge that can still guide education systems in the post-pandemic era. This presentation features UPCEd’s innovative practices using the eight key strategies as a framework. Specifically, these are practices on health and well-being, teaching and learning processes, research direction, and extension programs. The alignment of these education practices and the key strategies put emphasis on the principles of inclusion that every education institution should promote and prioritize. Finally, as a parameter for quality, higher education institutions all over the world are expected to voluntarily advocate for the United Nations Sustainable Development Goals (SDGs) in order to address diverse global concerns. Hence, this presentation also highlights UPCEd’s 2022-2025 goals that are anchored on the SDGs. As the premiere College of Education, these are concrete contributions to fulfilling the mandate of the University of the Philippines, the country’s National University.

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Former Dean, Faculty of Education, Head of the Office of Quality Assurance, University of Social Sciences and Humanities, VNU-HCM, Vietnam 51

Scholarly Individual Paper Presentations

SCHOLARLY INDIVIDUAL PAPER I MODERATOR

Hideki Kozima, Ph.D. Professor / Vice Dean, Graduate School of Education Tohoku University, Japan

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Cognitive neuroscience of developmental disorders (esp. autism/ASD,

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LD/dyslexia) Cognitive models of social communication and its development Assistive technologies (esp. therapeutic/educational robots)

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Computational linguistics and natural language processing

1994: Ph.D. in Computer Science and Information Mathematics, Graduate School of Electro-Communications, The University of Electro-Communications

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1994-2008: Research Scientist & Senior Research Scientist, National Institute of Information and

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Communications Technology (Tokyo/Kobe/Kyoto, Japan) 1998-1999: Visiting Researcher, MIT Artificial Intelligence Laboratory (Cambridge, MA) 2008-2017: Professor, School of Project Design, Miyagi University (Miyagi, Japan) 2017-2018: Professor, Graduate School of Educational Informatics, Tohoku University 2018-: Professor, Graduate School of Education, Tohoku University 2022-: Vice Dean: Graduate School of Education, Tohoku University

The Correlation between Teacher Self-Efficacy, Teacher Interest, Motivation for Becoming a Teacher, and the Teacher Aptitude Assessment Battery among Student Teachers Tzu-Yang Chao Abstract According to the aforementioned literature, there is a clear trend in the selection of student teachers emphasizing the importance of non-cognitive and non-disciplinary abilities, such as the Teacher Aptitude Assessment Battery (TAAB), which includes the Situational Judgment Tests for Teachers (SJTT), Work Value Scale for Teachers (WVST), and Computerized Personality Scale for Teachers (CPST). Institutions of teacher education are increasingly emphasizing applicants' affective characteristics in order to identify more qualified candidates for teaching positions. However, the use of affective tests in the selection process has long been a source of concern, as there is a concern that applicants with strong motivation might distort the results, creating a conundrum for selection committees employing these assessments. Consequently, the primary purpose of this study is to determine if the three TAAB examinations demonstrate improved performance as applicants' motivation increases. We collected data from 1,287 students who applied for the Teacher Education Program and evaluated their motives by the 17 items of Motivation Scale for Teaching (MST), including Motivation Scale for Teaching Interesting (MSTI, four items), Motivation Scale for Teacher Self-Efficacy (MSTSE, four items), and Motivation Scale for Being A Teacher (MSBAT, nine items). The internal consistency reliability (Cronbach’s α) for the MST subscales ranged from .83 to .89 according to the analyzed data from 1,287 participants, indicating that the MST has acceptable reliability. All participants completed three tests in the TAAB and three subscales of the MST. In terms of data analysis, first, we will conduct a correlation analysis to examine whether there is a significant positive correlation between the three dimensions of MST and the results of the three tests in TAAB. Next, to understand the impact of MSBAT on the results of the three tests in TAAB, while controlling for MSTI and MSTSE, we will utilize structural equation modeling (SEM). In this analysis, MSBAT, MSTI, and MSTSE will be treated as latent variables, and these latent variables will predict the results of SJTT, WVST, and CPST. The results suggested that when teaching interest and teacher self-efficacy were controlled, all of tests of TAAB did not improve with the 

Assistant Professor, National Central University, Taiwan tychao@g.ncu.edu.tw 57

increase in MSBAT. Moreover, reduced motivation to become a teacher may result in improved WVST performance (the path coefficient = -.605, p < .01). In addition, as teachers' levels of interest increase, their performance on all three measures (SJTT, WVST, and CPST) improves significantly. In contrast, when teachers' self-efficacy is greater, their performance on the WVST and CPST declines significantly. This study provides a definitive response to the aforementioned query. Yes, noncognitive tests such as the TAAB can be utilized in Taiwan's current student teacher selection process. According to the empirical data, higher motivation to become a teacher did not result in a higher TAAB score. The use of these three tests reflects the conclusion of Bardach et al. (2022) that only by valuing the affective dimensions of student teachers can future teachers improve their performance and maintain their enthusiasm. This study examined the preliminary effects of motivation on three noncognitive assessments. KEYWORDS: computerized personality scale for teachers, motives for being a teacher, situational judgment tests for teachers, student teachers, work value scale for teachers

Intergenerational Differences of School Leaders’ Reflective Practice and Ethical Dilemma Resolution Kim Gerald G. Medallon & Jerome T. Buenviaje & Marian Christine V. Patriarca Abstract Reflective practice and ethical dilemma resolution are potent tools that school leaders tap to attain set organizational goals, as well as to improve the welfare of stakeholders. Currently, there is a dearth of literature on the process taken by novice school leaders to engage in these leadership tools, as well as identifying enablers that facilitate them and ensure transition to quality practices evident in seasoned school leaders. A qualitative approach, through a case study design, was utilized to come up with a framework describing the interplay of these two leadership tools and highlighting intergenerational differences between novice and seasoned school leaders. Six novice and six seasoned school leaders from the National Capital Region and Region IV-A in the Philippines participated in this study through key informant interviews. Thematic analysis was used in analyzing the results. Results of the study showed a difference on the quality and focus between these two sets of leaders when engaging in reflective practice and ethical dilemma resolution. Personal and contextual enablers, along with the overall process, were generally different. A guarded and methodical approach was evident among novice school leaders. Meanwhile, seasoned school leaders displayed a multi-dimensional and flexible approach when engaging in these two leadership constructs. They also have a deliberate attempt to foster a sense of community and leave a legacy among stakeholders. Enablers in the transition toward improved set of practices shared some similarities and enriched the current set of enablers for seasoned school leaders. These two concepts are closely intertwined with each other contributing to a more comprehensive, effective, and sharpened performance of leadership tasks. The identified enablers and process may pave the way for more relevant leadership preparation and development programs and policies that can reap benefits for the organization and its stakeholders when these two leadership tools are maximized. KEYWORDS: reflective practice, ethical dilemma, school leaders, quality practice 

Assistant Professor, University of Santo Tomas, Philippines kgmedallon@ust.edu.ph  Dean, University of the Philippines Diliman, Philippines jtbuenviaje@up.edu.ph  Senior Lecturer, University of the Philippines Diliman, Philippines mvpatriarca@up.edu.ph 59

Intellectual Virtues: An Alternative Moral Education Towards Sustainability Bernardo N. Caslib Abstract Sustainable development has always been about “improving the quality of human life while living within the carrying capacity of supporting ecosystems” (IUCN, UNEP, WWF, 1991, p.10). Moral education, meanwhile, while traditionally conceived as about producing moral individuals, has expanded its aims into preparing the next generation of citizens and inducting them into society and the wider world. Lovat and Clement (2008) claim that values education and many other forms of moral education have been seeing renewed interest because of the perceived need of contemporary times that moral education can perhaps address. Global malaise such as a surge in criminal behaviors and violations of ethical conduct across the world demands a “revived interest in moral education” (Koh, 2012, p. 83). This paper argues that moral education can also contribute to solving the global problem of sustainable development. By employing the lens of philosophy of education and virtue theory and by utilizing the philosophical literature, this paper explores the possibility of employing a moral education framework that is grounded on intellectual virtues toward educating for sustainability. First, it locates the intersection between the ends of sustainability education and the goals of moral education. By looking at how a good human person is essentially concerned with her environment, ecosystem, and sustainability, the paper posits that the aims of these two forms of education overlap. It then examines how the agenda of sustainability can be met by a particular brand of moral education: a moral education that is grounded on intellectual virtues. Toward this end, the paper explicated the notion of intellectual virtues in order to shed light on how educating for intellectual virtues can lead to educating for sustainability. It traces how an individual with a sound mind that looks after the truth and whose disposition tends toward this is necessarily the kind of individual who will truly and steadily aim for sustainability. It will end by looking at particular intellectual virtues that may be facilitative of sustainability and concern for the environment. The paper concludes that a moral education anchored in intellectual virtues then will be an important ally in educating for sustainability. KEYWORDS: sustainability, moral education, intellectual virtues 

Assistant Professor, University of the Philippines Manila, Philippines bncaslib@up.edu.ph 60

SCHOLARLY INDIVIDUAL PAPER II MODERATOR

Chien-Chung Hsu, Ph.D. Assistant Professor National Taichung University of Education, Taiwan

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Child Psychology Cognitive Behavioral Therapy Stress Adaptation

Ph.D., School of Nursing, Midwifery and Social Work, The University of Queensland, Australia

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Clinical Psychologist, Kinmen Hospital Clinical Psychologist, Keelung Hospital Committee Member, Special Education Student Appeals Review Board, Kinmen

1. Tseng, L. S. & Hsu, C. C. (2023). Predictors of parenting stress: The role of attitude toward the use of 3C products and their interaction with parenting self-efficacy. Journal of Education and Family, 14, 99-128. 2. Hsu, C. C., Chang, H. H., Liu, C. H., Wu, Z. X., Yang, S. H., & Chen, Y. R. (2002). The relationship between parenting stress and physical and mental health of elementary school parents in Taichung city: The moderating effect of social support. Journal of Education and Family, 13, 53-75. 3. Yu, J. C. & Hsu, C. C. (2022). The effectiveness of a mindfulness-approached group program on college students with interpersonal disturbances. Journal of Education Studies, 56(2), 29-56.

Research on the function of Art on Multicultural Education Study Choi Kwan Tse  Abstract With the Covid-19 epidemic now under control, education institutions have reopened after facing disruptions and lockdowns. However, long-term isolation has led to an over-reliance on passive online learning, hindering students' ability to apply their knowledge practically. Additionally, limited access to the outside world has weakened their understanding of local and global cultures. Social media has also seen incidents of bullying and racism, impacting self-worth and hindering multicultural education. This paper explores how art can aid in confidence and social identity reconstruction, with reference to multicultural societies. Further, the focus is on the process of artistic expression, promoting intrinsic motivation, and encouraging students to express emotions and opinions through art. Emphasizing freedom and equality of opportunity, collaboration with individuals from diverse backgrounds is encouraged. Well-trained teachers who can guide students effectively using art as a communicative tool, think critically, and share personal experiences to exemplify values which is crucial. Positive teacher-student relationships lead to higher-quality outcomes. Schools should leverage both online and offline platforms, as students are accustomed to technology and the associated dissemination of information. Hong Kong's culturally diverse society offers valuable examples of how schools can foster multicultural education through continuous off-campus activities in welcoming new arrivals from Southeast Asia. In conclusion, this paper proposes non-academic art lessons as a solution to help students understand and embrace cultural learning, thereby enhancing their ability to produce artworks that represent the present moment and improve their communication skills. KEYWORDS: art education, emotion, multicultural education, communication



Graphic Designer, University for the Creative Arts, Hong Kong c970728_kwan@yahoo.com 62

Teaching Culture in EFL Classroom: A Comparative Study of Taiwanese Teachers and Native English Teachers Dai-Rong Jhong Abstract The research presented in this study focuses on the role of English as a foreign language (EFL) teachers in university settings. Specifically, the investigation aimed to compare the teaching approaches of local EFL teachers and native English teachers, with particular attention to their methods of explaining culture in EFL classes. The study also sought to conduct a comprehensive analysis of EFL textbooks, particularly examining the cultural aspects covered within them. To achieve these objectives, a qualitative research method was employed. The methodology was divided into three distinct phases: firstly, the researchers analyzed textbooks specifically designed for non-English major students in a university located in Northern Taiwan. Secondly, EFL classes with substantial cultural content were observed, offering insights into how culture was incorporated into the teaching process. Finally, interviews were conducted with the teachers following the classroom observations, allowing for the collection of additional details and valuable information. The research encompassed an examination of four different textbooks, comprising a total of 26 chapters catering to students at various levels of proficiency. During the analysis, two major cultural themes were identified as prevalent within the textbooks, namely "social identity (group)" and "history." Findings from the study revealed distinct differences in the teaching approaches employed by local EFL teachers and native English teachers concerning the presentation of culture in their classes. Local teachers predominantly utilized videos as teaching materials when incorporating cultural elements into their lessons. In contrast, native English teachers often shared their own personal experiences or engaged students in discussions to facilitate cultural understanding. The implications of this research extend to the design of EFL classes and the development of teaching materials. The identified differences between local and native English teachers shed light on diverse pedagogical strategies that can be incorporated to 

Ming Chuan University, Taiwan fantastic8708091105@gmail.com 63

enhance the effectiveness of EFL instruction. In conclusion, this study offers valuable insights into the approaches used by local and native English teachers in explaining culture within EFL classes. The exploration of EFL textbooks further enriches our understanding of the cultural aspects covered in these materials. By recognizing these differences, educators can make informed decisions to create more engaging and culturally enriched learning experiences for EFL students in university settings. This research contributes to the ongoing enhancement of EFL education and materials development, ultimately benefiting both teachers and students. KEYWORDS: EFL, culture, university, textbook analyze, local and foreign teacher

Rural Children’s Drawing of Emotions: A Comparison of Children from Multicultural Backgrounds in Taiwan Yen-Yu Chen & Wen-Feng Lai Abstract Drawing is a cultural tool for children to make sense of the world (Vygotsky, 1978). Children’s drawings can serve as a window for teachers to understand children’s lived experiences. In Taiwan’s multicultural society, little research has explored rural children’s drawings and teachers are less prepared for communicating and educating rural children. Thus, this study aimed to investigate drawings of emotions produced by Taiwanese rural and urban children. Seventy-two children aged five to seven years were recruited, half children in each group. In both groups, children’s age, gender, and family socioeconomic status were similar. To collect drawings, children were invited to sit at a table of four to six. Each child completed a happy and a sad picture, without a time limit. Upon completion, individual children were interviewed about their drawings. In total, 144 pictures were analyzed quantitatively and qualitatively. The coding scheme comprises three aspects (i.e., literal expression, content expression, and color), covering 8 variables. Chi-square tests of independence were conducted between the two groups. Inter-rater agreement ranged from κ= .63-1.0. By using qualitative content analyses, the meanings of the content in pictures were revealed. The results are as follows: 1. Regarding similarities, in happy pictures, both groups of children most frequently drew more than one person with smiling faces, accompanied by animals, plants, or symbols. In sad pictures, both groups tended to draw people with crying faces. They tended to apply fewer colors in sad pictures. 2. Regarding differences, the results indicated that the variables of objects and weather indicated significant levels of happy (x2= 8.91, p < .001, x2= 6.73, p < .001) and sad pictures (x2= 4.88, p < .05, x2= 5.19, p < .05). Rural children tended to use objects to express emotions, while urban children tended to use weather to express emotions. (1) Rural children drew significantly more objects in both happy (rural: 75%;



Assistant Professor, Hung kuang University, Taiwan yenyuchen0@gmail.com  Associate Professor, National Taiwan Normal University, Taiwan 

The data of this study are part of the first author’s doctoral dissertation. 65

urban: 40%) and sad pictures (rural: 51.4%; urban: 25.7%). For example, in a happy picture, child#29 depicted objects for celebrating a birthday, including a double-layer cake, a hanging lamp, a heart-shaped balloon, and triangle flag decorations. In a sad drawing, child#20 depicted her younger brother accidentally breaking their mother's flower pot into three pieces while playing with a ball. (2) Urban children depicted significantly more content about the weather in both happy (urban: 48.6%; rural: 19.4%) and sad pictures (urban: 34.3%; rural: 11.4%). For example, in a happy picture, child#25 depicted a sunny day with the sun and two clouds. He drew himself and his mother playing at the park. In a sad drawing, child#20 depicted a person walking with his head down in a rainy day with four clouds and rain drops in short vertical lines covering the entire paper. In conclusion, although with some similarities, children’s ways of drawing emotions revealed differences according to their multicultural backgrounds. A discussion and implications are provided in relation to children's lived experiences and multicultural education. KEYWORDS: children’s drawings; drawing of emotions; multicultural backgrounds, rural children, urban children

SCHOLARLY INDIVIDUAL PAPER III MODERATOR

Cheng-Hsi Chien, Ph.D. Professor, Graduate Institute of Educational Administration, National Pingtung University, Taiwan

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Philosophy of education Methodology of educational research

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Moral education, civic education, gender education

Ph. D. Major in Philosophy of Education, National Kaohsiung Normal University, Republic of China(1994)

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Dean of College of Education(2020-2023), Dean of Academic Affairs（2014-2017） Director of graduate Institute of Educational Administration(2011-2012) , Dean of Students Affairs(2005-2009),

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National Pingtung University Councilor, Asia-Pacific Association for Teacher Education. Executive Director, Taiwan Philosophy of Education Society Vice President, Taiwan Congress on General Education

1. Author of Philosophy of Education: Ideas, Issues, and Practices(2004), Studies in Philosophy of Education: When Analytic Philosophy Meets Feminism(2005), Retrospect and Perspectives on Philosophy of Education of the New Century(2015), Educational Aims in Britain and America: Analytic Tradition(2023). 2. Translated J. F. Soltis’ An Introduction to the Analysis of Educational Concepts, J. Maritain’s Education at the Crossroads, G. R. Knight’s Philosophy and Education-An Introduction in Christian Perspective, and R. S. Peters’ Ethics and Education into Chinese world.

Collaborations between Indigenous Parents and Non-Indigenous Preschool Teachers: A Case Study of Culturally Responsive Pedagogy in Eastern Taiwan Yung-Hsin Liu1 & Shu-Chen Chien2 Abstract In Taiwan, the curriculum and instruction of preschools in indigenous communities are less related to the values and ideologies of tribal people. Although culturally responsive teachings have been recommended by the Ministry of Education, most of the materials and teaching methods used in the preschools attended by indigenous children are less related to their living experiences. These indigenous children have encountered culturally mismatched education since an early age. Thus, this action research aimed to examine the reactions and behaviors of indigenous parents toward a culturally responsive pedagogy designed by three non-indigenous teachers of a preschool in Taitung, Taiwan. The participants of this study were 20 indigenous parents in the preschool. The data related to teachers’ pedagogy included curricular discussions, teaching journals, and reflections; the data from parents comprised the written responses in children’s worksheets and teacher-parent logs, teacher-parent chats in LINE APP, individual parental interviews, and focused group interviews. The interviews were audio recorded. The qualitative content analysis method was applied and the procedure of trustworthiness regarding the analytical process was conducted (e.g., data triangulation). The audio recordings were transcribed verbatim. The transcripts and all the written documents were coded according to the content analysis method. The teachers accepted and practiced the concepts of indigenous values that differed from non-indigenous values. They acknowledged indigenous family structures, customs, rituals, and living experiences and incorporated these different aspects of tribal life into the curriculum and teaching. These teachers also empowered children by designing various worksheets and projects that they could fulfill independently without burdening parents. The primary findings of parents’ reactions and behaviors toward their children’s learning are threefold. (1) Indigenous parents’ attitudes toward schooling gradually changed. They became more willing to spend time accompanying children to work on 1

Preschool Teacher, Taitung Jian Huo Elementary School, Taiwan jubilant43@gmail.com 2 Emerita Associate Professor, National Taiwan Normal University, Taiwan t10014@ntnu.edu.tw 68

school projects. (2) Indigenous parents’ sense of agency was revealed by applying their cultural knowledge and skills to support their children’s learning. (3) They became more cooperative with teachers by becoming active participants in school activities. The results of the study can inform non-indigenous preschool teachers teaching in indigenous school about the crucial role of indigenous culture in curriculum and teaching. To improve indigenous children’s school success, non-indigenous teachers need to strive to incorporate indigenous parents into school learning. A discussion and implications are included in relation to multicultural early childhood education. KEYWORDS:

indigenous

children,

indigenous

preschool teachers, culturally responsive pedagogy

parents,

non-indigenous

Bilingual Education, Identity, and Multilingual Landscapes: A comparison of bilingual education policy in Sri Lanka and Taiwan Alessandra Ferrer1 & Udukumbure Gedara Lasni Buddhibhashika Jayasooriya2 Abstract Study Background Taiwan and Sri Lanka are relatively less populous island nations in Asia with significantly different colonial experiences. Nevertheless, reconstruction of national identities in the globalised linguistic landscape is a focus of both nations. Sri Lanka, whose official and national languages are Sinhalese and Tamil, claims to provide middle ground with English while simultaneously attempting to promote English language acquisition. After independence from the British in 1948, nationalistic movements in Sri Lanka attempted to reduce the powerful position of English to promote local languages, which was not a great success. The government could not undermine the importance of English, ultimately a key reason behind the 2001 policy decision to teach selected subjects in English medium. Beginning in 2002, this policy gradually transformed into the Bilingual Education Programme, referring to English and Sinhala/Tamil, mainly focusing on grades 6-11. In Taiwan, following democratisation after martial law, the 21st-century has seen expansion of official recognition of local languages and government embrace of multiculturalism. In Taiwan’s championed multilingual landscape, the Democratic Progressive Party in 2018 introduced the controversial Bilingual 2030 policy, referring to English and Mandarin, taking aim to “bilingualise” the country by 2030. As Mandarin is already omni-present as the lingua franca, most bilingual education policies focus instead on expansion of English language instruction, starting with higher education. During the 2022 academic year, Ministry of Education objectives targeted expanding bilingualisation of higher education institutions and training bilingual primary and secondary school teachers. Though Taiwan and Sri Lanka have distinctively different histories when it comes to politics of language, they tend to take similar approaches in bilingual policies. Therefore, it is important to compare the two contexts to see why similar bilingual initiatives were chosen and their role in shaping 1

Post-doctoral Researcher, National Taiwan Normal University, Taiwan alessandra.ferrer8@gmail.com 2 Doctoral candidate, Kyushu University, Japan 70

national identities, particularly with regard to linguistic capital and image construction on the international stage. Methods and Preliminary Results Through critical discourse analysis (Fairclough, 2001), this project examines policy documents to explore the following line of inquiry: how do Taiwan and Sri Lanka employ English in bilingual education in reimagining and reconstructing their national identities in a globalised world? Preliminary results of the study find that in Sri Lanka, English is a colonial inheritance in Sri Lanka and serves as both a link language and global lingua franca, providing both local and global social capital. Taiwan, on the other hand, locates English as a global language in its diverse linguistic marketplace, with policy rhetoric promising English competency as means to raise economic competitiveness. In their bilingual education endeavors, Taiwan and Sri Lanka showcase similarities, especially in terms of development of their bilingual education policies and in employing English as a key language. In both contexts, English is perceived as a neutral (Kachru, 1986) or unmarked code (Canagarajah, 2000), with policy promoting English through bilingual education as a global language. The study further investigates the rationale behind the common response of choosing English to neutralise language politics in both contexts through CDA analysis of policy documents. KEYWORDS: bilingual education (BE), identity politics, Taiwan, Sri Lanka, comparative education

Metacognitive Strategies Instruction for English Writing Enhancement Tanadon Damkam1 & Jiraporn Chano2 Abstract Metacognitive strategies are considered as one of the critical determinants for enhancing thinking, comprehension, autonomy, engagement, curiosity, and competence in second language learning of L2 learners. During the last three decades, Metacognition has emerged as one of the most popular approaches applied by many researchers and practitioners in developing thinking skills and learning achievement due to expanding interest in research on teaching various subjects and skills. The purpose of the present study is to systematically review the research papers published on metacognitive strategies instruction for English writing development from the year 2019 to 2023. The study investigates how metacognitive strategies were applied in teaching practice and the its effectiveness, specifically in English writing, in order to describe the phenomena and address gap of utilizing the metacognition in research in education by collecting, analyzing, and interpreting data from 10 research articles selected from three databases (ERIC, EBSCO, and google scholar). The study applied Gough guideline allowing for collecting relevant studies and analyzing them systematically. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) were used to analyze the selected articles. The obtained findings demonstrated that the most frequent methodology conducted was mixed method. The participants and target groups were mostly undergraduate students with intermediate to advanced. Moreover, metacognitive instruction had a positive effect on academic results, language learning awareness and writing skill by enhancing learners’ attention, academic achievement, student learning involvement, student engagement, active learning, student interaction, learning process, language proficiency, English language skills, language learning motivation, improves concentration and provides a new learning experience. Additionally, teachers and learners had positive attitudes toward metacognitive instruction. Finally, according to the findings, the present study has made several suggestions and recommendations for instructors and researchers in the field that other language skills and language areas

Mahasarakham University, Thailand tanadon.d@msu.ac.th 2 Mahasarakham University, Thailand chano.jira.1@gmail.com 72

like listening, speaking, reading skills, vocabulary awareness, grammar knowledge, and language functions should be focused on investigation in future research. KEYWORDS: metacognitive strategies, writing instruction, language learning, systematic review

SCHOLARLY INDIVIDUAL PAPER IV MODERATOR

Jerome T. Buenviaje, Ph.D. Dean, College of Education University of the Philippines Diliman, Philippines

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Educational Leadership and Administration Curriculum and Instruction Management Organization Development

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Educational Planning and Policy

Ph.D., Division of Educational Leadership and Professional Services, College of Education, University of the Philippines Diliman, Quezon City, Philippines

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Mindfulness and Executive Function: Perspective for Sustainability Education Jiraporn Chano1 Abstract Every individual possesses an inherent humanity that is equal, and they have the potential to develop and achieve truth, goodness, and beauty. They are capable of valuing themselves and respecting the worth of others. Being mindful involves paying deliberate attention in the present moment, without judgment. It also entails cultivating curiosity about one's experiences, showing self-compassion for perceived "failures" during practice, and letting go of wandering thoughts and rumination. Objectives: 1) To review the challenges of mindfulness and executive function. 2) To investigate of future direction of mindfulness and executive function. Perspectives considered in psychology and neuroscience, as well as the effects of mindfulness training on learning, will be examined using a systematic literature review. The data sources utilized include ERIC, Scopus, and Google Scholar, with a total of 20 papers reviewed. Results: The scientific literature offers numerous examples of how mindfulness can impact brain function and structure. However, it is important to approach these findings with caution, recognizing that the field has matured. Moreover, the process of socialization, combined with mindfulness, can elevate the mind to a higher level. Contemplative learning encourages learners to gain insight into their own lives, understand others, comprehend the world, and ultimately become well-rounded individuals. This aligns with the objectives of SDG4, which prioritizes education, inclusivity, and lifelong learning opportunities for all. KEYWORDS: mindfulness, executive function, sustainability education

Adjunct Professor, Mahasarakham University, Thailand jiraporn.j@msu.ac.th 75

Exploring L3 Motivation of Portuguese Learners in Higher Education in Macau: A Longitudinal Mixed-Methods Study Ka Nam Pong1 Abstract Macau, located in the southern part of China, had been a Portuguese colony for over four centuries. The Portuguese language has enjoyed its status as an official language before and after the resumption of the Chinese sovereignty in Macau. Despite its official status, only a minority of the local population could speak Portuguese. The city’s focus on training more Chinese-Portuguese bilingual talents and professionals increases the need for research on understanding students’ motivation for learning Portuguese as a third language at university. Motivation has long been a central subject in second language acquisition (SLA) research and its importance and popularity have been supported by studies in different contexts across the globe for more than six decades. Yet research on students’ L3 motivation for learning Portuguese in Macau remains scanty. This study, guided by the integrated conceptual framework (named as LOTEMSS) (Dörnyei’s (2005) L2 Motivational Self System with the addition of two motivational selves: anti-ought-to self and ideal multilingual self), aims at (1) contributing to the broader literature by understanding the motivation of undergraduates for learning a language other than English (LOTE) as an L3; (2) exploring how students’ motivation changes over one academic year based on a longitudinal mixed-methods design; and (3) investigating, from a qualitative perspective, how different factors might affect L3 motivation. This longitudinal mixed-methods study collects data from local students at a public university in Macau via a questionnaire consisting of eleven key motivational variables and semi-structured individual interviews. The questionnaire was administered two times and the interviews were conducted three times over one academic year. 114 questionnaire responses in the first round of data collection revealed that the ideal self, the ideal multilingual self and the sociocultural and sociolinguistic environment of Macau are among the most powerful motivators for the students to learn Portuguese at a local university. 21 semi-structured individual interviews with students identified some other major motivating factors and how student’s motivation changed over the course of their study at university. This study is the first longitudinal mixed-methods study in Macau to investigate tertiary student 1

EdD Candidate, The University of Hong Kong, Hong Kong jknpong@hku.hk 76

learners’ L3 motivation for learning Portuguese. An integrated framework (named as LOTEMSS) to conceptualise motivation for learning LOTEs is proposed. This study makes contribution to the broader literature on L3 motivation as well as motivation for learning LOTEs. The theoretical and methodological contributions as well as implications on the teaching and learning of LOTEs of this study are discussed. KEYWORDS: language learning motivation, languages other than English (LOTE), L3, L2 motivational self system (L2MSS)

Empowering Case Conceptualization in Abnormal Psychology: Uniting Problem-Based Learning and Learning Process Reflection for Multicultural Competence Chien-Chung Hsu1 Abstract Objectives This study focused on the integration of "Problem-Based Learning (PBL)" and "Learning Process Reflection" with the concept of the ARCS Motivation Model to design an “Abnormal Psychology” course. Through the discussion of mental illness-related topics and cases, the course aimed to enhance the case conceptualization skills of students from various cultural backgrounds. The research objectives were as follows: 1.To enhance the case conceptualization skills of students in helping professions concerning diverse multicultural populations. 2.To develop a curriculum design with a focus on "interdisciplinary competence," serving as a reference for educators in relevant fields. Perspective(s) or theoretical framework In terms of curriculum design, this research combined "Problem-Based Learning" and "Learning Process Reflection" methods while incorporating the concepts of the ARCS Motivation Model into the teaching process. Students began by creating their own learning mind maps through pre-class preparation. The concepts clarified during the course served as scaffolding to assist students in developing their prior knowledge. Through the analysis and discussion of clients, students' case conceptualization skills were reinforced. Finally, learning process reflection was utilized to consolidate the experiences gained during the course, transforming them into the students' own knowledge and competencies. Methods This research followed a case study methodology and was conducted within the context of the "Abnormal Psychology" course developed by the researcher. The 1

Assistant Professor, National Taichung University of Education, Taiwan danishsu@mail.ntcu.edu.tw 78

course was a compulsory subject for fourth-year university students. A total of 52 students participated in this study. Data sources The research collected both quantitative and qualitative data. The data sources included the following: “Learning Motivation Scale,” “Learning Outcome Questionnaire,” “Pre-class Mind Maps,” “Learning Process Reflection” and “Case Discussion Records.” The combination of quantitative and qualitative data allowed for a comprehensive and in-depth analysis of the effectiveness of the teaching approach and its impact on students' learning outcomes and experiences in the "Abnormal Psychology" course. Results and substantiated conclusion The research findings indicated that after the intervention of the course, students' motivation in four dimensions: "attention," "relevance," "confidence," and "satisfaction" had all shown improvement. Additionally, there has been a significant enhancement in learning outcomes. Students reported that they can now assess cases from diverse perspectives. Compared to the past, they also exhibited increased empathy and understanding towards the challenges faced by the cases presented. Students recognized the importance of "case conceptualization" in their helping professions and believe that their case conceptualization skills have improved. These findings demonstrated the positive impact of the course in enhancing students' motivation, learning outcomes, case conceptualization abilities, and their broader perspective on mental health and multicultural issues. Scholarly significance of the study work The curriculum design that integrates "Problem-Based Learning" and "Learning Process Reflection" is indeed beneficial to students' learning. Under the guidance of the teachers, engaging in case discussions and learning reflection can also enhance students' case conceptualization skills. This innovative curriculum design can be offered as a reference to educators in related fields when planning their own course designs. KEYWORDS: abnormal psychology, case conceptualization, curriculum design, learning process reflection, problem-based learning

SCHOLARLY INDIVIDUAL PAPER V MODERATOR

Hanai Wataru , Ph.D. Associate Professor Kyushu University, Japan

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Comparative Education University Entrance Examination System Qualification Recognition

2017: Graduate School of Human Environmental Studies, Department of Education, Kyushu University, Ph.D. (Education)

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2017-2018:

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Education, University of Fukui, Specially Appointed Assistant Professor 2018-2022: National Center for University Entrance Examinations, Department of Research

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and Development, Assistant Professor 2022-: Department of Education, Kyushu University, Associate Professor

2. 3.

Department of Professional Development of Teachers, Graduate School

Keeping Our Children Safe: Understanding, Preventing, and Managing Nonsuicidal Self-Injury in Malaysia Janet Ann Fernandez & Rafidah Aga Mohd Jaladin & Lau Poh Li1 Abstract Nonsuicidal self-injury (NSSI) is a perilous behaviour that is reaching epidemic levels among today’s youth across the world, including Malaysia. An understanding of the recovery experiences of NSSI among youth can inform our efforts to support and facilitate recovery in Malaysia. This study aimed to explore the recovery experiences of Malaysian youth engaging in NSSI. The integrated theoretical model of the development and maintenance of self-injury developed by Nock was employed to understand individuals’ underlying factors and functions of NSSI. Additionally, gestalt theory was used as a lens for understanding the meaning-making process of Malaysian youth involved in NSSI. Semi-structured interviews were conducted with 14 participants aged 21 to 29 who were engaging in self-injury and were receiving psychotherapy or psychiatric treatment. Thematic analysis of the interviews indicated four emergent themes: (a) emotion regulation; (b) interpersonal development; (c) cognitive reframing; and (d) instilling hope and optimism. The first theme described varied early and current emotion regulation difficulties and the need to practise more adaptive emotion regulation strategies. The second theme included building and maintaining healthy relationships with family, peers, and partners. The third theme illustrated the need to introduce strategies to reframe dysfunctional and intrusive thought patterns that perpetuate the self-injury cycle. The fourth theme emphasises the necessity of fostering hope and optimism to build a better outlook on life. The results highlight the importance of a developmental perspective in the onset of NSSI as well as effective strategies to prevent and manage self-injury in Malaysian schools. The lived experiences of youth uncovered in this research have implications across the education, training, and practise of counselling. Specifically, future researchers can use these findings to develop more effective counselling interventions and preventive measures to assist young people in building resilience and overcoming self-injury. Lastly, the findings of this study highlight the need for accessible resources, psychoeducation, familial support, and public awareness in the fight against self-injury among Malaysian youth. KEYWORDS: nonsuicidal self-injury, self-injury, Malaysian youth 1

Department of Educational Psychology and Counselling, Faculty of Education, University of Malaya, Malaysia janetann738@gmail.com / janet@um.edu.my 81

Investigating the Relationships between Preschool Student Teachers’ Professional Agency and Multicultural Education Competency in Taiwan Hsuan Chi 1 & Wen-Feng Lai2 Abstract Preschool teachers in Taiwan are expected to be active professionals to teach in multicultural classrooms. Therefore, the development of professional agency and multicultural education competency becomes crucial in preschool teacher education. This study reports the relationships between professional agency and multicultural education competency of Taiwanese preschool student teachers. Two questionnaires about preschool student teachers’ professional agency and multicultural education competency were distributed to 208 preschool student teachers from 11 colleges in Taiwan. According to the existing literature, the conception of professional agency comprises four constructs: competence to teach, the ability to nurture a collaborative learning environment, self-reflection, and learning by observing. The three constructs of multicultural education competency include multicultural cognition, affection, and skills. The data were quantitively analyzed and the findings are as follows. 1. 2. 3.

The average levels of each construct in the participants’ professional agency ranged from intermediate to high. The average levels of each construct in the participants’ multicultural education competency also ranged from intermediate to high. There was a significant positive correlation between the individual construct of professional agency and the overall score of multicultural education competency. The findings mean that the better the performance of the preschool student teachers in each aspect of professional agency, the more advanced the development of their multicultural education competency. There was a significant positive correlation between each construct of multicultural education competency and the overall score of the professional agency. The findings indicate that the better the performance of the preschool

Preschool Teacher, Chiayi Municipal Fukoo Preschool, Taiwan Associate Professor, Department of Child and Family Science, National Taiwan Normal University, Taiwan 60706069e@gapps.ntnu.edu.tw 82 2

student teachers in each aspect of multicultural education competency, the more advanced the development of their professional agency. 5. In conclusion, there was a significant positive correlation between the preschool student teachers’ professional agency and multicultural education competency. Discussion and implications were provided in relation to early childhood teacher education and the learning environment in the practicum in Taiwan. KEYWORDS: professional preschool student teacher

agency,

multicultural

education

competency,

The Challenges of Multiculturalism in Islamic Boarding School Education: Addressing Cultural Differences among Students Achmad Fanani1 Abstract An analysis of educational challenges in Islamic boarding schools concerning the diverse cultural backgrounds of the students involves several aspects that need to be considered. Islamic boarding schools are traditional educational institutions in Indonesia and other Muslim countries. In some of these boarding schools, students with various cultural backgrounds, both local, regional, and international, can be found. This research employs ethnographic study through interviews and field observations. The research findings indicate that several challenges may be faced by Islamic boarding schools in dealing with these cultural differences. These challenges include variations in cultural values and norms, differences in communication styles, concepts of time, social hierarchies, and religious beliefs. Efforts to address these challenges include promoting multicultural education, providing training for educators and administrators, fostering effective communication, engaging in cross-cultural activities, and creating an inclusive environment. KEYWORDS: multicultural education, Islamic boarding school, cultural differences, students

Universitas Pesantren Tinggi Darul Ulum Jombang, Indonesia achmadfanani@fbs.unipdu.ac.id 84

SCHOLARLY INDIVIDUAL PAPER VI MODERATOR

Hanako Suzuki, Ph.D. Associate Dean & Associate Professor Ritsumeikan University, Japan

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Multicultural Issues in Counseling and Psychology Mental Health and Well-being Decolonization and Cultural Translation of Psychological Concepts Preventive Interventions

2012 Kumamoto University (Japan), Ph.D. in Medical Sciences

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Kounenou, K., Kournousi, N., Ferrari, L., Suzuki, H., Kanzaki, M., Andrei, A., Scoda, A.-D., Marsar, G., Bacanli, F., Ozdemir, N. K., Park, C. M., & Solberg., V. S. (In Press). The Role of empathy in improving SEL skills among educators and students in the era of COVID-19. In I. Gogolin & L. Ebersohn (Eds), Global Perspectives on Education Research. 2. Kanzaki, M. & Suzuki, H. (2023). School refusal as a representation of questioning normality: Understanding the richness of socio-cultural transitions. Culture and Psychology, 29(3), 644-659. 3. Suzuki, H. & Kanzaki, M. (2022). Cultural translation of SEL to Japanese educational contexts: Teachers’ perspectives on cultivating SEL competencies. In A. Smart & M. Sinclair (Eds), NISSEM Global Briefs: Educating for the social, the emotional and the sustainable. Volume III: SEL in context. (pp. 50-63). NISSEM. 4. Wada. K., & Suzuki, H. (2019). ‘All other things being equal’: Conducting cross-cultural research in counselling psychology. Proceedings from the 2018 Canadian Counselling Psychology Conference, 162-175. 5. Suzuki, H., Hasan, N. T., & Rundles, K. (2017). Prevention of academic, cultural and behavioral problems among international student populations. In M. Israelashvili & J. L. Romano (Eds.), Cambridge Handbook of International Prevention Science. (pp. 408-431). Cambridge University Press. 85

An Autoethnography of an English Teacher's Incorporation of Information Technology into Education in Hong Kong Chi Wui Ng1 Abstract In accordance with The Fourth Strategy on IT in Education put forward by the Hong Kong government in 2015, information technology has to be incorporated into education in local schools in a bid to unleash all students’ learning power. All the same, the efficacy and readiness of teachers, in particular novice teachers and pre-service teachers, to realize the potential of information technology are in doubt in light of their limited technological pedagogical content knowledge and low digital literacy, which is accounted for by their negative attitude towards information technology and superficial understanding of digital literacy (Blackwell et al., 2016; List et al., 2020). The present study is an autoethnography of a novice English language teacher in a local aided secondary school who has been striving to incorporate information technology into English language education. The study aims at investigating the teacher’s development of technological pedagogical content knowledge and digital literacy as well as his perceived favourable and unfavourable factors of English language teachers’ incorporation of information technology into instruction. The teacher’s blog entries on social media, technological artifacts created, and other written reflections in his first four years of teaching were analyzed. Over four years of teaching, the accumulation of experience of incorporating information technology into English language education enabled the teacher to enrich his technological pedagogical content knowledge and revolutionize his conceptualization of information technology from tools to deliver instructional content to means to develop students’ digital literacy. Emphasis on quality in lieu of quantity of e-learning, presence of collaborative lesson planning, and a normative-reeducative mode of curriculum leadership were discovered to be factors favouring the incorporation of information technology into English language education.

Doctoral Candidate, The University of Hong Kong, Hong Kong ngchiwui@connect.hku.hk 86

Findings of the study provide implications on teacher education and curriculum leadership. Concerning teacher education, training of both pre-service and in-service teachers ought to zero in on technological pedagogical content knowledge as well as teachers’ competence to capitalize upon educational technology to develop students’ digital literacy. Regarding curriculum leadership, a bottom-up approach is preferred to a top-down one for efficacious incorporation of information technology into education. KEYWORDS: technological pedagogical content knowledge, digital literacy, autoethnography, English language education

The Development of English Communication Competency by Applying Music-Based Activities for Grade 6 Students Nawaporn Nadtayay1 & Montree Wongsaphan2 Abstract English communication competence is crucial in order to assist students to express their thoughts, communicating as well as exchanging ideas with others effectively. The purposes of this research were to develop English communication competence by applying music-based activities for grade 6 students and to study the student’s satisfaction with using the English communication competence exercises. The participants were 27 primary school students from a government school in the northeast of Thailand, selected by purposive sampling. The research instruments comprised of a learning management plan, five sets of English communication competence exercises, pre and post-tests, and a questionnaire. Statistics were used, including percentage, mean, and standard deviation. The results revealed that firstly, the post-test scores after studying and applying music-based activities were 66.48 percent which was higher than the standard criteria set as 60 percent. Secondly, students were satisfied with the application of music-based activities and the supplementary exercises with the highest level at 80 percent. It could be explained that music-based activities and supplementary exercises assisted the students in improving their English communication competence. KEYWORDS: English communication competence, music-based activities, supplementary exercises, primary school students

Ph. D. Student, Mahasarakham University, Thailand fonthip1107@gmail.com 2 Associate Professor, Mahasarakham University, Thailand montree.v@msu.ac.th 88

Individual Poster Presentation NO.

Name

Yi-Ping Lo

Institution

Paper Title Enhancing Pre-Service Teachers' Interdisciplinary Competence through Competence-Based Curriculum Design and Implementation

Chinese Culture University, Taiwan

Yueh-Nu Hung 1 Rayco Yokota2

Pattawee Daengkomane

Bussayarat Nithideechaiwara chok

National Taichung University of Education, Taiwan

Elementary Teachers’ Professional Development Needs in Teaching Global

Competence and Transcultural Interactions: A Kobe City University Case Study of Japan-Taiwan International of Foreign Studies, Partnerships Japan 2

National Taiwan Normal University, Taiwan

From PLC to inquiry learning networks: How it is implemented in the Thai educational context?

Mahasarakham University, Thailand

Core Teaching Practices in Teacher Education: A Focus on Issues in Teacher Learning

Jiraporn Chano

Juniesy Martinez Estanislao

Laksmi Dewi 6 Dinn Wahyudin

University of the Philippines Diliman,

Comparative Analysis of the Philippines and Thailand’s Basic Educational Systems During

Philippines

the COVID-19 Pandemic: Detecting Gaps, Opportunities, and Policy Reconfigurations

Universitas Pendidikan Indonesia, Indonesia

Instructional Communication Management Strategy in Curriculum Development in Higher Education Institutions in Indonesia

NO.

Name

Institution

Paper Title

Deni Darmawan Yulia Rahmawati

University of the Precy Ann L. dela Philippines Diliman, Torre Philippines

Ya-Wen Hou

Disability According to the Lived Experiences of the Aytas: A Phenomenological Study

Exploring university teachers’ resilience to teaching from students’ feedback of teaching

Chinese Culture University, Taiwan

1. Enhancing Pre-Service Teachers' Interdisciplinary Competence through Competence-Based Curriculum Design and Implementation Yi-Ping Lo1 Abstract Objectives and purposes This research aimed to enhance pre-service teachers' interdisciplinary competence by transforming their traditional role from "curriculum implementers" to active participants in the teaching process. By involving practitioners from secondary schools and integrating their expertise, this study sought to strengthen pre-service teachers' abilities in "teaching preparation" and "practical application." The unique approach combined theory and practice, fostering collaborative learning, preparation, creation, and growth alongside pre-service teachers. The primary objectives of the research were as follows: 1. To develop pre-service teachers' skills in designing teaching activities based on interdisciplinary competence. 2. To improve critical thinking and self-reflective abilities of pre-service teachers within the context of an interdisciplinary competence-based curriculum. Perspectives Adopting the perspective of core competencies outlined in the Curriculum Guidelines of 12-Year Basic Education, this research focused on empowering teachers to facilitate "self-directed action," "communication and interaction," and "social participation" within the classroom. Teachers were encouraged to rethink their roles, invigorate their teaching approaches, and devise various instructional activities and strategies. By shifting from a teacher-centered approach to a student-centered one, they empowered students to take initiative in their learning journey and become lifelong learners. Methods To achieve its objectives, the research followed a case study approach, with the "Curriculum Development and Design" course serving as the implementation field. 1

Assistant Professor, The Department of Education, Chinese Culture University, Taiwan LYP9@ulive.pccu.edu.tw 91

Twenty-five enrolled students participated in the research. The course design integrated relevant knowledge, skills, and attitudes in a contextualized and situational learning process. Students engaged in critical discussions and practical demonstrations related to secondary school curricula. The learning journey emphasized relevant methodologies and problem-solving strategies, guiding students to apply their knowledge in real-life situations. Data sources Data sources for evaluation included "dynamic self-assessment," "lesson plan development," "teaching demonstrations," and "peer evaluations." The results demonstrated that innovative curriculum design equipped pre-service teachers with the ability to develop competence-based lesson plans and execute effective teaching practices. These teachers exhibited interdisciplinary learning outcomes and were proficient in leveraging digital learning tools to address real-life problems and cater to students' individual aptitudes. Results The research findings indicated that through innovative curriculum design, pre-service teachers acquired the ability to develop their own competence-based lesson plans and implement effective teaching practices. These pre-service teachers demonstrated interdisciplinary learning outcomes within their respective domains, allowing them to address real-life problems through digital learning methods. Moreover, they developed the flexibility to adapt their teaching styles to meet individual students' needs and foster a positive and conducive learning environment. Significance of the study work The significance of this study lies in its learner-centered approach, which enables pre-service teachers to comprehend the importance of interdisciplinary innovation in competence-based teaching instruction. It empowers them to grasp the essence of core competencies and apply them across different subject domains. The curriculum design and instructional strategies serve as valuable references for teaching institutions to enhance pre-service teachers' interdisciplinary competence. KEYWORDS: pre-service teachers, interdisciplinary competence, competence-based curriculum, curriculum design, teaching preparation

2. Elementary Teachers’ Professional Development Needs in Teaching Global Competence and Transcultural Interactions: A Case Study of Japan-Taiwan International Partnerships Yueh-Nu Hung1 & Rayco Yokota2 Abstract Global competence and transcultural interaction abilities are crucial at a time when we constantly face diversity and differences in values and attitudes due to high international mobility and contact. In Taiwan, the promotion of bilingual education and school internationalization has also brought high demands for partnerships with international schools. It is crucial to help school children develop global competence, yet not all teachers have the opportunity to experience global and transcultural interactions. Over the past year, the two authors, both English teacher trainers, have helped 68 elementary schools in Japan and Taiwan become international partners. Teachers from both sides worked together and planned international and transcultural activities that were conducted remotely. While continuing to help pair up schools in Japan and Taiwan, the two authors would like to learn about the experiences and reflections of teachers participating in the Japan-Taiwan international partnership activities. Such understanding will help the authors and all other teacher trainers to develop and provide training in global competence and transcultural interaction skills for both preand in-service teachers. This is a study still in progress. Research methods include a survey and interviews. A 20-item survey was developed, and teachers from the 68 Japanese and Taiwanese schools will be invited to complete it voluntarily. The first part of the survey (7 items) asks for basic information about the teacher. The second part (7 items) concerns the school and partnership activities. The final part (6 items), Evaluation and Reflections, asks about the possible benefits of partnership activities for students and teachers, difficulties encountered, and teachers’ professional development needs and suggestions. The survey will be translated into Japanese and Mandarin Chinese, and teachers can choose the language that they feel most comfortable with. Teachers are invited to participate in follow-up interviews at the end of the survey. The survey and interviews will be conducted in August 2023, and data analysis will be completed in the following month in September. Although the study is still in progress and the 1

Associate Professor, National Taichung University of Education, Taiwan yuehnuhung@gm.ntcu.edu.tw 2raycoyokota@gmail.com 2 Professor, Kobe City University of Foreign Studies, Japan 93

authors are not able to provide results of the study at this time, it is expected that this study will help to shed light on what elementary school teachers know and can do already about remote international partnership activities to promote global competence and teach transcultural interaction abilities. Furthermore, the study's results will provide important implications for teacher education in teaching global competence and international education. KEYWORDS: global competence, transcultural international partnership, teacher training

communication,

remote

3. PLC from Concept to Practice: Implementing Professional Learning Communities in the Context of Thai Education Pattawee Daengkomane1 Abstract This research aims to explore the implementation of Professional Learning Communities (PLCs) in the context of Thai education, examining the transition from theoretical concepts to practical application. PLCs have been recognized as a promising approach to encourage collaboration, reflective practice, and continuous professional development among educators. However, the process of translating PLCs from theory to effective practice can be intricate and context-specific. Thus, this study seeks to investigate how PLCs are perceived, adapted, and integrated into the Thai education system, with a focus on identifying the main challenges, successful implementations, and opportunities encountered throughout this journey. The development of education in Thailand has a rich history, marked by numerous reforms aimed at improving educational outcomes for all students. One significant milestone was the passage of the National Education Act in 1999 (Sethakul & Utakrit, 2019), which initiated a powerful wave of educational reform in the country. As a result, there has been substantial progress in transitioning from a traditional "teacher-centered" approach to a more student-centric "learner-centered" pedagogy, which has gained wide acceptance and proven to be an effective educational practice. This shift in teaching methods has required teachers to undergo new training and adopt innovative strategies in their classrooms. The development and support of PLCs for teachers have emerged as a transformative framework for professional growth and continuous improvement in education (Phungphol, 2005). To achieve comprehensive insights into the implementation of PLCs in the Thai education context, a mixed-methods research approach will be employed. Both qualitative and quantitative methods will be utilized to delve into the intricacies of PLC adoption. Qualitative data will be gathered through semi-structured interviews and focus group discussions involving teachers, school administrators, and education policymakers. In parallel, quantitative data will be collected through surveys administered to educators, and potentially students, to evaluate the impact of PLCs on 1

Ph.D. Student, National Taiwan Normal University, Taiwan Nuweezz_pattawee@yahoo.com 95

teacher professional development, instructional practices. The study's findings revealed a positive impact of implementing PLCs in the Thai education system, particularly concerning teacher professional development, instructional practices, and overall school improvement. The qualitative analysis highlighted that educators perceived PLCs as valuable platforms for collaboration, reflection, and the exchange of best practices. Teachers reported increased opportunities for peer learning and the sharing of innovative teaching strategies, which contributed to enhanced pedagogical skills and a sense of professional growth. Additionally, the study revealed that PLCs played a pivotal role in fostering a culture of continuous improvement within schools, as evidenced by the implementation of data-driven decision-making processes and evidence-based practices. The quantitative analysis further demonstrated a significant positive correlation between PLC participation and improved student outcomes, indicating that schools with more active and effective PLCs tended to exhibit higher academic achievement among students. Overall, this research underscores the significance of PLCs in the Thai education system and provides practical implications for policymakers and educators seeking to promote collaborative professional development practices for continuous improvement in schools.

KEYWORDS: professional learning community, educational policy, education in Thailand

4. Core Teaching Practices in Teacher Education: A Focus on Issues in Teacher Learning Bussayarat Nithideechaiwarachok1 & Jiraporn Chano2 Abstract Core teaching practice has been introduced and is essential in education. It could be identifiable components at the center of instruction that teachers employ to support student learning. It could be included with collections of strategies, routines, and activities (general and subject-specific activities) that instructors could use to promote learning. This study aims to explore the issues and its teaching of core teaching practices in research articles through a documentary review research, which is published in English in international journals. A documentary review might be characterized as a method that makes it possible to gather and examine relevant data in order to extrapolate the information needed from the data. The research articles were gained from two databases including ERIC (Education Resources Information Center) and Scopus, and furthermore from google scholar. The findings found involved the issues and challenges of core teaching practices, their teaching, the impact of core teaching practices, also recommendations and suggestions for the core teaching practices in learning and teaching. Finally, the review revealed the development of novice teachers’ preparation and teacher learning. Inevitably, there has been greater incorporation of core teaching practices in recent years.

KEYWORDS: core teaching practices, teacher education, teacher learning

Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Thailand bussayaratnij@gmail.com 2 Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Thailand jiraporn.j@msu.ac.th 97

5. Comparative Analysis of the Philippines and Thailand’s Basic Educational Systems During the COVID-19 Pandemic: Detecting Gaps, Opportunities, and Policy Reconfigurations Juniesy Martinez Estanislao1 Abstract Focus: Both Thailand and the Philippines have been subjected to the intervention of their respective educational systems due to the pandemic brought by COVID-19. In retrospect, both countries’ educational frameworks have been heavily influenced by the international standards, but the origins of their educational systems differ from one another due to their institutional strengths and colonial past. This paper analyzes the basic educational systems of the Philippines and Thailand, both implemented mainly by the Department of Education (DepEd) and the Ministry of Education (MoE) respectively amidst the pandemic due to COVID-19. Method: A comparative analysis of the COVID-19 basic educational systems and policy implementation of Thailand and the Philippines was applied to see the gaps and needs for further reconfigurations of their respective policies. The historical backgrounds of both educational systems were also compared in consideration to the current status of their entities (i.e. MoE and DepEd) This paper also reexamines the performance of necessary learning continuity frameworks used by the two countries in providing education amidst the pandemic under the banners of equity, quality, and accessibility in the context of the pandemic brought about by COVID-19. Gaps and other related dilemmas are also examined in this paper, considering the need to revisit and restructure both educational systems in addressing some key insights of attaining quality universal access to basic education in the light of the pandemic and the next normal. Results/Findings: Thailand’s performance during the first year of the pandemic has been better compared to the Philippines. Avenues and opportunities were provided for the Philippines to further recalibrate their current COVID-19 basic educational system policies based on the parameters of COVID-19 policies on basic education, remote and distance learning, information and communication technology (ICT), and mental health and psychological support. 1

Graduate Student , Asian Center, University of the Philippines Diliman, Philippines jmestanislao@up.edu.ph 98

Conclusion/Recommendation: Stronger state policy implementations are pivotal for its success in providing quality education amid the pandemic due to COVID-19. KEYWORDS: COVID-19, basic education system, Thailand, Philippines, quality education

6. Instructional Communication Management Strategy in Curriculum Development in Higher Education Institutions in Indonesia Laksmi Dewi & Dinn Wahyudin & Deni Darmawan & Yulia Rahmawati1 Abstract Instructional communication strategies within the tertiary institution are implemented to support campus management efforts in achieving the vision and mission goals of the tertiary institution. Universities need to have an educational focus by using a multicampus system that must be integrated to achieve its goals. Therefore, an instructional communication strategy needs to be implemented to support management in building communication, including increasing awareness of university activities and providing clarity and representative views for the academic community and achieving the goals of the university's vision and mission. The method used in this research is a descriptive method with a quantitative approach with data collection techniques through questionnaires regarding the teaching team's instructional communication management. The research results show that the instructional communication strategy by lecturers in the university environment has been implemented very well. Classroom learning activities, including instructional communication planning, selection of learning methods and strategies, selection of material delivery systems, and use of teaching materials, have also been carried out very well. It happens with lecturers' communication skills and support from university leaders. It hopes that the instructional communication strategy in curriculum development for lecturer educational institutions can be further developed with training related to the development of learning activities starting from lesson planning, learning methods, and strategies to aspects of assessment and evaluation. In addition, higher education leaders are also expected to take an active role in supporting the development of the academic community through communication development activities

Universitas Pendidikan Indonesia, Indonesia laksmi@upi.edu 100

7. Disability According to the Lived Experiences of the Aytas: A Phenomenological Study

Precy Ann L. dela Torre1 Abstract This research delves into the nuanced meanings attached to disability within the indigenous Ayta community based in the Baquilan Resettlement Area in Botolan, Zambales. Using a phenomenological approach, the study seeks to provide a comprehensive understanding of how disability is perceived by both individuals and the broader Ayta community within a cultural context. The study unfolds through two distinct lenses: the experiential insights of four Ayta students and the communal perspectives gathered from families, tribal/barangay leaders, and Ayta and non-Ayta educators. Using Husserl’s method of descriptive phenomenology, the students share their lived experience of disability, shedding light on the intricate tapestry of meanings woven into their experiences. In parallel, the community voices contribute a broader outlook, enriching the analysis with collective wisdom and shared beliefs. Data collection draws from a variety of sources, including formal and non-formal interviews, participant observation, and focused group discussions. These methodological choices ensure a holistic and multi-dimensional exploration of the subject. Using Colaizzi’s method of data analysis (1973), distinct themes emerge. Ayta students perceive disability as "kaibahan," a term denoting differentiation from the norm. Moreover, disability is intertwined with challenges in learning, susceptibility to bullying, and the ability to fulfill one’s roles within the household. Conversely, within the Ayta community, disability is most starkly recognized through intellectual limitations and behavior that disrupts social harmony. Disability is largely perceived among the Aytas as linked to external factors like poverty, parental actions, and community expectations rather than an intrinsic quality of the child. While some reject the idea that their child is wholly disabled, maintaining that every child possesses inherent abilities, others consider disabled children a blessing, 1

University of the Philippines Diliman, Philippines anndltorre@gmail.com 101

emphasizing the importance of uncovering their unique talents. The Aytas, along with non-Ayta members, mutually believe in nurturing disabled children's well-being through shared familial and community responsibility, grounded in providing essential care, affection, and support. Educational implications surface in the findings. While educators display inclusive attitudes and employ affective strategies for Ayta students with disabilities, the study uncovered segregative tendencies. This suggests a need to address deep-rooted mindsets that may hinder the development of fully inclusive educational environments within marginalized communities in the Philippines. In essence, this study not only unravels the intricate layers of disability perceptions within the Ayta community but also underscores the symbiotic relationship between individual experiences and collective beliefs. The research contributes to broader conversations on inclusive education by highlighting the necessity of addressing cultural perspectives and fostering a more encompassing understanding of disability. As society continues to evolve, these insights serve as a compass guiding the creation of spaces where every individual, regardless of ability, is embraced and empowered. KEYWORDS: Ayta, concepts of disability, phenomenology

102

8. Exploring university teachers’ resilience to teaching from students’

feedback of teaching

Ya-Wen Hou1 Abstract Teaching is one of the most challenging and complicated professions because it involves the intellectual, emotional, service-providing, and teacher-student relationship nature. In order to improve teaching quality and practice, the student evaluation of teaching(SET) has become prevalent in the educational context, especially in higher education. The subject of SET has the breadth of research, such as studies regarding the nature of evaluation, influence factors, its validity and reliability, university teachers’ teaching effectiveness, and students’ competence to do evaluation. Some studies have also been explored the relationship between university teachers’ attitude/stress and students’ feedback, especially students’ malevolence as a means for revenge. Today, most universities have conducted SET survey online and it may cause the increase of students’ emotional and malevolent feedback on teaching and then increase university teachers’ teaching stress and job burnout. In the reality, teachers, including university faculty, are often expected to provide high quality teaching but also to have great resilience to stress on teaching. Resilience involves in individual beliefs and experiences and it also may create significant emotional and spiritual damage to faculty. Most studies regarding resilience have focused on teachers in k-12 education, research on resilience of university faculty is rather limited. Also, little research has explored faculty’s resilience from students’ perspective. Therefore, this study tries to explore approaches and challenges of university teachers’ resilience in teaching based on students’ voice about SET. More than 20 college students were interviewed in a private university in Taiwan during November in 2022 to March in 2023. This study found that in the students’ opinion, two approaches may be developed for faculty’s resilience in teaching but each has its challenges. Students considered that faculty with a growth mindset value their feedback and improve their teaching but they cannot sure whether faculty “actually” improve their teaching or not. They considered that most faculty may ignore/reject resilience in teaching even though their feedback is negative. Most students acknowledged that they do not “really” care about SET survey doing and they gave negative feedback, but most of them considered their motivation for giving negative feedback is just for fun. Most students also 1

Chinese Culture University, Taiwan hyw6@ulive.pccu.edu.tw 103

considered that SET has no help for them, and little influence for faculty. Although SET is an old-fashioned issue, this contribution of this study may provide alternative lens for SET and faculty’s resilience and agency. KEYWORDS: resilience, university teachers, student evaluation of teaching

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SPONSOR

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TEA Forum

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TEA Forum I- Moderator

Yun-Chi Ho, Ph.D. Vice-President, Tzu Chi University, Taiwan

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Educational Psychology Multicultural Education Service-Learning Qualitative Research

PhD., Department of Educational Psychology and Counseling, National Taiwan Normal University

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2019-Present 2019-Present 2021-Present

Dean, College of Education and Communication Professor, Institute of Education / Center for Teacher Education Director, Center for Teacher Education

1. Lu, C.H., Chen, C.H., & Ho, Y.C. (2023, June). Applying "Multi-frame Leadership" to explore aboriginal primary schools' principal in developing ethnic education curriculum. Tzu-Chi University Journal of The Educational Research, 20, 101-133. (doi: 10.6754/TCUJ.202306_(20).0004) 2. Lee, T.Y., Ho, Y.C., & Chen, C. H. (2023, Feb). Incorporating intercultural communicative competence in online English language learning: An empirical study of a secondary school in Thailand. Asian-Pacific Journal of Second and Foreign Language Education, 8(1):4. https://doi.org/10.1186/s40862-022-00174-1 3. Kao, S.P., Chu, S.Y., Chen, C.H., Huang, Y.Y., & Ho, Y.C. (2022, June). Development and Validation of Standardized Patients' Participation Experiences Scale. Psychological Testing, 69(2), 143-165. (TSSCI) 4. Chu, S.Y., Tseng, T.C., Ho, Y.C., & Tseng, G. F. (2022, March). The impact of a gross anatomy curriculum with donor family interaction: Thematic analysis of student letters to silent mentors. Academic Medicine, 97(7), 1065-1070. (doi: 10.1097/ACM.0000000000004678). (SCI)(IF=8.034) 5. Chen, W.H., & Ho, Y.C. (2022, April). Unique Graduation Trips: A Teaching Research on Integrating Outdoor Education and Character Issues. Curriculum & Instruction Quarterly, 25(2), 29-56. (doi: 10.6384/CIQ.202204_25(2).0002 )

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高中國際志工方案之規劃與跨文化學習表現分析 Analysis of High School International Volunteer Program Planning and Cross-Cultural Learning Performance 李玲惠

吳思寰

葉宜鑫

黃韻宇

黃雅純

何縕琪

Ling-Hui Lee Szu-Huan Wu Yi-Hsin Yeh Yun-Yu Huang Ya-Chun Huang Yun-Chi Ho 十二年國教「社會參與」核心素養，可以透過國際志工服務加以涵養，但在時間、空間與文化的差異中，如何引導學生「主動參與團體事務」、「相互合作」、具備「敏察和包容」的跨文化涵養，有賴教師系統規劃與引導。本研究從「服務夥伴關係」、「服務場域」、「數位利用」、「服務實踐」的流程，建構國際志工方案的服務思維與實施方式，目的在探討高中生國際志工方案的設計，以及學生參與服務的跨文化素養學習經驗。研究對象為臺灣東部一所高中 18 名泰北國際志工隊學生，透過參與觀察、量表、省思札記等工具，蒐集服務方案設計與學生學習表現。研究期程自 2023 年 2 月至 2023 年 10 月，服務歷程包括調查、準備（志工招募、培訓）、服務與反思、慶賀與永續。本研究彙整量化與質性資料進行統計與內容主題分析，結果發現臺灣高中生在服務歷程展現出從「個體到團隊」的服務態度，藉由與泰北學伴的共學活動、和當地難民學生的互動，以及宗教儀式體驗中，提升其跨文化知能與協作素養。本研究結最後提供建議，作為學校教師和相關單位規劃增進學生「社會參與」核心素養，以及國際志工方案之參考。關鍵字：社會參與、服務學習、跨文化學習、國際志工方案

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TEA Forum I- Panelist

Hung, Wen-Jou, Ph.D. Professor The Department of International and Comparative Education, National Chi Nan University, Taiwan

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Cross-cultural understanding and communication International Education Global Education

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Comparative Education Indigenous Education Multicultural Education

Ph. D. of Graduate Institute of Comparative Education, National Chi Nan University

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Editorial board member of Taiwan Journal of Sociology of Education (TSSCI journal) Chief Editor of Curriculum & Instruction Quarterly (TSSCI journal)

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Editor of several books on comparative education and international books Director of Chinese Taipei Comparative Education Society Head of the Department of Comparative Education, National Chi Nan University

1. Hung, Wen-Jou (201). An Exploration of a Design for Problem-based and Project-based Learning in a Preparatory Course for International Service-Learning and Overseas Internship. Curriculum & Instruction Quarterly, 22(3), 1-30. 2. 洪雯柔、文義豪（2020.04）。國際學校的「國際」元素為何？一所學校「國際文憑課程」的國際化分析。教育研究月刊，312，49-63。 3. 洪雯柔（2022）。澳洲國際教育政策探究與展望。收錄於黃政傑、吳麗君主編，大學國際教育：趨勢、問題與展望（頁 301-328）。臺北市：五南。 4. 洪雯柔（2022.07）。暨大-泰北連結的地方創生計畫：從關懷到對話的共生歷程。收錄於中華民國課程與教學學會、梁忠銘主編，邁向學校活用與地方創生的課程與教學（頁 105-126）。臺北市：五南。 5. 洪雯柔（2022）。紐西蘭國際教育政策探究與展望。收錄於黃政傑、吳麗君主編，大學國際教育：趨勢、問題與展望（頁 329-356）。臺北市：五南。 113

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海外華語教師的反思性跨文化培訓歷程探究洪雯柔1 摘要本文旨在探究海外華語實習老師的跨文化理解與溝通能力的培訓，探討其培訓歷程、培訓的課程與活動架構，以及此歷程對其產生的影響。研究方法主要為研究者的觀察法，以及實習老師的訪談與週誌分析。初步研究發現，經過大學端課程與教育現場實體的體驗，教師在跨文化理解與溝通能力上開展出開放的心靈、對於他國文化的好奇、對於他國文化的初步理解，以及同理心。 KEYWORDS: cross-cultural understanding and communication, overseas Chinese teachers, teacher training

國立暨南國際大學國際文教與比較教育學系 The Department of International and Comparative Education, National Chi Nan University hungwj05@gmail.com 114

TEA Forum I- Panelist

Tsui-Chun Hu, Ph.D. Assistant Professor, College of Education National Taiwan Normal University, Taiwan

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Foreign language teaching methods Remedial teaching interventions Rural education

2013, Doctor of Philosophy in Foreign and Second Language Education. State University of New York at Buffalo.

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2023/08- Present, Assistant Professor in College of Education at National Taiwan Normal University 2021/02 - 2023/07, Project Assistant Professor of the Transdisciplinary Program in College of

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Education at National Taiwan Normal University 2018/05 - Present, Director of PASSION Program in Research Center for Psychological and Educational Testing at National Taiwan Normal University

1. Hu, T.C., Chang, T.J. (2023). The Impacts of School Environment, Teacher Background, and Student Performance on Rural Teacher Self-Efficacy. Journal of Research in Education Sciences, 68(3), 171-200. 2. Hu, T. C., Sung, Y. T., Liang, H. H., Chang, T. J., & Chou, Y. T. (2022). Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects. Frontiers in Psychology, 13, 827007. https://doi.org/10.3389/fpsyg.2022.827007 3. Hu, T.C., Chao, T.Y., Yang, W.H., Lien, Y.C. (2022). Enhancing the Grammatical Competence of Middle-School EFL Low-Achievers using the Progressively Built-up English Syntax Teaching Program. Bulletin of Educational Psychology (TSSCI)(accepted) 4. Hu, T.C., & Hsu, Y.J. (2020). Vocabulary Size, Lexical Threshold, and Reading Comprehension of Elementary-School EFL Learners. Journal of Research in Education Sciences, 65(1), 137-174. 5. Hu, T.C., & Hsu, Y.J. (2020). Effects of a remedial program on beginner-level, lowachieving EFL learners. Bulletin of Educational Psychology, 51(4), 687-711.

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華語文國際教學志工培育成效初探摘要

胡翠君 1 摘要「滿納海的承諾敘利亞難民華語文伴學計畫」以培育華語文國際教學志工，協助敘利亞難民學生學習華語文為主要目標。本計畫提供 36 小時專業華語文師培課程，培訓有志伴學青年 (大學伴) 熟稔華語文相關教學知能與線上課程配套，以提供滿納海國際學敘利亞難民學生 (小學伴) 系統性線上華語文課程。40 位大學伴通過培訓後，自 2023 年 3 月迄今，以每周一次兩小時的線上伴學，帶領土耳其國際學校 165 位小學伴學習華語文。期間，除線上伴學外，大學伴亦赴滿納海學校進行實地教學、參與在地發放活動，並進行文化參訪。為評估計畫階段性成效，做為日後優化課程及擴大複製效益之參考，本文以學生學習成效及師培成效兩部分，進行成效初探評估。成效評估資料來源為小學伴階段性評量成績、eMPOWER 平台使用紀錄、線上觀課紀錄、非正式訪談、大小學伴回饋、夥伴會議記錄等。在學生學習成效的部分，127 小學伴在參與 4 個月 (約 30 課時) 後，接受階段性評量，結果顯示在滿分為 100 分的試卷設計下，有 52%的小學伴達 80 分以上。另檢視 eMPOWER 自學平台對學生學習狀況之影響，發現實驗組 (使用 eMPOWER 組 26 人) 成績平均數為 85.15，標準差為 12.40；對照組 (未使用 eMPOWER 85 人)，成績平均數為 77.24，標準差為 17.89。 t = 2.10，P < .05。換言之，使用 eMPOWER 組的結果成績 85.15 顯著高於無使用組 77.24。在師培成效的部分，培訓課程除培養大學伴華語文專業教學素養外，藉由與滿納海國際學校師生的實際互動，大學伴得以有看到他人需求的機會，進而進行對自身生命的反思。舉例來說，大學伴以善表示「這次參訪，學會了珍惜現有的資源，看到許多地方的人們在艱苦的環境中堅持生活，卻依然樂觀面對。回到家鄉後，我帶著滿滿的感激和啟發，繼續投入志願服務，並與身邊的朋友分享我的經驗，期望能夠鼓勵更多人加入國際志工的行列。」另一位大學伴以愛表示「孩子因為沒錢沒身分而失去接受高品質醫療的權利，世界本來就不公平，但也因為這些不公平，讓我更堅信我要為這世界帶來影響，是因為這些不公，讓我更加的想幫助他們、幫助這個世界，感恩這次有機會走入孩子們的家中、走進他們的人生，他們帶給我的卻是滿滿的動力。」本計畫以語言教育為起點，開啟優質教育新契機，以有溫度的陪伴，跨域、跨界、跨文化用生命影響生命，極大化人道關懷的可能性。 1

助理教授，國立臺灣師範大學教育學院 116

TEA Forum I- Panelist

Tzu Yin Jenny Lee, M.A. English Instructor Tzu Chi University, Taiwan

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English speaking Intercultural communication and competence Content-based instruction

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2012-2014

Master of Arts, TESOL

National Dong Hwa University, Taiwan

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2014 –present 2012 2007-2010

English instructor at Tzu Chi University, Hualien Freelance translator for Tzu Chi Medical Care, Tzu Chi Hospital, Hualien Senior High World History and English teacher at Kang Chiao International School, New Taipei City

Lee, T. Y., Ho, Y. C., & Chen, C. H. (2023). Integrating intercultural communicative competence into an online EFL classroom: an empirical study of a secondary school in Thailand. Asian-Pacific Journal of Second and Foreign Language Education, 8(4).

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數位學習課程對英語成就和動機的影響：以製作故事書為例 The Impact of a Digital-learning Curriculum on English Achievement and Motivation through Storybook Making 謝曼盈蔡宜靜李姿穎 Manying Hsieh, Angela Yi Jing Tsai, Tzu-Yin Lee 摘要敘事/故事課程設計能夠培養學生高度的參與，練習組織資料並解釋含義。以此教學方法，學生更能跟內容產生關聯、記憶，並應用他們所學。本研究旨在探討敘事結構課程設計對提高學生的英文學習動力和英文程度的有效性。研究人員採用建構主義理論方法，選擇了台灣東部的一個十年級班和泰國北部的一個十一年級班，進行了為期六周的線上寫作教學。學生們根據與各自國家相關的主題製作了一本六頁的書。課程後，學生通過線上平台向另一個國家的同儕演講了他們的書籍。本研究使用了三種研究工具：初中英語能力測試、線上學習準備度量表和情境興趣量表。研究結果顯示，參加課程的台灣學生在英語水平上沒有顯示出任何改善，但他們的學習動力顯著增加。

關鍵詞：敘事，故事課程設計，數位學習，建構主義，英語寫作

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TEA Forum II- Mpderator

Der Long Fang, Ph.D. Distinguished Professor National Kaohsiung Normal University, Taiwan

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Curriculum and Instruction Sociology of education Research methods

Ph.D. Faculty of Education, College of Cardiff, University of Wales, UK

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Dean of Faculty of Education, NKNU Dean of Student Affairs, NKNU Dean of Teacher Education and Careers Service, NKNU Secretary General, NKNU Director, Department of Education, NKNU Director, Centre for Teacher Education, NKNU

1. Fang, D. L. (2023). The construction of the collaborative model for the development and review mechanism of the 12-Year Basic Education Curriculum Guidelines. Journal of Taiwan Education Studies, 4(1), 1-3.. 2. Fang, D. L. (2022). How Competencies Can Be Learned and Assessed for Elementary and Secondary School Students? Journal of Taiwan Education Studies, 3(5),181-204. 3. Fang, D. L. (2020). Comments on the operation of curriculum review system in Taiwan. Taiwan Education Review Monthly, 9(01), 1-3. 4. Chen, Y. C. & Fang, D. L. (2019). An exploration on student engagement of cooperative learning experiences of junior high school students with various levels of mathematics ability. Kaohsiung Normal University Journal: Education and Social Sciences, 47, 31-62. 5. Fang, D. L. (2019). An inquiry into the development and review process of the 12-Year Basic Education Curriculum Guidelines. Journal of Education Research, 298, 56-78. 6. Liu, J. F., Lu, M. C., Fang, T. P., Yu, H. R., Lin, H.L., & Fang, D. L. (2017). Burden on caregivers of ventilator-dependent patients: A cross-sectional study. Medicine (Baltimore), 96(27): e7396.

119

TEA Forum II- Panelist

Ai-ling Chiu, Ph.D. Director and Professor, Department of Education, National Kaohsiung Normal University, Taiwan

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Teacher education Curriculum development and design Innovative teaching and learning

National Taiwan Normal University, Doctor of Education (Ph.D.)

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Dean and Professor, Office of Teacher Education and Career Service, National Kaohsiung Normal

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University, Taiwan. Specialist, Department of Higher Education, Ministry of Education, Taiwan. New Taipei Municipal Yonghe Junior High School Teacher, Taiwan.

1. Chiu, A. L. (2022). New trends in 21st century learning: Theories and teaching strategies for self-directed learning and deep learning. Journal of Taiwan Education Studies, 3(2), 147-170. 2. Chiu, A. L. (2020). Implications of education for sustainable development through the “Mountain-Climbing Type” project and inquiry-based learning in Japanese senior high schools. Journal of Taiwan Education Studies, 1(4), 160-190. 3. Li, M. F., & Chiu, A. L. (2020). Family education issues integrated into healthy ageing competency-based instruction: The perspective of ethics of care. Kaohsiung Normal University Journal: Education and Social Science, 48, 61-76. 4. Chiu, A. L., & Huang, B. Y. (2019). Learning and thinking, brilliant expressing: A case study on the application of learning, thinking and expressing teaching method in junior high school citizen curriculum. Humanities and Social Sciences Research: Pedagogy, 13(3), 53-73.

120

TEA Forum II- Panelist

Yung-Shan Hung, Ph.D. Research Fellow, Research Center for Curriculum and Instruction, National Academy for Educational Research, Taiwan

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Curriculum Study Art and Aesthetic Education Teacher’s Professional Development

Ph.D., Curriculum and Instruction, National Taipei University of Education

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World Councilor of International Society for Education through art (2019-2025) Committee Member of Society of Art Education, Taiwan. (2022-) Committee Member of National Basic 12-yrat Curriculum Guidelines. ( General and Arts, 2013-2018) Visiting Scholar of Washington University, Seattle, WA. (2007)

1. Hung, Y. S. (2019). Teachers’ professional development in the context of curriculum reforms in Taiwan: Retrospect and prospect. Educational Journal. 14:1, 49-69. (TSSCI) 2. Chen, P., Yang, C. L., Hung, Y. S., Hung, W. J., Chen, M. J. (2020)。Exploring high-school readiness for change in Taiwan from a lens of policy design. Journal of Educational Research and Development， 16:3, 93-127。(TSSCI) 3. Huang, C. H., Hung, Y. S. (2020). Development of competency: Driven materials and instructional modules for grade 1-12 arts domain. Journal of Textbook Research, 13:1, 1-33. doi: 10.6481/JTR.202004_13(1).01(TSSCI) 4. Hung, Y. S.（2020）。Explore on the process and critical issues in the development of the guideline for the 12-year basic education curriculum. Journal of Taiwan Education Studies. 1:3, 9-33. 5. Hung, Y. S. (2022). Explore the Transformation of Localogy in the Approach of Deep Learning. Journal of Educational Research. 339. 35-51. 6. Hung, Y. s. (2023). Listen to the call of the sea, the encounter between aesthetic education and SDGs. Aesthetic Education. 7, 4-9. 121

121

TEA Forum II- Panelist

Chun-Wu Chen, Ph.D. Principal of New Taipei City Fuhe Junior High School, Taiwan

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Teacher Community of Practice on School-based Curriculum

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Development Quality Teaching is Vital Way for Improving Student Learning

PhD.in Educational Administration, National Chengchi University

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Principal of New Taipei City Fuhe Junior High School, Taiwan Convener of NTSRL for New Taipei City Vice Convener of Quality /Effective Teaching Group of New Taipei City Principal of Taipei Zhongshan Junior High School, Taiwan Principal of New Taipei City Gongliao Junior High School, Taiwan

1. Chen, C-W., Peng, Y-T (2020).國中教師實踐社群發展校訂課程之個案研究 [ A Case Study of the Teacher Community of Practice on School-based Curriculum Development],

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TEA Workshop

123

TEA Workshop Speaker

Chien-Chung Hsu, Ph.D. Assistant Professor National Taichung University of Education, Taiwan

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Child Psychology Cognitive Behavioral Therapy Stress Adaptation

Ph.D., School of Nursing, Midwifery and Social Work, The University of Queensland, Australia

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Clinical Psychologist, Kinmen Hospital Clinical Psychologist, Keelung Hospital Committee Member, Special Education Student Appeals Review Board, Kinmen

124

TEA Workshop Speaker

Yi-Ping Lo, Ph.D. Assistant Professor Chinese Culture University, Taiwan

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Curriculum & instruction Sociology of education Gender education

Ph.D., Department of International Business and Asian Studies, Griffith University, Australia

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Visiting Scholar, Institute of Sociology, Academia Sinica Postdoctoral Research Fellow, National Taichung University of Education Assistant Research Fellow, Tunghai University Adjunct Research Fellow, Griffith Asia Institute, Australia Teacher (High School)

1. Shan, W. J. & Lo, Y. P. (2023). A critical analysis of the origin, establishment, and related issues of the four models of folk pedagogy. Curriculum & Instruction Quarterly, 26(2), 91-122. 2. Lo, Y. P. (2022). Teaching challenges and reflections on interdisciplinary courses in university classrooms. Taiwan Educational Review Monthly, 11(4), 8-12. 3. Lo, Y. P. & Hsu, C. C. (2021). Practice and reflections on gender equality education in university classrooms. Taiwan Educational Review Monthly, 10(12), 73-77.

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TEA Workshop Exploring gender image, gender consciousness and gender equality in higher education

Speakers: 1. 許建中助理教授 Dr. Chien-Chung Hsu 臺中教育大學諮商與應用心理學系 Department of Counseling and Applied Psychology, National Taichung University of Education, Taiwan 2. 羅逸平助理教授 Dr. Yi-Ping Lo 中國文化大學教育學系 Department of Education, Chinese Culture University, Taiwan Brief introduction: 在台灣，性別議題已成為社會不可或缺的一部分，不僅在法律制度上有所發展，也在大眾意識中逐漸崛起。高等教育領域又該如何因應這個趨勢？對教師而言，性別議題應如何納入課程設計和教學過程？包含探討性別形象的塑造、提升性別意識，以及性別平等的倡導。本工作坊旨在提供一個討論的平台，使參與者重新審視自身之性別觀點，並可能積極參與促進性別平等的努力，期待有助於學生能更佳的理解性別相關議題，同時，也能建立更包容且友善的教學環境。

126

簡介創立田家炳基金會是田家炳博士於 1982 年在香港註冊成立的非牟利慈善機構，由由一群熱心教育的專業人士嚴謹管理。資金來源全部是田博士個人及其家族公司之捐獻。

使命秉承田博士“中國的希望在教育”的信念，基金會以 “促進道德教育，弘揚中華文化，融合世界文明，提升中國教育素質，貢獻國家”為使命，以資助和推動國家師範教育和基礎教育事業發展為首重工作，實踐 “取諸社會、用於社會”的信念。

發展四十一年來，基金會積極回應國家教育政策，密切配合區域發展需求，逐步拓闊工作領域。早年以添置和改善教學基礎設施為主，2009 年起轉向資助教育內涵項目。近年來，加強與教育行政部門、大學和教科研機構的深度合作，致力在學生培育、教師專業發展、學校改進提升、學術交流、課題研究等領域，提供優質、專業及多元化的支援服務，通過搭建卓越知識平臺和專業社群網路，惠及海峽兩岸及港澳地區教育機構數百間、師生數十萬。

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Founding The Tin Ka Ping Foundation is a non-profit charity organization, founded by Dr. Tin Ka Ping and registered in Hong Kong in 1982. It has been managed by a group of determined and dedicated educational professionals. The organization has been funded by donations from Dr. Tin and his family business. Missions Adhering to the belief of Dr. Tin that “the hope of China lies in education”, the missions of the foundation are to “facilitate moral education, promote Chinese culture, integrate world civilization, improve the quality of education in China, and contribute to the country”. To accomplish the foundation’s motto that “what is taken from the community should be used for the community”, its priority has been to support and promote normal education and basic education within the nation. Development For 41 years, the foundation has actively responded to education policies in China, supported regional development, and progressively broadened its scope of work. In its early years, the focus of the foundation was on acquiring and improving teaching infrastructure, before shifting its focus to funding educational projects in 2009. In recent years, it has strengthened cooperation with educational administrations, universities and research institutes, and has been committed to providing quality, professional and diversified support services in terms of student cultivation, teacher professional development, school advancement, academic exchanges, and research works. Over a hundred educational institutes, as well as hundreds of thousands of teachers and students in China, Taiwan, Hong Kong and Macau, have been benefited by the effort of the foundation to establish excellent knowledge platforms and professional community networks. For more information: www.tinkaping.org

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Participants (In alphabetical order of last name) Participants / Authors

Affiliated institute

Bernardo N. Caslib, Jr.

University of the Philippines Manila

Hsun-Yu Chan

National Taiwan Normal hsunyuchan@ntnu.edu.tw University

Chen-Wei Chang

NTNU

cwchang2009@gmail.com

Dr.Jiraporn Chano

Faculty of Education , Mahasarakham University

jiraporn.j@msu.ac.th

Kingfa Chano

Demonstration School, Mahasarakham Univey.

chano.jira.1@gmail.com

Yen-Yu Chen

Hungkuang university

yenyuchen0@gmail.com

PiYun Chen

Shu-Te university

pc112@stu.edu.tw

Yi-Jie Cheng

Taipei National University of Arts

wendy.ms45@gmail.com

Yi-Jie Cheng

Taipei National University of the Arts

wendy.ms45@gmail.com

Chi, Hsuan

Chiayi Municipal Fukoo Preschool

60706069e@gapps.ntnu.edu.tw

Chowwalit Chookhampaeng

Faculty of Education Mahasarakham University Thailand

choochowwalit@hotmail.com

Ming-Lun Chung

National Taiwan Normal s898000335@gmail.com University

Tanadon Damakm

Mahasarakham University

tanadon.d@msu.ac.th

Laksmi Dewi

Universitas Pendidikan Indonesia

laksmi@upi.edu

Juniesy Martinez

University of the

jmestanislao@up.edu.ph

Estanislao

Philippines Diliman

Der Long Fang

Department of Education, National Kaohsiung Normal University

t1667@mail.nknu.edu.tw

Janet Ann Fernandez

University of Malaya

janetann738@gmail.com

Alessandra Ferrer

National Taiwan Normal alessandra.ferrer8@gmail.com

129

bncaslib@up.edu.ph

Participants / Authors

Affiliated institute

University Yun-Chi Ho

Institute of Education, Tzu Chi University

yunchi@gms.tcu.edu.tw

Yun-Chi Ho

Tzu Chi University

yunchi@gms.tcu.edu.tw

Chia Feng Hsu

National Taiwan Normal m3141592629@yahoo.com.tw University

Avery Hsueh

Nanjing Normal University

1158705895@qq.com

Yih-Jin Hu

College of Education

t09016@ntnu.edu.tw

Yungshan Hung

National Academy for Educational Research

ireneh1220@mail.naer.edu.tw

Wen-Jou Hung

National Chi Nan University

hungwj05@gmail.com

Yueh-Nu Hung

National Taichung University of Education

yuehnuhung@gm.ntcu.edu.tw

Udukumbure Gedara Lasni Buddhibhashika Jayasooriya

Kyushu University

lasni.mck@gmail.com

Dai-rong Jhong

Ming Chuan University

fantastic8708091105@gmail.com

Miss Treesukon Khuna-ek

Mahasarakham University, Thailand.

64010592002@msu.ac.th

Hideki Kozima

Graduate School of Education, Tohoku University

xkozima@tohoku.ac.jp

Ted Kuo

tedkuo123456@yahoo.com.tw

Euis Kurniati

Universitas Pendidikan Indonesia

euiskurniati@upi.edu

Silvia Wen-Yu Lee

National Taiwan Normal swylee@ntnu.edu.tw University

James Lee

Retired

Tzu-Bin Lin

National Taiwan Normal ntnu914@gmail.com University

Yi-Jung Lin

Pintung Man Zhou Elementary School

zora830504@gmail.com

Yung-Hsin Liu

Taitung Jian Huo Elementary School

jubilant43@gmail.com

james.c.m.lee@gmail.com

130

Participants / Authors

Affiliated institute

Chun Yi Lu

College of Education

education8300@gmail.com

Kim Gerald G. Medallon

University of Santo Tomas

kgmedallon@ust.edu.ph

Miss Nawaphorn Nadtayay

Mahasarakram University

Fonthip1107@gmail.com

Bussayarat Nithideechaiwarachok

Mahasarakham University

bussayaratnij@gmail.com

Kittithara Phuangthanasan

Mahasarakham University

64010592001@msu.ac.th

Yulia Rahmawati

Universitas Pendidikan Indonesia

yuliarahmawati@upi.edu

Ampaisri Subthep

Mahasarakham University

gungampaisri@gmail.com

Joo-Siang Tan

Universiti Teknologi Malaysia

joosiang@utm.my

Seng Chee Tan

National Institute of Education, Nanyang Technological University, Singapore

sengchee.tan@nie.edu.sg

Chung-li Tsai

Personal

kb823168@yahoo.com.tw

Choi Kwan Tse

University for the Creative Arts

c970728_kwan@yahoo.com

Charlene Joyce Uy

Taipei Medical University

charlenejoyce.cju@gmail.com

Dinn Wahyudin

Universitas Pendidikan Indonesia (UPI)

dinn_wahyudin@upi.edu

Samantha Wamg

The Hongkong & Shanghai Banking Corp

samwang129@yahoo.com.tw

Montree Wongsaphan

Faculty of Education in

Montree.v@msu.ac.th

Mahasarakham University Fang Der-Long

Department of Education, National Kaohsiung Normal University

131

t1667@mail.nknu.edu.tw

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Organized by the APATE & TEA President: Secretarial Team:

Prof. Hsui-Lan Tien Prof. Silvia Wen-Yu Lee, Wei-Ping Wang, Han-Yu Chen, Limin Ma, Yu-Hang Kwok Agenda Planning: Han-Yu Chen, Limin Ma Public Relations: General Affairs: Tech Team: Editorial Team:

Limin Ma, Yu Hang Kwok, James Lee Secretary Chun-Yi Lu, Limin Ma, Han-Yu Chen Wei-Ping Wang, Tzu-Chao Lin, Wei-Hsuan Wang Prof. Chen-Wei Chang, Prof. Ming-Lun Chung, Wei-Hsuan Wang

133