Aims and Scope

ReviewerCreditsAdvances in Educational Research and Evaluation (AERE) (eISSN: 2661-4693) is an open access, continuously published, international, refereed  journal publishing original peer-reviewed scholarly articles that are of general significance to the education research community and the theoretical, methodological, or policy interest to those engaged in educational policy analysis, evaluation, and decision making. The aim of the journal is to increase understanding of learning in pre-primary, primary, high school, college, university and adult education, and to contribute to the improvement of educational processes and outcomes. The journal seeks to promote cross-national and international comparative educational research by publishing findings relevant to the scholarly community, as well as to practitioners and others interested in education.

AERE welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work. All articles submitted to AERE will undergo a double-blind peer review, and all published articles can be read and downloaded for free.

Vol 6 No 1 (2025)

Published: 2025-08-04

Abstract views: 0   PDF downloads: 0  
2025-09-15

Page 318-331

Secondary Science Teacher Preparation: A Scoping Review of Challenges, Structures, and Interventions

blankpage Benard Chindia, Sheilla N. Wawire, Harvey Henson

This scoping review synthesizes literature on secondary science teacher preparation programs across five continents, drawing on 22 peer-reviewed studies. It examines program structures, prevailing challenges, and strategies aimed at addressing science teacher shortages, with a particular focus on rural contexts. The countries represented in the review include the United States, Canada, Germany, China, and others from diverse geographic regions. The findings highlight dominant challenges, including shortages of qualified science teachers, technological, pedagogical, and content knowledge (TPACK) gaps, and limited opportunities for interdisciplinary or transdisciplinary training. Shortages are mitigated through lateral/alternative entry pathways and structured programs offering 3--4-year training, combined with clinical experience to enhance TPACK and meet licensure requirements. Some countries train teachers to teach multiple science subjects and provide incentives through scholarships and higher salaries for those who commit to working in rural schools. These findings offer valuable insights for stakeholders, suggesting adaptable strategies to improve the quality and supply of science teachers and strengthen science education.

Abstract views: 2717   PDF downloads: 718  
2025-08-04
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Pages 303-317

Methods of Data Collection in Qualitative Research: Interviews, Focus Groups, Observations, and Document Analysis

blankpage Satish Prakash Chand

Qualitative research offers invaluable tools to explore the depth and complexity of human experiences, social interactions, and contextual influences. This paper examines four central qualitative data collection methods: interviews, focus groups, observation, and document analysis, highlighting their purposes, processes, strengths, and challenges. Interviews facilitate a detailed exploration of individual perceptions and lived experiences, while focus groups leverage group dynamics to uncover collective meanings and social norms. Observation allows researchers to document real-world behaviours, interactions, and contextual factors that participants may be unaware of or unable to articulate. Document analysis provides access to historical, institutional, and personal records, offering naturally occurring data that contextualise and corroborate findings from other methods. This paper also discusses key ethical considerations and the importance of triangulation in enhancing credibility and depth. By integrating these complementary methods, qualitative researchers can construct a nuanced, multidimensional understanding of complex social phenomena, thereby contributing to educational research and broader social science enquiry. This review serves as a practical guide for scholars who are particularly new to qualitative research or those transitioning from quantitative approaches, seeking to harness the richness of qualitative research to investigate human behaviour and meaning-making in diverse contexts.

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AERE-cover-logo  ISSN: 2661-4693
 Abbreviation: Adv Educ Res Eval
 Editor-in-Chief: Prof. Sergei Abramovich(USA)
 Publishing Frequency: Continuous publication
 Article Processing Charges (APC):
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 Publishing Model:
Open Access