Peer Review Process

The practice of peer review is a critical part of of the modern scientific process. Therefore, all papers that is submitted to the conference follow the peer review process. The type of peer review used by the conference is closed peer review where the reviewers are aware of the authors’ identities but the authors’ are never informed of the reviewers’ identities.

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The presentations that make up the current and archived conferences on this site have been made open access and are freely available for viewing, for the benefit of authors and interested readers.

International Conference on Research in Education (ICRE)

NOTICE

Due to some inevitable issues, the committee regretfully announce that ICRE 2022 has been postponed until further notice. Thank you for your understanding.

International Conference on Research in Education (ICRE) 2022
“Teacher Education in Learning Paradigm Shifts”

Background

Technological and pedagogical innovations in education have changed the conventional learning environment to be more modern in order to achieve more optimal and time-responsive student competencies. This innovation forms a smart learning environment that appears in various forms, such as flexible, personal, adaptive, mixed, flipped, and mobile learning environments. This intelligent learning environment is defined as an environment that emphasizes flexibility, effectiveness, efficiency, and adaptability to new developments, and is lived by continuous reflection on learning processes and outcomes that integrate formal and informal learning. A smart learning environment is an adaptive system that improves and enhances the learning experience based on challenges, choices, progress, the use of multimodal media, and the empowerment of an abundance of learning resources and technologies.

To accommodate these changes, Kern, et, al., (2017) proposed the concept of network-based teaching by emphasizing sociocognitive and sociocultural approaches with multimodal optimization in the learning process. This concept emphasizes the expansion of networks among students, teachers, and learning resources with and through the internet. There are three important categories in this network-based learning, namely: (1) negotiation of meaning to test the effectiveness of various forms of online interaction forums in improving the negotiation of meaning, acquisition and fulfillment of learning outcomes, (2) transfer studies that explore the level of use of online transfers in increasing competence, and (3) a feedback study that explores the ways in which teachers, students, and other parties provide feedback to improve the quality of learning. The process of negotiating meaning, transfer of study, and review of feedback above is supported by technological innovation in a multimodal intelligent learning environment. Through and with this multimodal, there is a flexible and interactive exploration of various learning resources, ways of learning and teaching through various forms of technology. The form and method of learning becomes very personal on one hand and collaborative-networked on the other hand in a unified teaching and learning process to achieve deep thinking skills related to deep learning content.

There are five important projections in the application of network-based learning in a smart environment. First, more studies and scientific work are needed to explore the context of multimodal learning that integrates various modes of learning in various forms of digital media as an important part of interacting and presenting various online learning resources. Second, exploration of ecological, cultural and social aspects of network-based learning both at the collaborative and personal/individual class level. Understanding of climate change and the depletion of natural resources requires real action in learning. A deep understanding of cultural identity and intercultural competence needs to be developed in line with social, economic and technological development. For this, interdisciplinary and transdisciplinary perspectives are needed in the study and learning process. Third, the relationship between and among learners, teachers, activities, contexts, and frameworks involved in network-based learning needs to be studied more broadly and in depth. This relationship includes the micro level in classrooms, the meso level in schools and educational institutions, and the macro level at the national and international levels. Fourth, the focus of the study is on the integration of curriculum and assessment, especially in the use of technological innovation in measuring the learning achievement; in particular, assessments in online interactions and intercultural learning, as well as classroom assessments in relation to the application of multimodal in learning. Fifth, the study and exploration of the learning process in a network-based learning environment needs to be expanded in its technological scope. This is based on the abundance of learning resources on the internet and the wider opportunity to build a network of learning environment.

What are the implications of the above changes on the education of prospective educators? Educational Personnel Education Institutions (LPTK) need to clearly and projectively reformulate graduate profiles and learning outcomes to respond to and deal with, as well as anticipate demands and changes that occur in the society. This includes mastery of subject-matter knowledge needed in modern society and ways to teach it. In addition, systematic and concrete efforts are needed in developing the competence of prospective teachers to enter the world of work from the beginning of the program by paying attention to theoretical and practical courses and collaborating with teachers in schools as the key to success. Student teacher candidates will get more opportunities and time to interact directly with many parties in learning situations. They will face real learning problems in school and are motivated to solve these problems academically. For this reason, a transformative and adaptive reorientation of the teacher education curriculum is needed. In this context, there needs to be an interconnection of educational programs that provide access to education and training related to field knowledge, pedagogy, and general skills with the development of practical reflective skills and on-the-job research. This process can be carried out if the curriculum structure allows student teacher candidates to have the opportunity and independence to practice and develop themselves in schools, institutions, or other institutions to practice and develop themselves.

Call For Papers

1. Teacher Education in the Industrial Revolution 4.0
2. Challenges and Opportunities for Teacher Education
3. Development of Teacher Education Curriculum
4. Development of ICT in Learning
5. Pedagogy, Andragody and Heutagogy in Education
6. Literacy and Numeration in Learning
7. Digital Literacy Improvement
8. Environmental Issues in Learning
9. Interculturalism in Learning
10. Growth Mindset in Learning
11. Learning Future and its Challenges
12. Future School
13. Teaching at the Right Level (TaRL) Approach

Speakers

1. Minister of Education, Culture, Research and Technology
2. CB. Mulyatno, Pr.
3. Dr. Ir. R. Eko Indrajit, MSc., MBA., Mphil., MA
4. Speaker from abroad: Bonita Marie Cabiles, PhD (MULTICULTURAL-BASED SCHOOL CURRICULUM DEVELOPMENT)
5. Speaker from abroad: Johny C.Go, SJ, Ed.D
6. Hary Candra (Co-Founder & Chairman PesonaEdu Group)
7. Representative speaker from LPTK: Tarsisius Sarkim, M.Ed., Ph.D.
8. Representative speaker from the field of ecology in learning: Paulus Wiryono Priyotamtama, SJ.

The Virtual Conference with Zoom Meeting held from:
Auditorium Driyarkara,
Sanata Dharma University,
INDONESIA

on 9-10 September 2022