Asia Pacific Journal of Education (Asia Pac J Educ )
Asia Pacific Journal of Education will be published by Taylor and Francis from 2005. Its focus is on major shifts in educational policy and governance, curriculum and pedagogy, and in the everyday lives and practices of students and teachers in the Asia-Pacific Rim. New empirical and theoretical work, as well as critical and exploratory essays that focus on the impacts of modernity, postcolonialism and globalisation on education systems will be featured.
Impact factor 0.49
- 5-year impact0.00
- Cited half-life0.00
- Immediacy index0.07
- Article influence0.00
- WebsiteAsia Pacific Journal of Education website
- Other titlesAsia Pacific journal of education (En ligne)
- Material typeDocument, Periodical, Internet resource
- Document typeInternet Resource, Computer File, Journal / Magazine / Newspaper
- Author can archive a pre-print version
- Author can archive a post-print version
- Some individual journals may have policies prohibiting pre-print archiving
- On author's personal website or departmental website immediately
- On institutional repository or subject-based repository after either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
- Publisher's version/PDF cannot be used
- On a non-profit server
- Published source must be acknowledged
- Must link to publisher version
- Set statements to accompany deposits (see policy)
- The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
- STM: Science, Technology and Medicine
- SSH: Social Science and Humanities
- Publisher last contacted on 25/03/2014
- 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
- Classification green
Publications in this journal
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ABSTRACT: perceptions of an international practicum: their cross-cultural understanding, notions of privilege and teacher/professional identity development. Findings indicate that there were three overlapping dimensions of cross-cultural understanding for pre-service teachers: distance, friction and flow. At times students acknowledged the value of their placement, yet indicated a lack of empathy and engagement with the culture visited. At other times there was clear frustration at the cultural differences, alongside a growth in awareness. The fullest dimension was where pre-service teachers and their students learnt from each other, signalling a sharing towards cross-cultural understanding. Implications of these findings aim to inform how international practicums are designed in the future, as well as signalling directions for further research relating to these border crossings.Asia Pacific Journal of Education 10/2014;
- Asia Pacific Journal of Education 06/2014;
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ABSTRACT: Many TESOL (Teaching English to Speakers of Other Languages) programmes focus on providing professional knowledge to Asian teachers who are pursuing their degrees in English-speaking countries. However, not much attention is given to their expectations, personal lived experiences and identity construction while studying in these countries. These aspects are important in their development as users and teachers of English. This article explores these aspects through interviews and email correspondence with Thinh, a highly accomplished TESOL professional who pursued a Master of TESOL degree as an international student in Australia. Findings suggest that when she was in Australia, she displayed strong agency as she changed some aspects of her identity in order to adapt to studying and living in the country. Nevertheless, there is also continuity in her identity construction, as she maintained other aspects of the identity that she brought from her home country. Her identity construction is best seen in the context of her investment in her career in her home country. As a resilient individual, Thinh demonstrates how she manages her process of identity construction through her reflections and strategic thinking. The findings of this study suggest the need for TESOL programmes to actively connect international students' lived experiences outside class to their pursuit of professional knowledge.Asia Pacific Journal of Education 04/2014;
- Asia Pacific Journal of Education 02/2014;
- Asia Pacific Journal of Education 01/2014; 00(00):00-00.
- Asia Pacific Journal of Education 01/2012; 21:414-421.
- Asia Pacific Journal of Education 01/2008; 20(1).
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.