Analysis of the International Conception of Personalized Education. Difficulties for the Advancement in Scientific Educational Research

Autor/inn/en	Gallego-Jiménez, M.ª Gloria; García-Barrera, Alba
Titel	Analysis of the International Conception of Personalized Education. Difficulties for the Advancement in Scientific Educational Research
Quelle	In: Interchange: A Quarterly Review of Education, 54 (2023) 3, S.287-299 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García-Barrera, Alba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-023-09495-7
Schlagwörter	Individualized Instruction; Student Centered Learning; Definitions; Educational Theories; Educational Research; Scientific Research + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Begriffsbestimmung; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung
Abstract	The concept of personalized education has been widely approached by multiple authors, who have contributed their own point of view on this theory, moving it further away from its unique and universal definition. To get to build this definition, it is first necessary to verify and scientifically determine whether this concept encompasses the same perspective within international literature or whether there are significant differences in the interpretation of its meaning. To this end, a systematic review of this concept has been carried out in the ERIC database, analysing a sample made up of 64 articles. The results show several problems, amongst them a high disparity in the referents used to lay down the theoretical foundations of personalized education and a scarce matching of the content to the used keywords. These difficulties pose a challenge to which the scientific community needs to respond if further progress in this field is desirable. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01