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This study investigated six-year-old children's metacognitive and self-regulatory processes during task engagement and their relations to children's online metacognitive experiences, particularly feelings of difficulty (FOD). Sixty first graders (57% boys; M age: 6.2 yr., SD = 3 months) were individually interviewed. They were engaged in an ecological and challenging graphic task. Based on C.Ind.Le Coding Scheme, the present study took into account indicators of metacognitive knowledge (i.e., knowledge of persons, tasks and strategies), metacognitive regulation (i.e., planning, monitoring, control and evaluation) and emotional and motivational regulation (i.e., emotional and motivational monitoring and control). Moreover, children's spontaneous comments of FOD were coded. Results showed that the communication of the FOD were significantly associated with the deployment of metacognition and self-regulation, with the exception of planning. The communication of FOD during the task allowed children to mobilize resources and to achieve their goals. Indeed, children who displayed higher evidence of metacognition and self-regulation felt that the task would be difficult but that they would be able to solve it. We discuss the importance of promoting and hearing the children's voices and judgments about their metacognitive experiences to solve the activities in educational contexts.

Dialogical and sociocultural perspectives propose the dialogical self and agency, respectively, as privileged constructs to account for the processes of personal change in education. However, the integrated study between both phenomena has rarely been addressed systematically in education to understand in greater depth how students and teachers construct their identity as learners and teachers. This special issue seeks to contribute to this research gap through the theoretical advances and empirical evidence presented by eight original articles. This introduction identifies the main contributions to education of the developments on the dialogical self and agency and, furthermore, defines the conceptual scopes and implications of their integration. Then, the structure of the special issue is described and a brief summary is presented of the content of the eight articles. Altogether, this issue is an invitation to capture and explain in more detail the originality, innovation and relative autonomy in the activity of students and teachers as they situate and position themselves and participate in educational practices. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyse and systematize the conceptual and empirical bases of the available literature on research approaches, objects of study, and future prospects in the field of stylistics, in order to encourage best practice in teacher training. Three research approaches are presented: the empiricist-behaviorist approach, the rationalist-cognitivist approach and socio-cultural approach. However, these main streams are aligned in a nomothetic approach which falls short in explaining personal style as a framework for the identity of the teacher him/herself. To this end, we propose to delve into the dynamic and ideographic aspects of stylistics in teacher training, paying greater attention to the understanding and explanation of plasticity and movement through discontinuities, subtleties or loops, and several kinds of change.

Learning and teaching are not only about acquiring a pedagogical knowledge base but are also context-bound, socially-mediated processes of identity construction. However, despite recent theoretical and empirical attempts to integrate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. The teaching self in the university: Self-positions and voices in the narrative identity/ies construction of university teachers / El yo docente en la universidad. [Extracted from the article]

• Representing indeterminate quantities is crucial for algebraic thinking. • No child used variable notation in the pre – interview of classroom teaching experiment. • After only 3 weeks of instruction, children increasingly represented indeterminate quantities. • Children understood that letter as representing indeterminate quantities as varying unknowns. Given the importance of understanding and using indeterminate quantities in algebraic thinking, the development of learning trajectories about how Kindergarten and first grade students understand variable and use variable notation in the context of algebraic expressions is critical. Based on an empirically developed learning trajectory, we analyzed children's responses at three different points in a classroom teaching experiment. Our purpose was to describe levels of thinking among 16 students (eight in Kindergarten and eight in first grade). Our results revealed qualitative changes in the thinking about indeterminate quantities of most student participants. As students progressed through the experiment, we found that they advanced from what we characterized as a "Pre-variable" Level to a "Letters as representing indeterminate quantities as varying unknowns; explicit operations on indeterminate quantities" Level. Learning trajectories such as that developed here hold promise for informing the design of interventions that support young children's early algebraic thinking. [ABSTRACT FROM AUTHOR]

'In your opinion, what are some important research questions, problems or challenges that scholars in your field of specialization should address in the coming years? What types of studies should be conducted to move your field further? Please justify'. This prompt was posed by the incoming Editor of JSED to the new team of Deputy and Associate Editors in the journal's three thematic areas (human development, learning and education), who were invited to co-author this Editorial. We briefly describe the history of JSED, present the composition of its new Editorial Board, highlight modifications recently introduced in our aims and scope and inform readers about our vision, goals and strategies for the upcoming years. The next section presents the Editors' individual responses to the above-mentioned prompt, in the spirit of sharing perspectives with our scientific community. Finally, we identify common topics that emerged within the three thematic areas and encourage authors to send us high-quality manuscripts that fill the identified research gaps. JSED aims to foster a paradigm of 'glocalization' in development, learning and education research. [ABSTRACT FROM AUTHOR]