scholarly journals A quasi-transcendental approach for removing hierarchical teacher-student relation

2017 ◽  
Vol 16 (3) ◽  
pp. 346-359
Author(s):  
Mahdy Yusofi ◽  
Saeid Zarghami-Hamrah ◽  
Yahya Ghaedy ◽  
Alireza Mahmudnia
Keyword(s):  
Transfer Students ◽  
Active Role ◽  
Educational Process ◽  
Construction Of Knowledge ◽  
Teacher Student ◽  
Dominant Pole ◽  
Teacher Student Relationship ◽  
Role Of Teachers ◽  
Student Relationship

In the present study, we adopt a quasi-transcendental approach in order to deconstruct the teacher–student relationship. According to the results of this study, teacher is the dominant pole and student is the passive one. This relation should be redefined in order to transfer students to the dominant pole. In this improvement process the authoritative role of teachers as information transferors and developers is changed to helpers and facilitators. The results of quasi-transcendental analysis of the teacher–student relationship indicated that the conceptual emergence of being a teacher and being a student are dependent and make sense together. Therefore, a teacher is essential for defining student status and vice versa. In this way, they are defined together and in the absence of one of them, the other one would be meaningless. As a result, students would assume a more active role in the educational process and they would deal with the discovery and construction of knowledge in an action-based process. Furthermore, the student would realize concepts such as the centrality of learner, cooperative learning, etc., more efficiently.

scholarly journals PAPEL DO SUPERVISOR ESCOLAR DIANTE DA RELAÇÃO PROFESSOR-ALUNO

2018 ◽  
Vol 1 (4) ◽  
pp. 0690-0697
Author(s):  
Marlons Lino da Cruz ◽  
Antonio Marcos de Oliveira Siqueira
Keyword(s):  
Knowledge Construction ◽  
Educational Process ◽  
Good Relationship ◽  
Teacher Student ◽  
Process Learning ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Interpersonal Dimension

RESUMO. A preocupação básica deste estudo é refletir sobre o papel do supervisor escolar diante da relação professor/aluno, relação esta que se faz imprescindível para que o processo educativo aconteça. Este artigo tem como objetivo analisar a importância de um bom relacionamento entre professores e alunos no processo de construção do conhecimento. Realizou-se uma pesquisa bibliográfica considerando as contribuições de diversos autores, procurando enfatizar a importância do bom convívio entre educando e educadores, bem como a necessidade do pedagogo cuidar para que a dimensão interpessoal entre ensinantes e aprendentes não interfira de modo negativo no processo ensino-aprendizagem. Concluiu-se a importância de ter um supervisor escolar atuando como mediador dos afetos que ocorrem no interior da escola, de modo a garantir que o processo educativo formal aconteça com qualidade. ABSTRACT. The basic concern of this study is to reflect on the role of the school supervisor regarding the teacher / student relationship, which is essential for the educational process to happen. This article aims to analyze the importance of a good relationship between teachers and students in the process of knowledge construction. A bibliographic research was carried out considering the contributions of several authors, trying to emphasize the importance of the good coexistence between educating and educators, as well as the necessity of the pedagogue to take care that the interpersonal dimension between teachers and learners does not negatively interfere in the teaching process. learning. It was concluded the importance of having a school supervisor acting as a mediator of the affections that occur within the school, in order to ensure that the formal educational process happens with quality.

scholarly journals 95 BIAS “GURU-MURID” DAN BIAS “ORANG DALAM” DALAM STUDI-STUDI TENTANG KIAI

KRITIS ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 95-128
Author(s):  
J. Mardimin ◽  
Pamerdi Giri Wiloso ◽  
Sony Heru Priyanto
Keyword(s):  
Social Role ◽  
Point Of View ◽  
Teacher Student ◽  
Research Publications ◽  
Teacher Student Relationship ◽  
Student Relationship

Since 1980s, social role of the Kyai (Islamic Religious Teachers) has attracted many Indonesian dan International researchers. However, the research publications are mostly from the point of view of the Islamic researchers, therefore, they are less objective. We recognise „teacher-student relationship bias‟ and „insiders‟ point of view bias‟ because the researchers did backyard research. This article is meant to address the issue.

ARTHUR F. BUEHLER, Sufi Heirs of the Prophet: The Indian Naqshbandiyya and the Rise of the Mediating Sufi Shaykh (Columbia: University of South Carolina Press, 1998). Pp. 339. Price not available.

2000 ◽  
Vol 32 (4) ◽  
pp. 541-542
Author(s):  
John Renard
Keyword(s):  
South Carolina ◽  
Historical Background ◽  
Columbia University ◽  
University Of South Carolina ◽  
Spiritual Path ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
History Of ◽  
Student Relationship

Islamicists interested in Sufism have benefited from a growing number of worthwhile publications in recent years. Studies of South Asian Sufism in particular have broadened scholarly horizons by increasing the range of materials with which to reconstruct a complex history. One aspect of the history of Sufism that has been getting significant attention in various contexts lately is the role of authority in the person of the shaykh. Arthur Buehler offers in his study of South Asia's Naqshbandis something of a parallel to what Vincent Cornell has produced in his work on the role of the shaykh among North Africa's Shadhilis. He argues that Naqshbandi Sufism has witnessed an important shift in the role of the shaykh, from one of hands-on mystical tutelage to one of intercession. Buehler sets his chief argument in the context of evidence that major transformations occurred in the nature of Sufi spiritual authority beginning in the 9th through 11th centuries. In his first two chapters, Buehler lays out the general historical background. Before Sufism had been fully institutionalized into discrete orders, the “teaching shaykh” (shaykh at-ta⊂l―im) instructed all comers in the growing body of Sufi tradition. Imparting the wisdom of already legendary characters, they equipped their students with a working knowledge of the essentials of Sufism. They and their pupils were often quite mobile, and the teacher-student relationship remained relatively informal and distant. Beginning in the late 9th century, that relationship began to change. Over the next 200 years or so, a new kind of shaykh emerged as the normative type of Sufi authority. From a fixed abode, the “directing shaykh” (shaykh al-tarbiyya) provided increasingly proprietary instruction on the actual pursuit of the spiritual path to a select few disciples who pledged their sole allegiance to one spiritual guide. Now the shaykh imparted not merely generalized instructions on spiritual etiquette, but also soul-challenging advice and do-it-or-depart requirements for advancement on the mystical path. Regarded as virtually infallible, the directing shaykh initiated followers into a lineage, bestowed the khirqa, and generally exercised total authority over the disciple's daily affairs.

scholarly journals Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

2018 ◽  
Vol 58 ◽  
pp. 126-136 ◽  
Author(s):  
Karen Aldrup ◽  
Uta Klusmann ◽  
Oliver Lüdtke ◽  
Richard Göllner ◽  
Ulrich Trautwein
Keyword(s):  
Well Being ◽  
Mediating Role ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Misbehavior ◽  
Student Relationship

scholarly journals Exploring the Role of Student Teachers’ Self-Efficacy Beliefs and Teacher-Student Relationship Quality in Students’ School Adjustment Competencies

2018 ◽  
Vol 16 (45) ◽  
pp. 389
Author(s):  
Fatih Koca
Keyword(s):  
Student Teachers ◽  
Relationship Quality ◽  
Self Efficacy ◽  
School Adjustment ◽  
Efficacy Beliefs ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Formación Docente

Introducción. El objetivo de esta investigación fue examinar la relación entre la calidad de la relación profesor-estudiante, la creencia en la autoeficacia del profesorado y las orientaciones académicas y de comportamiento del estudiantado. De esta manera, la investigación actual podría ser útil para comprender y documentar los impactos directos e indirectos de las creencias de autoeficacia del profesorado sobre el vínculo entre la calidad de la relación profesor-estudiante y el ajuste escolar del estudiantado.Método. La muestra para este proyecto de investigación comprendió aulas de primaria y su profesorado, que están inscritos en programas de formación docente en una universidad grande en la Región Suroeste de los Estados Unidos. Ochenta y siete profesores (81 mujeres, 6 hombres) informaron sobre sus relaciones percibidas con 258 estudiantes de primaria (168 mujeres, 90 hombres).Resultados. Según la hipótesis, las niñas y los niños con calificaciones altas en conflicto relacional con el profesorado, también fueron percibidos como más desviados de comportamiento y menos competentes social y académicamente. Se identificó la tendencia inversa para las niñas y los niños con altas calificaciones en la cercanía relacional y la dependencia.Discusión y Conclusión. Además, el estudio actual mostró que el profesorado con creencias de mayor autoeficacia tienen más probabilidades de forjar relaciones más cercanas y cálidas con sus estudiantes, porque tenían más confianza en su capacidad y habilidades para el empleo de habilidades efectivas de gestión del aula y la capacidad de mejorar su compromiso.

Improvisational Drama as Inquiry: The Role of the Simulated-Actual in Meaning Making

2019 ◽  
Vol 20 (1) ◽  
pp. 63-74
Author(s):  
Joe Norris
Keyword(s):  
Social Interactions ◽  
Meaning Making ◽  
Human Condition ◽  
Audience Participation ◽  
Aging Parents ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Truth Claims ◽  
Student Relationship

Based upon more than 25 years as a director of ensembles of performative research, I provide example of improvisational approaches that I have taken to explore a range of social interactions including the teacher/student relationship, subtle differences among need/want/desire, practicum politics, trust, reading power in gender, judging strangers, locus of control, homelessness, and aging parents. Techniques have included image theater, hot-seating, manipulation of objects, trust falls, music, and metaphorical roles. Theoretical discussions include an unpacking of truth claims in imaginative endeavors that explore the plausible, the false separation of truth and fiction, re-examining what makes research empirical, ways of generating information other than the traditional questionnaire, and/or interview and dialogic audience participation. In addition to justifying this approach for performative research practitioners, it provides a variety of possibilities for those who seek other means to critically and imaginatively examine the human condition.

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