scholarly journals Autorrevelación docente: una revisión de la literatura.

2021 ◽  
Vol 1 (23) ◽  
pp. 13-26
Author(s):  
Facundo Alberto Peña Froment ◽  
Alfonso Javier García González ◽  
María Rocío Bohórquez Gómez-Millán
Keyword(s):  
Student Learning ◽  
Interpersonal Relationships ◽  
Learning Process ◽  
Academic Motivation ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Self Disclosure ◽  
Course Content ◽  
Teacher Student ◽  
Teaching Learning

To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.

scholarly journals University Students’ Perceptions of the Effects of Teacher Self-Disclosure in the English Language Classroom

2018 ◽  
Vol 3 (3) ◽  
pp. 275
Author(s):  
Mohsine Jebbour
Keyword(s):  
University Students ◽  
English Language ◽  
Personal Information ◽  
Classroom Teacher ◽  
Cognitive Learning ◽  
First Year Students ◽  
Self Disclosure ◽  
Course Content ◽  
Teacher Student ◽  
Language Classroom

<p><em>The purpose of this study was to elicit university students’ views about the potential effects that teacher self-disclosure may have in the English language classroom. Teacher self-disclosure—defined as the use of personal information to explain the course content to students in the classroom—was implemented in the ‘spoken English’ course in three sessions. The research method for data collection was interviewing 15 first year students attending the course. Thematic analysis was employed to develop common themes from the respondents’ answers. Results suggest that teacher self-disclosure might be used as an effective instructional practice to increase student motivation, develop a positive teacher-student relationship, enhance cognitive learning, and seek students’ attention in the learning process.</em></p>

scholarly journals An Effective Practice of ICT Tools in Higher Education to Improve the Teaching Learning Process

2021 ◽  
Vol 23 (06) ◽  
pp. 940-960
Author(s):  
Dr. Kendaganna Swamy S ◽  
◽  
Shaila H Kopal ◽  
Sushmitha N ◽  
Shruthi P ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Continuous Process ◽  
Assessment Tools ◽  
Innovative Teaching ◽  
Course Content ◽  
Information And Communication ◽  
Internet In Education ◽  
Teaching Learning

Education is a process that simplifies learning. It should be a continuous process in one’s life to attain success. Over the decades, Information and Communication Technologies (ICT) have gradually begun to play a very important role in education, with their usage in education is growing worldwide continuously. These methods allow access to information through the internet. In education, ICT is the method of teaching that uses information and communication technology to support, improve and optimize the transfer of information, in turn leading to the invention of smart education. This improves the quality of teaching, the learning process of students and ultimately facilitates e-learning. It is commonly believed that technology can empower educators and students, making substantial contributions to knowledge and achievement. This paper gives an insight into the various tools that help instructors to develop online course content using Learning Management System tools. These tools allow the instructors to conduct online classes from any location using tutor tools and desktop recording tools to record screen output for further use. The instructor can assess the students in their course using assessment tools and can also enhance teaching methods using innovative teaching tools. The paper also throws limelight on the feedback taken by the faculty as well as the students about the usage of various tools in higher education which helps in analyzing the best suitable tools.

scholarly journals KEMANDIRIAN DAN ATENSI SISWA YANG DIAJAR MENGGUNAKAN GROUP INVESTIGATION TERINTEGRASI POWER TEACHING DALAM MATA PELAJARAN BIOLOGI

2017 ◽  
Vol 4 (1) ◽  
pp. 433
Author(s):  
Faridatul Maghfiroh ◽  
Muslimin Ibrahim ◽  
Soetjipto Soetjipto
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Female Students ◽  
Test Design ◽  
Self Confidence ◽  
Student Learning Outcome ◽  
Post Test ◽  
The Media

This research is based on the fact that the indicators of student’s independence and attention are low in learning process. This research aimed to describe the level of student’s independence (aspect of self confidence and responsibility), level of student’s attention (sustained attention and executive attention), cognitive learning outcome, student’s response, learning process, and the problems of learning process. The research design used is one group pretest-post test design, and analyzed using descriptive qualitative. The research was conducted on the students of senior high school (Madrasah Aliyah) class X in second semester. The result of research shows the level of student’s independence, attention and test score of student learning outcome either male or female students were improving. The student’s response of learning by using the integrated group investigation of power teaching also gets a good response and the learning process is categorized as very good category. Problem faced is only about creating the media of presentation but it can solved by student’s creativity to create the media. The conclusion of this research, is that by using The Integrated group Investigation of power teaching can keep the student’s independence, attention, and student learning outcome in ecosystem material. Thus method also gets a good response, and learning process is categorized as a very good category, and the problem of learning process can be solve by student’s creativity.: Penelitian ini dilatarbelakangi oleh kenyataan bahwa masih terdapat indikator – indikator kemandirian dan atensi siswa yang rendah dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan tingkat kemandirian siswa (aspek percaya diri dan tanggung jawab), tingkat atensi siswa (aspek atensi berkelanjutan dan atensi eksekutif), hasil belajar kognitif, respon siswa, keterlaksanaan rencana pembelajaran, dan kendala-kendala pada proses pembelajaran. Desain penelitian yang digunakan adalah One Group Pretest-Postest Design, dan analisis data secara deskriptif kualitatif. Penelitian ini dilaksanakan pada siswa MA (Madrasah Aliyah) kelas X pada semester genap. Hasil penelitian menunjukkan tingkat kemandirian, tingkat atensi, dan tes hasil belajar siswa baik kelas putra ataupun kelas putri mengalami peningkatan. Respon siswa terkait pembelajaran menggunanakan Group Investigation terintegrasi Power Teaching juga mendapatkan respon yang baik, dan keterlaksanaan kegiatan pembelajaran tergolong pada kategori baik sekali. Kendala yang dihadapi hanya terkait pada pembuatan media presentasi, akan tetapi hal tersebut dapat diatasi dengan kreatifitas masing – masing siswa dalam pembuatan media tersebut. Simpulan penelitian ini, bahwa metode pembelajaran Group Investigation terintegrasi Power Teaching dapat mempertahankan kemandirian, atensi, dan hasil belajar kognitif siswa pada materi ekosistem. Metode tersebut juga mendapatkan respon yang baik, dan keterlaksanaan  rencana pembelajaran yang juga tergolong baik sekali, serta kendala pembelajaran yang bisa diselesaikan dengan kreativitas siswa.

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem

2007 ◽  
Vol 17 (2) ◽  
pp. 109-125 ◽  
Author(s):  
Andrew J. Martin ◽  
Herbert W. Marsh ◽  
Dennis M. McInerney ◽  
Jasmine Green ◽  
Martin Dowson
Keyword(s):  
High School Students ◽  
Interpersonal Relationships ◽  
Achievement Motivation ◽  
Academic Motivation ◽  
Structural Equation Models ◽  
Self Esteem ◽  
Teacher Student ◽  
Teachers And Parents ◽  
Parent Child Relationships ◽  
Parent Child

AbstractThe aim of the present study was to better understand the combined and unique effects of teacher–student and parent–child relationships in students' achievement motivation and self-esteem. Participants were 3450 high school students administered items assessing their interpersonal relationships, academic motivation and engagement, academic self-concept, and general self-esteem. Preliminary correlations showed that both teacher–student and parent–child relationships are significantly associated with achievement motivation and general self-esteem. Importantly, however, when using appropriate structural equation models to control for shared variance amongst predictors, findings showed that although teachers and parents are clearly influential, after controlling for gender, age, and the presence of both interpersonal relationships in the one model, teacher effects are stronger than parent effects, particularly in the academic domain.

scholarly journals Developing Formative Evaluation Model to Improve Students' Learning Outcome at Vocational High Schools

2018 ◽  
Vol 5 (5) ◽  
pp. 87
Author(s):  
Atin Prihatin ◽  
Sudiyanto ◽  
Hermanu Joebagio
Keyword(s):  
High Schools ◽  
Student Learning ◽  
Learning Process ◽  
Evaluation System ◽  
Qualitative Data ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Field Research ◽  
Vocational High Schools ◽  
Teaching Learning

Evaluation is divided into several kinds, one of which is formative evaluation. Formative evaluation is appropriately used because the process involves students directly in the learning process and is able to improve students' conceptual understanding. The qualitative data were taken from a field research consisting of: 1) observations, observing the students' activities during teaching-learning process and their learning activities while doing evaluation; 2) Interviews, the techniques used were open interview, the interview conducted with the informants using interview guides and documentation analysis. From the results of the case study, some problems were found. To overcome the problems, a model of formative evaluation needs to be developed in order to provide fast feedback for the students and the teachers. The purpose of this research is to make formative evaluation model for ICT (Information and Communication Technology) learning in Vocational High Schools. The design of the research was research and development of a formative evaluation model. The instruments used were questionnaires for product feasibility tests including book review validation, pre-learning quiz instruments, post-learning quiz instruments and product-segment models. Based on the results of qualitative data, interviews were conducted to both students and ICT teachers, and documentation recorded. It was found that 90% teachers had not done formative evaluation system well. On one hand, the results of quantitative data analysis show that the results of student learning, especially ICT subjects were still relatively low. From the above data, it can be concluded that it is necessary to do research on the development of formative evaluation model to improve student learning outcomes in Vocational High Schools.

Flipped Classroom and Its Effectiveness in a Post Graduate Marketing Course

2018 ◽  
Vol 7 (5) ◽  
pp. 1
Author(s):  
Vijay Prakash Anand
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Marketing Management ◽  
Post Graduate ◽  
Course Content ◽  
Postgraduate Programme ◽  
The World ◽  
Traditional Mode ◽  
Teaching Learning

Technology has brought a lot of change in the world of business and governance. It is also changing the world of education. Now traditional mode of lecture is getting replaced by flipped classroom mode of teaching learning. This paper aims to analyze the effectiveness of flipping a part of Marketing Management I course content of a postgraduate programme, to the teaching learning process at Jaipuria Institute of Management, Lucknow. The present study is successful to the extent of implementation of flipped classroom mode partially in a course. Further it may be expanded to larger percentage of the course and subsequently to more courses in the overall programme.

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Lia Andriani ◽  
Taufik Samsuri ◽  
Ida Royani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Teaching Learning ◽  
Cognitive Learning Outcomes

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

scholarly journals Evaluación de la inteligencia emocional del maestro de educación física en centros educativos de la Región de Murcia.

2020 ◽  
pp. 13-22
Author(s):  
M. Carboneros Castro ◽  
N. Gutiérrez-Ruiz ◽  
M. Martínez-Quiles ◽  
K. Deliautaite ◽  
S. Angosto
Keyword(s):  
Emotional Intelligence ◽  
Teacher Training ◽  
Physical Education ◽  
Learning Process ◽  
Psychological Factor ◽  
The Other ◽  
Physical Education Teachers ◽  
Teacher Student ◽  
Las Mujeres ◽  
Teaching Learning

La inteligencia emocional es un factor psicológico clave para generar un vínculo profesor-alumno y un proceso de enseñanza-aprendizaje óptimo. Por ello, el objetivo del presente estudio fue conocer el nivel de inteligencia emocional en docentes de Educación Física. La muestra constó de 94 maestros de Educación Física de diferentes colegios de la Región murciana. El cuestionario, utilizado de forma electrónica, fue el TMMS-24. Los resultados únicamente mostraron una correlación positiva entre la claridad y la reparación emocional, siendo esta última dimensión la que obtuvo mejores puntuaciones entre los participantes. En relación al género, las mujeres manifestaron puntuaciones superiores en la reparación emocional. Por otro lado, los maestros con una experiencia inferior a cinco años mostraron valores superiores en inteligencia emocional, mientras que los más expertos obtuvieron valores superiores en reparación emocional. El análisis de estos resultados ayuda a mejorar los procesos de formación de los docentes en este ámbito. Emotional intelligence is a key psychological factor to generate a teacher-student bond and an optimal teaching-learning process. Thus, the aim of this study was to know the level of emotional intelligence in Physical Education teachers. The sample consisted of 94 Physical Education teachers from different schools in the Region of Murcia. The questionnaire, used electronically, was the TMMS-24. The results only showed a positive correlation between clarity and emotional repair, with the latter dimension obtaining the highest scores among the participants. In relation to gender, females showed higher scores in emotional repair. On the other hand, teachers with less than five years' experience showed higher values in emotional intelligence, while the more experienced ones obtained higher values in emotional repair. The analysis of these results helps to improve teacher training about emotional intelligence.

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