scholarly journals Um Estudo Analítico das Práticas Formativas no Estágio Supervisionado das Licenciaturas em Matemática

2021 ◽  
Vol 14 (2) ◽  
pp. 181-191
Author(s):  
Maria Marta da Silva ◽  
Wellington Lima Cedro
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Mathematical Knowledge ◽  
Meta Analysis ◽  
Teaching Profession ◽  
Mathematics Courses ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
And Training

Resumo Este artigo tem como objetivo analisar as práticas formativas apresentadas em um conjunto de dissertações e teses que versam sobre o Estágio Curricular Supervisionado na Licenciatura em Matemática. O corpus desse trabalho compreende 19 dissertações e teses publicadas no período compreendido entre os anos de 2001 a 2015. Esses trabalhos foram classificados em três categorias: prática-reflexiva, estratégias metodológicas e compartilhamento de ações. Esse trabalho caracteriza-se como uma metanálise e teve como base uma revisão bibliográfica em bases de dados públicas. Ao retomar esses trabalhos publicados como objetos de estudo, estamos valorizando o que foi pesquisado e sistematizado por esses autores e autoras, como também abrindo possibilidades para novas contribuições e propostas formativas ancoradas no que foi apresentado. Deste modo, os resultados indicam que cada categoria privilegia determinadas características formativas, como também tendem a valorar a relação professor-aluno de maneira diferente, além de esperarem um fazer docente também distinto. Os dados também nos sugerem um movimento formativo que saiu de uma proposição em relação ao professor em formação que parte da postura reflexiva e caminha para uma reflexão centrada na ação da relação teoria-prática. Em última instância, vemos uma valoração dos conceitos de compartilhamento e mediação em que estes são agregados ao processo, passando pela necessidade de um aprofundamento teórico e conceitual do conhecimento matemático. Palavras-chave: Estágio Supervisionado. Licenciaturas em Matemática. Práticas Formativas. AbstractThis article aims to analyze the formative practices presented in a set of dissertations and theses that deal with the Internship in Mathematics courses. The corpus of this work comprises 19 dissertations and theses published in the period from 2001 to 2015. These works were classified into three categories: reflective-practice, methodological strategies and sharing of actions. This work is characterized as a meta-analysis and was based on a bibliographic review in public databases. By resuming these published works as objects of study, we are valuing what was researched and systematized by these authors, as well as opening possibilities for new contributions and training proposals anchored in what was presented. Thus, the results indicate that each category favors certain formative characteristics, as well as they tend to value the teacher-student relationship differently, in addition to expecting a different teaching profession. The data also suggest a formative movement that came out of a proposition in relation to the teacher in training that starts from the reflexive posture and moves towards a centered reflection on the action of the theory-practice relationship. Ultimately, we see an appreciation of the concepts of sharing and mediation in which they are added to the process, going through the need for a theoretical and conceptual deepening of mathematical knowledge. Keywords: Internship. Mathematics Courses. Teacher Education.

scholarly journals The association between school discipline and self-control from preschoolers to middle school students: A three-level meta-Analysis

2019 ◽  
Author(s):  
Jian Bin Li ◽  
Shan-Shan Bi ◽  
Yayouk Willems ◽  
Catrin Finkenauer
Keyword(s):  
Middle School ◽  
Individual Differences ◽  
School Environment ◽  
School Discipline ◽  
Meta Analysis ◽  
Self Control ◽  
Effect Sizes ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that distinguishes students with good self-control from those with poor self-control. However, the existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three components of school discipline (i.e., structure, support, and teacher-student relationship) and self-control in students from preschool to high school. Based on 65 studies reporting 247 effect sizes (N = 55,940), the results show that school discipline is positively related to self-control (r = .189, p < .001, 95% CI = [.148, .229]). No significant publication bias was found. Moderator analyses showed that effect sizes are similar in magnitude across students’ sex, age, and ethnicity, school level, discipline level, culture (individualism and power distance), informant of school discipline and self-control, research design, and time lag. The effect size was stronger for the teacher-student relationship component and for studies using the same informant to assess the two constructs. These findings point to the importance of school discipline, particularly a good teacher-student relationship, associated with individual differences in self-control in students from preschool to middle school.

scholarly journals Teachers' stress in the context of the COVID-19 coronavirus pandemic – the perspective of teacher-student relationship

2021 ◽  
Vol XII (3 (36)) ◽  
pp. 45-70
Author(s):  
Stefan Tomasz Kwiatkowski
Keyword(s):  
Interpersonal Relations ◽  
Teaching Profession ◽  
Remote Work ◽  
Number Of Solutions ◽  
Teacher Student ◽  
Starting Point ◽  
Teacher Student Relationship ◽  
The Subject ◽  
Student Relationship

The subject of the article is the vocational stress experienced by teachers in the time of the COVID-19 coronavirus pandemic. The starting point for the considerations presented in the text was the specificity of working in the teaching profession - belonging to the group of support professions - which is the source of a number of burdens and tensions, which in the next part of the text are shown from the perspective of the stress experienced by people in general during the pandemic. Then, using the results of selected analyzes, the focus was on the professional burdens of teachers resulting from remote work, with particular emphasis on those resulting directly or indirectly from broadly understood interpersonal relations with students. In the summary of the article, a number of solutions were proposed, the introduction of which could be useful in terms of strengthening teachers’ ability to cope with stress.

scholarly journals Students’ Mental Health: The importance of the teacher’s role and training

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Catalina Núñez Díaz
Keyword(s):  
Mental Health ◽  
Adverse Outcomes ◽  
Traditional Role ◽  
Teacher Student ◽  
Health Dimension ◽  
Mental Health Dimension ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teachers Training ◽  
And Training

The adverse outcomes of society's mental health require questioning and rethink the school's traditional role, especially the teachers' role facing this crucial dimension of the students' development. These professionals collaborate every day on the students' progress through the teachers' practices in the classroom, and the relations established every day in the educational context. Therefore, this collaboration must go beyond the contents and skills related to traditional disciplines included in the schools' curricula. This article's objective is to propose action lines, addressing the practices and possibilities that teachers' training could offer addressing the support of the students in the mental health dimension, divided into three axes through a literature review. These establish the teacher-student relationship, including strategies that foster a positive school climate and detect possible communication issues in students with the corresponding network. For this, it is required an approach of the school as a community that supports the students' mental health's enhancing processes, but mostly the inclusion of pre and in-service teachers' training processes. The primary purpose is to offer more tools that allow the development and early intervention facing possible issues linked to this dimension.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

The Association between Interparental Conflict and Problematic Internet Use among Chinese adolescents: Testing a Moderated Mediation Model

2020 ◽  
Author(s):  
Lin-Xin Wang ◽  
Kai Dou ◽  
Jian Bin Li ◽  
Ming-Chen Zhang ◽  
Ji-Yao Guan
Keyword(s):  
Interparental Conflict ◽  
Time Perspective ◽  
Moderated Mediation ◽  
Problematic Internet Use ◽  
Mediation Model ◽  
Moderated Mediation Model ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Negative Time

Although interparental conflict is a risk factor for adolescent problematic internet use (PIU), little research has investigated the mediating and moderating mechanisms underlying this association from the perspective of "school × family" interplay. To address such gaps, this study tested the idea that interparental conflict might be associated with PIU in adolescents via restraining the protective effect of future positive time perspective and via boosting deleterious effect of future negative time perspective. In addition, this study also investigated the moderation effect of teacher-student relationship in the association between interparental conflict and future time perspective. Using three-wave longitudinal data, with each time point spanning three months apart, this study examined the aforesaid questions in a sample of 523 Chinese adolescents (M age = 14.64, SD = 1.37; 276 boys and 247 girls). Results of moderated mediation model indicated that interparental conflict at T1 was associated with PIU at T3 in adolescents through future negative time perspective at T2, especially for adolescents with a great teacher-student relationship. These findings shed light on the underlying mechanisms that explain how interparental conflict is associated with PIU in adolescents and provide effective prevention and intervention strategies of PIU in a Chinese cultural context

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