Higher Education in Law: A Student-Teacher Perspective

2020 ◽  
Author(s):  
Sandhya Kumari ◽  
Samanvi Narang
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Teacher Perspective

scholarly journals Rethinking student-teacher relationships in higher education: a multidimensional approach

2021 ◽  
Author(s):  
Roland Tormey
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Multidimensional Model ◽  
Three Dimensional Model ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractStudent-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

The Albanian Student-Teacher Perspective on Reasons for Choosing Teaching as a Career

2019 ◽  
pp. 79-97
Author(s):  
Livia Nano ◽  
Nada Kallçiu ◽  
Nikoleta Mita
Keyword(s):  
Student Teacher ◽  
Teacher Perspective

scholarly journals Reflecting on Partnerships of Sustainability Learning: Enacting a Lewin–Deleuze–Guattari Rhizome

2020 ◽  
Vol 12 (22) ◽  
pp. 9776
Author(s):  
Tanja Tillmanns ◽  
Alfredo Salomão Filho
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Teacher ◽  
Business Education ◽  
Lecture Hall ◽  
Change Agency ◽  
Sustainability Learning ◽  
To Come ◽  
Partnership Approach

This paper works towards the enactment of a Lewin–Deleuze–Guattari rhizome. We assemble Deleuze and Guattari’s principles of the rhizome, Lewin’s idea of re-education, and reflections on the performance of one of the authors in the lecture hall, bringing into being what could be a rhizomatic partnership approach to sustainability learning in a higher education setting. The reflections are based on experiences delivering a sustainability module within a business education context, mainly for international students in Germany. The purpose of this paper is to illuminate possibilities of student–teacher partnership assemblages, aiming to motivate sustainability change agency on “people-yet-to-come”: those who are open to enacting difference, or multifaceted, heterogeneous, and often partial transformations addressing the current plethora of contemporary crises.

The Concept of Teacher–Student/Student–Teacher in Higher Education Trends

Interchange ◽  
2015 ◽  
Vol 46 (3) ◽  
pp. 215-223 ◽  
Author(s):  
Jennifer Job ◽  
Bharath Sriraman
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Teacher Student

scholarly journals Teacher Dimensions in Technical Higher Education – A Student Perspective

2018 ◽  
Author(s):  
Gabriel-Mugurel Dragomir ◽  
Liliana Luminita Todorescu ◽  
Anca Greculescu
Keyword(s):  
Higher Education ◽  
Test Data ◽  
Student Teacher ◽  
Engineering Students ◽  
Current Paper ◽  
Student Perspective ◽  
The Real ◽  
Ideal Teacher ◽  
Student Teacher Relationship ◽  
Teacher Attributes

The current paper is based on a survey conducted on 321 engineering students studying at University POLITEHNICA of Bucharest and University POLITEHNICA of Timişoara. The research aims at outlining the profile of the teacher in technical higher education as depicted by engineering students. The results of the study highlight the importance of the student-teacher relationship and of the teacher’s roles as evaluator and examiner. Moreover, the test data show significant statistical differences between the real and ideal teacher in technical higher education from a student perspective. Regarding the dimensions of the teacher in technical higher education, based on the statistics, on a 1 to 5 scale, the results show similarities of the two models. For instance, students rank first intelligence and last elitism and competitiveness as teacher attributes.

scholarly journals Supporting ABET Students at Unisa during the Fourth Industrial Revolution

2021 ◽  
Author(s):  
Gezani Baloyi
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Student Teacher ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Industrial Revolution ◽  
Theoretical Framework ◽  
Internet Connectivity ◽  
Fourth Industrial Revolution

Teaching adult students in the context of the Fourth Industrial Revolution poses numerous difficulties in the global higher education context. Unisa students are generally adults who are working, but younger students also register with the institution, and they require support. The paper focuses on the adult students in the ABET department, which falls within the School of Educational Studies. The ABET student cohort comprises both older and younger students who are keen to learn. However, the lack of internet connectivity makes teaching and supporting them during the Covid-19 pandemic difficult, with a number of students situated in the rural areas. For the study, the researcher used the community of inquiry theoretical framework, which promotes interaction between student, teacher and content. At Unisa, teaching and learning take place on the myUnisa learning management system. The findings suggest that some students do not have the necessary skills to use myUnisa. The lack of skills in the use of technologies is a cause for concern.

Perception of smartphone use as clicker in lectures: a student–teacher perspective

2021 ◽  
pp. 1-10
Author(s):  
Mathieu Marty ◽  
Sabine Joniot ◽  
Philippe Pomar ◽  
Isabelle Bailleul-Forestier ◽  
Paul Monsarrat
Keyword(s):  
Student Teacher ◽  
Teacher Perspective ◽  
Smartphone Use

Exploring Instructor Evaluation, Affective Learning and Teacher Credibility in International Classrooms

2020 ◽  
Vol 6 (2) ◽  
pp. 40-47
Author(s):  
Peter de Boer ◽  
Prantik Bordoloi
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Native Language ◽  
Affective Learning ◽  
Business Environment ◽  
Student Diversity ◽  
Student Body ◽  
Teacher Credibility ◽  
Significant Difference ◽  
Diverse Student

In recent years the globalization trend in higher education has continued. This borderless educational world provides students opportunities to select and follow a study programme anywhere in the world. The resulting international classrooms create challenges and opportunities for international study programmes in preparing their diverse student populations for the demands posed by today’s fast-paced (business) environment. The teacher plays a pivotal role in accommodating the increasingly diverse student body and facilitating learning while being mindful of different learning styles, expectations and needs. Whereas initially the consequences of having an international classroom was taken for granted, higher education institutions have increasingly become aware that it involves more than offering the curriculum in English. In this study we explore the linkages between the student diversity, in terms of self-reported nationality, ethnicity and native language, affective learning and teacher credibility in the context of international classrooms. A key objective of this study was to check the reliability of the measurement items and scales for use in research pertaining to international classrooms. For this study, data was collected from 183 students following the International Business programme at an undergraduate level at one of the most international Universities of Applied Sciences in the Netherlands. The study sample had students from 35 different countries with the Dutch (42%) and German (19%) students constituting the largest group. The sample was divided into two groups: those with the same ethnicity, nationality and native language as the teacher (student-teacher congruence), and those who were different (student-teacher incongruence). The results of this research suggest that the measurement tools for teacher credibility and affective learning are valid, whereas the tool for nonverbal immediacy did not prove reliable. In addition, the theory-driven hypotheses were not supported as no significant difference was found between the scores of affective learning and teacher credibility between the two different groups of students.

scholarly journals The Teachers’ Assessment Knowledge and Practice: Contribution of the Past-Time Experiences to the Present-Time Decision

2020 ◽  
Author(s):  
Ummi Rasyidah ◽  
Novita Triana ◽  
Ali Saukah
Keyword(s):  
Higher Education ◽  
Student Teacher ◽  
Teaching And Learning ◽  
The Body ◽  
Local Context ◽  
Specific Reference ◽  
Assessment Practice ◽  
Teacher Professional ◽  
Knowledge And Practice ◽  
Teacher's Knowledge

It is interesting to scrutinize that many variables contribute to a teacher’s assessment knowledge and practice. The teacher’s knowledge is required to comprise not only those of the subject matter and general pedagogy but also that of students. What the teacher experienced as a student-teacher in higher education context likely transformed into her knowledge of teaching, intertwining with her insights of the current development in teaching and learning as well as technology. Using narrative inquiry as its method, the present study highlights a female Indonesian teacher’s assessment knowledge and practice within the context of higher education. The essentials of having a complete story about what she experienced as a student and what she did as a teacher provide an insight on how the experiences shaped her knowledge in making decision regarding the classroom assessment. The qualitative analysis about the content and the nature of assessment knowledge and practice come up with three findings related to time, place, and social. First, current assessment practice was affected by her experiences as a student-teacher. Second, her awareness of the advancement in technology enable her to bring assessment practice to occur in three places: inside, outside, and virtual. Third, her assessment knowledge and practice are influenced by her knowledge and assumptions about learning. Regardless of the findings which are limited to a local context, it is expected that the discussion of this study contributes to the body of knowledge on teacher professional development with specific reference to assessment knowledge and practice.

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