scholarly journals Lost Trust? The Experiences of Teachers and Students during Schooling Disrupted by the Covid-19 Pandemic

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Tijana Jokić Zorkić ◽  
Katarina Mićić ◽  
Tunde Kovacs Cerović
Keyword(s):  
Student Teacher ◽  
Poor Performance ◽  
Role Expectations ◽  
Relational Trust ◽  
Hybrid Education ◽  
Institutional Conditions ◽  
Student Teacher Relationship ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Teachers Perspectives

This paper aims to help understand how relational trust between students and teachers embedded in the teaching-learning process unfolded during the emergency distance and flexible hybrid education in Serbia in 2020. It also identifies niches in student-teacher relationships that hold potential for repairing and building trust. For the student-teacher relationship to be trust-based and thus conducive to students’ learning and wellbeing, a consensus about role expectations must be achieved. As the Covid-19 crisis interrupted schooling and education, participants faced uncertainties and ambiguities in role enactment, and the cornerstones of relational trust were disrupted. In an effort to understand 1) the context in which trust was challenged, 2) the ways in which trust was disrupted, and 3) the opportunities for its restoration, we relied on a multi-genre dynamic storytelling approach to data collection and values analysis for data processing. A total of 136 students and 117 teachers from 22 schools wrote 581 narratives in three genres: stories, letters and requests. The analysis yielded 22 codes that allowed further understanding of how changes in structural and institutional conditions affected both students’ and teachers’ expectations of each other, and how incongruence of these expectations fed into feelings of helplessness for both students and teachers, disengagement from learning for students, and heavy workload and poor performance for teachers. In addition, the narratives account for positive outcomes when these expectations were met, and for opportunities for trust-building if students’ and teachers’ perspectives are brought to each other’s attention and negotiated locally. Finally, recommendations for restoring trust are given.

Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development

1990 ◽  
Vol 60 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Nona Lyons
Keyword(s):  
Student Teacher ◽  
Teacher Narratives ◽  
Student Teacher Relationship ◽  
Alternative Perspective ◽  
Teachers Perspectives

In this article Nona Lyons explores the nature and meaning of the dilemmas teachers encounter in their classrooms as they, along with their students, respond to and interpret the tasks of learning. Through analyses of teacher narratives, Lyons reveals how the teachers' perspectives toward knowledge and their view of themselves and of their students as knowers enter into their work and can at times be part of their development. In taking up these epistemological issues, Lyons illuminates features of the student-teacher relationship and offers an alternative perspective to current discussions about teachers' knowledge.

scholarly journals Iranian Language Teachers and Students Perspectives on Total English Series at Intermediate Level

2014 ◽  
Vol 5 (1) ◽  
pp. 463-488
Author(s):  
Mehdi Azadsarv ◽  
Mohammad Taghvaee ◽  
Ali Zangoei
Keyword(s):  
Point Of View ◽  
Language Teachers ◽  
Intermediate Level ◽  
Learning Situation ◽  
Efl Learners ◽  
Interview Session ◽  
Teachers And Students ◽  
Specific Teaching ◽  
Teaching Learning ◽  
Teachers Perspectives

As the means of transferring knowledge between teachers and students, coursebooks play a significant role in educational practices all over the world. Evaluation of coursebooks is also of great significance as it manages to a better understanding of the nature of a specific teaching/learning situation. The present study is an attempt to evaluate Total English coursebook from both Iranian EFL learners and teachers perspectives. Ninety three students and 20 teachers participated in this study. Fifty one of the students and 11 of the teachers were male and 42 of the students and nine of the teachers were female. The range of teachers' experience of teaching the coursebook was between 2-4 years and the range of students' experience of studying the coursebook was between 1-3 years. The data collection took place in three language institutes of Gilan and Mazandaran provinces. The coursebook, evaluated based on modified version of Cunningsworth's (1995) checklist, was the intermediate level of Total English. It was evaluated by both students and teachers based on administering written questionnaires. In order to triangulate the gathered data, 25 percent of the teachers and 10 percent of the students attended an interview session. Data analysis indicated that strength of Total English from teachers' perspective was culture and from students' point of view were visuals as well as practice and testing. Moreover, from students' perspective, the primary shortcoming of the coursebook was phonology.

scholarly journals Teachers' Perspectives about Distance Education for Refugee Students Amid the COVID-19 Pandemic in Greece: Challenges and Implications

2021 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Anastasia Gkaintartzi
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
School Closure ◽  
Vulnerable Groups ◽  
Small Scale ◽  
Distance Teaching ◽  
Refugee Students ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Teachers Perspectives

This article presents a small scale qualitative study which aims to investigate the teachers' perspectives, practices and experiences regarding distance teaching and learning among refugee students in Greece during the first wave of the COVID-19 pandemic. Through the teachers' voices, we attempt to initially map and frame the context of distance education for refugee students, as it was implemented during the first lockdown (March-May 2020) and understand the experiences, challenges and changes involved for both refugee students and teachers. The study was conducted through open-ended online questionnaires, which were completed by 27 participant teachers, teaching students with a refugee/migrant background in their classes and implementing distance teaching during the first COVID-19 school closure. The findings provide insights into the ways teachers and students responded to and experienced distance education as well as the challenges and possibilities involved. Implications are drawn for supporting vulnerable groups with (language) teaching/learning in crisis.

scholarly journals Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

2012 ◽  
Vol 29 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Mark Kavenagh ◽  
Elizabeth Freeman ◽  
Mary Ainley
Keyword(s):  
Teacher Perceptions ◽  
Student Teacher ◽  
Help Seeking ◽  
Strong Relationship ◽  
Adolescent Boys ◽  
Teachers Perceptions ◽  
Student Teacher Relationship ◽  
English Class ◽  
Teacher Student ◽  
Teachers And Students

Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

scholarly journals EXPLORING TEACHERS AND STUDENTS’ PERSPECTIVES TOWARD NEGOTIATED SYLLABUS IN ENGLISH LEARNING FOR SENIOR HIGH SCHOOL

2021 ◽  
Vol 4 (1) ◽  
pp. 142-151
Author(s):  
Imam Ghozali ◽  
Banun Havifah Cahyo Khosiyono ◽  
Muhammad Ulil Abror
Keyword(s):  
Error Correction ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Evaluation Methodology ◽  
Course Content ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
Teachers Perspectives

Designing language syllabus is one of the important processes in the English language teaching contexts. Ensuring both teachers and students’ needs what and how their teaching and learning are applicable, negotiated syllabus can be proposed in teaching-learning processes. This study aims to find the teachers' and students' perspectives to determine whether aspects of the syllabus may be negotiable. Qualitative descriptive is used in this research. The participants involved were four English teachers and twenty students. Data were collected by using a questionnaire in the form of open-ended questions. The syllabus aspects that may be interested to negotiate according to Boon (2011) are course content, lesson aims, sequencing, material, homework, evaluation, methodology, groupings, and error correction. Both teachers and students believe the eleven areas could be negotiated. However, there are some debates in several areas. According to some teachers’ perspectives, the area of material, homework, evaluation, and error correction are not needed to be negotiated. Besides, according to some students, the area of course content, lesson aim, sequencing, material, grouping, and error correction are the teachers’ responsibilities.

scholarly journals Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

2010 ◽  
Vol 11 (2) ◽  
pp. 33 ◽  
Author(s):  
Peter Bergström
Keyword(s):  
Learning Outcomes ◽  
Professional Learning ◽  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Assessment Process ◽  
Student Teacher Relationship ◽  
Beliefs About Teaching ◽  
Teaching Learning ◽  
Three Phases

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

scholarly journals Psychosocial Aspects Regarding Student-Teacher Relationship in the Lesson of Physical Education

GYMNASIUM ◽  
2017 ◽  
Vol XVIII (1) ◽  
Author(s):  
Gabriel Lupu
Keyword(s):  
Physical Education ◽  
Student Teacher ◽  
Psychosocial Aspects ◽  
The Other ◽  
Sports Teams ◽  
Technical Staff ◽  
Student Teacher Relationship ◽  
School Sports ◽  
Other Hand ◽  
Teachers And Students

Knowledge and adjustment relations in the psychosocial sports groups should be a permanent concern of those who seek to obtain performance (coaches, teachers, psychologists, technical staff, etc.), by exploiting all the factors that contribute to obtain it. We approached this issue because we believe that the relations established between students on one hand and between teachers and students on the other hand within the collective of students and representative sports teams are very complex and insufficiently studied. Based on the dramatic and conflictual circumstances identified, one can conceive, direct and apply in practice (at the desk or directly on the ground) a number of shares stressful and / or actions charging the emotional through which to try reducing tensions, diminishing and psychosocial conflicts rebalancing construction of a collective class or representative teams of school sports games.

scholarly journals The Role of Elementary Teachers’ Emotional Intelligence Competencies in improving Students’ Motivation and Student-Teacher Relationship

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 492-499
Author(s):  
Dr. Riffat-un-Nisa Awan ◽  
Dr. Muhammad Nadeem Anwar ◽  
Samreen Farooq
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
Elementary School Teachers ◽  
Student Teacher ◽  
Self Regulation ◽  
Self Awareness ◽  
Emotional Competencies ◽  
Student Teacher Relationship ◽  
Teaching Learning

Emotional intelligence is an accumulation of many emotional intelligence competencies and these competencies are generally found in people with different variations. Emotionally strong teachers impact teaching learning process in schools positively. The present study was conducted to find out the effects of emotional intelligence (EI) competencies of teachers on student-teacher relationship and student’s motivation at elementary level. Twenty five competencies of teachers were explored under five major domains i.e. emotional self-awareness, motivation, self-regulation, social-skills and social-awareness. Goleman’s Emotional Competence Inventory (Boyatzis & Goleman, 2002) was used as a tool for data collection. Two questionnaires were developed by the researchers after review of related literature for measuring the student’s motivation and student-teacher relationship. For assuring the reliability of instrument, Cronbach alpha reliability coefficient was calculated, which ranged from 0.73 to 0.86. One hundred and sixty elementary school teachers (EST) and senior elementary school educators (SESE) were selected as the sample of the study from two tehsils of Sargodha district. The data of one hundred and fifty one respondents were analyzed through t-test, one way ANOVA and regression analysis. The findings discovered that teacher’s EI competencies had significant effect on students’ motivation and student-teacher relationship in elementary schools. There was no gender difference in emotional competencies of teachers. It was concluded that age had significant effect on teacher’s EI competencies as younger ones scored higher on ECI. It was recommended that training programs may be organized to enhance teachers’ emotional intelligence competencies.

scholarly journals Análise dos relatos apresentados no XII ENEM

ForScience ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e00855
Author(s):  
Letícia Mara de Faria ◽  
Thais Oliveira Duque
Keyword(s):  
Student Teacher ◽  
Basic Education ◽  
Teaching Mathematics ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teaching Of Mathematics ◽  
Student Relationship ◽  
Teaching Learning ◽  
The Relationship

Sabe-se que o processo de ensino-aprendizagem na Educação Matemática envolve diversos aspectos, e, muitas vezes, a relação que o aluno tem com o professor pode causar barreiras para o aprendizado. Sob esse contexto, o presente artigo expõe uma questão importante: a relação professor-aluno, apresentando uma abordagem do porquê e de que maneira algumas tendências metodológicas de ensino da matemática podem influenciar na construção dessa relação, bemcomo discussões sobre tais tendências,a partir da busca por publicações referentes ao tema. As autoras analisaram os Relatos de Experiência, com base em tendências metodológicas do ensino da matemática, submetidos ao XII ENEM. Foi realizada, nesse sentido, uma análise quantitativa e qualitativa, e observou-se que está presente, nos relatos, a aproximação que as metodologias proporcionam na relação professor-aluno. Tal fato foi identificado em todos os níveis de ensino descritos nos relatos que abrangem toda a educação básica (Ensino Infantil, Ensino Fundamental e Ensino Médio), além da educação para Jovens e Adultos e oEnsino Superior. Ressalta-se a importânciada relação professor-aluno para que se alcance uma aprendizagem ativa e significativa, bem como se destacam definições e conceitos sobre as tendênciasResolução de Problemas, Etnomatemática e Uso de Jogos Matemáticos. Palavras-chave: Ensino-aprendizagem. Tendências Metodológicas. Relação Professor-aluno. XII ENEM. Educação Matemática.   Analysis of reports presented in the XII ENEM: the student - teacher relationship and the trends for teaching mathematics  Abstract  It is known that the teaching-learning process in Mathematics Education involves several aspects, and, sometimes, the relationship between student – teacher can lead to barriers in learning.In this context, this article brings an important issue, that is,the teacher - student relationship. It is presented an approach based on thereasons and how some methodological trends in teaching mathematics can influence the construction of this relationship, as well as trends based on publications on the topic. The authors analyzed the Experience Reports based on Methodological Trends in the teaching of mathematics, submitted to the XII ENEM. A quantitative and qualitative analysis was performed, and it was observed that the approximation in which the methodologies provide in the teacher-student relationship are presented in the reports. This fact was identified at all levels of advanced education in the reports that cover all basic education (kindergarten, elementary school and high school), in addition to education for young people and adults and higher education. The importance of the teacher-student relationship is emphasized in order to achieve active and meaningful learning, as well as definitions and concepts of such trends, namely, Problem Solving, Ethnomathematics and the use of Games. Keywords: Teaching-learning. Methodological Trends.Teacher-student relationship.XII ENEM. MathematicalEducation.

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