scholarly journals Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

2019 ◽  
Author(s):  
Kashif Raza
Keyword(s):  
Student Teacher ◽  
Mixed Methods Research ◽  
Faculty Perceptions ◽  
English Studies ◽  
Student Expectations ◽  
Faculty Expectations ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
English Faculty ◽  
Gulf Arab

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

scholarly journals An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?

2018 ◽  
Vol 19 (1) ◽  
pp. 3-19
Author(s):  
Drew Bird ◽  
Katy Tozer
Keyword(s):  
Student Teacher ◽  
Research Methodology ◽  
Teaching Practice ◽  
Solo Performance ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Self Study ◽  
Theatrical Performance ◽  
The Impact ◽  
Opening Up

With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.

scholarly journals The Impact of Academic Press and Student Teacher Relationship on Childrens Emotional Adjustment

2019 ◽  
Vol 3 (1) ◽  
pp. 91
Author(s):  
Fadilla Ayuningtyas ◽  
Sofia Hartati ◽  
Tjipto Sumadi
Keyword(s):  
Student Teacher ◽  
Emotional Adjustment ◽  
Survey Method ◽  
Short Version ◽  
Academic Press ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Negative Effect ◽  
The Impact ◽  
Positive Effect

The purpose of this study is to examine the impact of the academic press and student teacher relations on emotional adjustment in children aged 7-8 years. This study used a survey method with 132 respondents in East Jakarta, selected using stratified multistage cluster random sampling. Data collection uses three research instruments in the form of scales 1-3 which is adapted and developed from research indicators using student academic survey press with reliability values (α = .465), short version Student Teacher Relationship Scale (α = .599), and School Liking and Avoidance Questionnaire (α = .715). The results showed that 1) academic press did not had a direct negative effect on emotional adjustment, 2) teacher-student relations had a direct positive effect on emotional adjustment, and 3) academic press and teacher relations simultaneously had a positive effect on emotional adjustment which explained indirect effect of the academic press on emotional adjustment through student teacher relations as a mediator. This indirect influence illustrates that in a state of high positive relations, the academic press's role that the teacher seeks is understood by students as a way for teachers to improve achievement and emotional adjustment. In addition, the positive effect was increasing greater when academic press related together with the teacher-student relationship compared to the partial effect of student relations on emotional adjustment. This greater effect requires a ranking of the partial correlation of the teacher-student relation which is above or greater than the ranking of the partial academic press only.

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 Student and Faculty Perceptions of Professorial Attitudes: A Study and an Invitation to Study

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrew Short
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Cultural Groups ◽  
Research Information ◽  
Student Expectations ◽  
Site Analysis ◽  
Faculty Expectations ◽  
International Comparative ◽  
Teaching In Higher Education

This paper is a call for participation in an ongoing international comparative study of faculty and student perceptions of professorial attitudes, and how professorial attitude affects successful learning experiences in an academic setting. Student expectations of faculty and the institutions in which they teach vary by year and level of study. Further variations are apparent as the pressures of employment andfinances weigh on students. Faculty expectations and understandings of students are also changing and mayor may not match the realities experienced by students. Data were gathered at Brock University in 1997 that indicated several trends in professorial attitudes and behaviour. The original study was conducted via a traditional paper questionnaire. The current study employs a questionnaire designed to be accessed and completed over the Web. Implications of the study will be considered as related to the following three areas: theory, practice, and further research. The following questions will be used to study the implications in these areas. Are there any differences or similarities between and among different nationalities and cultures in attitudes towards the professorate? To what might differences and similarities in attitudes between and among cultural groups be attributed? What areas has the study identified that require further research? Information gathered will be concerned with the following findings as derived from the data to be collected: site by site analysis of survey items for students and faculty at each participating institution; and statistical comparisons between and among sites. Findings will be used to develop a model to foster understanding of underlying issues in effective and not so effective teaching in higher education. Also included is a review of literature concerning the areas of successful learning, personality, epistemology, and the practice of teaching and learning

scholarly journals Experiencias de diálogo entre maestro y estudiante: encuentros y desencuentros.

Katharsis ◽  
2015 ◽  
pp. 39
Author(s):  
Sofía Fernández Fuente ◽  
Marlon Yezid Cortés Palomino ◽  
Sammy Yhow Guerra ◽  
Eliud Hoyos Almario
Keyword(s):  
Student Teacher ◽  
School Context ◽  
Interesting Aspect ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Palabras Clave ◽  
Teacher Student Relationship ◽  
Teachers Experiences ◽  
Student Relationship ◽  
The Relationship

ResumenEl presente artículo hace parte de los resultados de la investigación “Concepciones de diálogo que tienen los maestros y maestras del Valle de Aburrá en la relación con sus alumnos en el contexto escolar”, en la que, luego del análisis de ocho entrevistas a profesores en todos los niveles de escolaridad, emergieron como producto, entre otras, tres categorías: Dialogamos para ayudar a los estudiantes, rostros del estudiante en el maestro, y el estudiante que sorprende al maestro. Categorías alrededor de las cuales gravitan las experiencias que estos profesores cuentan sobre los momentos de diálogo con sus estudiantes. Lo primero y más interesante de la investigación es evidenciar, de manera clara, que en muchas ocasiones en el vínculo maestro-alumno hay un supuesto: todos estamos de acuerdo en relación a qué es dialogar con los estudiantes. Desnaturalizar este supuesto es lo que se pretendió en esta investigación, al emerger de manera clara que en el vínculo maestro-alumno es necesario contar con que hay dos sujetos, y que, por lo tanto, la armonía no es precisamente lo que más se experimenta. Palabras clave: Diálogo, maestro, estudiante, psicoanálisis, experiencias,psicologización de la enseñanza. AbstractThis paper shows the finding of the research “Conceptions of dialogue with the teachers of Valle de Aburrá in the relationship with their students in the school context”, the analysis of the interviews conducted to eight teachers at all levels of education showed as a result, among others, three categories: Let´s engage students in dialogue, Student’s faces on the teacher and The student who surprises the teacher. Categories that tell teachers ´experiences about moments of dialogue with their students. The first and most interesting aspect of this research is to make clear, that in the student-teacher relationship exists a frequent assumption: We all agree in what dialogue with students is. This research was aimed to denature this assumption, showing in these findings that in the teacher-student relationship there are two subjects, and harmony is not precisely present in this relation. Keywords: Dialogue, teacher, student, psychoanalysis, experiences, teaching psychologizing. 

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