scholarly journals Out of alignment? A critical reflection on the student-teacher relationship in project-based paramedicine education.

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
John Rae ◽  
Alexander MacQuarrie
Keyword(s):  
Professional Practice ◽  
Student Teacher ◽  
Research Methodology ◽  
Critical Reflection ◽  
Project Based Learning ◽  
Open Communication ◽  
Clinical Simulation ◽  
Student Teacher Relationship

<p>This article draws on our experiences in project-based learning and in particular our experiences in facilitating a group of paramedicine students tasked with the responsibility of evaluating clinical simulation debriefing sessions.</p><p>Using critical reflection as the research methodology, we unearthed and reworked our experiences in this project, especially the experiences of one of us, Sandy, who took on role of project facilitator. The article identifies the importance of alignment between student and teacher in project-based learning and a set of principles are offered to guide and support this in project-based teaching. These principles include open communication and respect, the suspension of conventional belief, and reflection on professional practice.</p><p> </p><p> </p><p><strong> </strong></p><p> </p>

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.

Closeness in Student–Teacher Relationships and Students’ Psychological Well-Being: The Mediating Role of Hope

2021 ◽  
pp. 106342662110137
Author(s):  
Shanyan Lin ◽  
Matteo Angelo Fabris ◽  
Claudio Longobardi
Keyword(s):  
Student Teacher ◽  
Protective Factor ◽  
Externalizing Symptoms ◽  
Well Being ◽  
Psychological Well Being ◽  
Mediating Role ◽  
Student Teacher Relationship ◽  
Internalizing And Externalizing ◽  
Internalizing And Externalizing Symptoms

A close student–teacher relationship is a protective factor for students’ psychological well-being, and it is associated with students’ internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children’s hope in the relationship between teachers’ perceived closeness in the student–teacher relationship and children’s internalizing and externalizing symptoms. Participants included 562 Italian students aged from 4 to 9 years and 48 Italian teachers aged from 26 to 60 years. Results indicated that the children’s hope played the mediating role between closeness and children’s internalizing and externalizing symptoms. Findings, limitations, and suggestions for future research were discussed.

Bullying in Students Who Stutter: The Role of the Quality of the Student–Teacher Relationship and Student’s Social Status in the Peer Group

2020 ◽  
Vol 20 (1) ◽  
pp. 17-30
Author(s):  
Martina Berchiatti ◽  
Laura Badenes-Ribera ◽  
Laura Galiana ◽  
Antonio Ferrer ◽  
Claudio Longobardi
Keyword(s):  
Social Status ◽  
Student Teacher ◽  
Peer Group ◽  
Student Teacher Relationship

scholarly journals The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0231381 ◽  
Author(s):  
Cristina Semeraro ◽  
David Giofrè ◽  
Gabrielle Coppola ◽  
Daniela Lucangeli ◽  
Rosalinda Cassibba
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Student Teacher ◽  
Cognitive Factors ◽  
Student Teacher Relationship

scholarly journals Evaluating retrospective experiential learning as process in scholarship on a work based professional doctorate

2017 ◽  
Author(s):  
John Fulton ◽  
Catherine Hayes
Keyword(s):  
Experiential Learning ◽  
Professional Practice ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
Unique Contribution ◽  
Structured Interviews ◽  
Professional Doctorate ◽  
Learning Development ◽  
Doctoral Candidates

Acknowledging retrospective experiential learning as a unique contribution to knowledge in the context of the workplace is the fundamental focus of the work-based professional doctorate. This report details an evaluation of a 'Second Generation' professional doctorate programme. The programme provides a mechanism for both learning development and the acknowledgement and development of pre-existing, discipline-specific, professional practice. Evaluation was used as a means of highlighting how the theory-praxis gap might be bridged via translational knowledge construction. Semi-structured interviews were undertaken with eleven doctoral candidates to explore their experiences and perceptions of the programme. The interviews were then transcribed and thematically analysed during which a 'base superstructure model' was identified. This model identified the underpinning skills of critical reflection, investigation and adaptive capacity necessary to inform and facilitate the research phase of the professional doctorate programme. The facilitation and upskilling of doctoral candidates in the use of emergent technology was identified as the basis for the development of professional and academic practice. The role of the doctoral supervisor, as a facilitator of the development of these skills, was also established as pivotal to learning development for doctoral candidates; in terms of developing their 'base super-structure' to become independent, reflective and adaptive learners.

Sign in / Sign up

Export Citation Format

Share Document