The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

scholarly journals Reaching professional skills with the Final Master Thesis: Collaboration towards actual solutions

2018 ◽  
Author(s):  
Irene Comeig-Ramírez ◽  
Alfredo Juan Grau-Grau ◽  
Lucía Pinar-García ◽  
Federico Ramírez-López ◽  
Amalia Rodrigo-González
Keyword(s):  
Collaborative Learning ◽  
Corporate Finance ◽  
Professional Practice ◽  
Learning Process ◽  
Deep Understanding ◽  
Strong Sense ◽  
Professional Experience ◽  
Master Thesis ◽  
Teaching Learning ◽  
The University

In order to motivate the student through a professional experience, and to improve the teaching-learning process by letting the student gain experience, we implement a collaborative learning-through-service methodology.  This method increases the student involvement level and the deep understanding of the tools. As a matter of example, we present the implementation of this method in the Final Master Thesis (FMTh) of the Master on Corporate Finance at the University of Valencia (UV). In these FMTh, students have to valuate an actual innovation developed by UV researchers (on chemistry, in this case) with the goal of helping them to transfer (sell) this innovation to the industry. This collaborative learning-through-service methodology helps students put into practice the technics learned in the Master and give them a strong sense of the financial professional practice.

scholarly journals The brain as a fundamental axis in learning process

2019 ◽  
Vol 5 (4) ◽  
pp. 38-45
Author(s):  
Luis Raul Meza Mendoza ◽  
María Elena Moya Martinez ◽  
Angelica Maria Sabando Suarez
Keyword(s):  
Learning Process ◽  
The Body ◽  
Traditional Scheme ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship ◽  
The Brain ◽  
Learning Schemes ◽  
New Strategies ◽  
The Way

Since the beginning of humanity, an attempt has been made to explain the way in which man acquires knowledge, the way in which he assimilates, processes and executes it in order to develop the teaching-learning process that people need throughout of his life, which forces to change the learning schemes using new study methodologies, such as neuroscience, which is a discipline that studies the functioning of the brain, the relationship of neurons to the formation of synapses creating immediate responses which transmits to the body voluntarily and involuntarily, in addition to controlling the central and peripheral nervous system with their respective functions. It is necessary to change the traditional scheme and implement new strategies that allow the teacher to venture into neuroscience, in order to individually understand the different learning processes that students do. As some authors of neuroscience say, the brain performs processes of acquisition, storage and evocation of information, which form new knowledge schemes that generate changes in the attitude of the human being, for this reason teachers are responsible for taking advantage of what It is known about the multiple functions of the brain and be clear about the various ways of acquiring knowledge.

scholarly journals APRENDIZAJE PARA LA GENERACIÓN DE CONOCIMIENTO

2020 ◽  
Vol 13 (3) ◽  
pp. 279
Author(s):  
Laura Elizabeth Cervantes Benavides
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Metacognitive Abilities ◽  
The Moment ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
The Way

Facing the problems for understanding student learning and the way that makes the relationship and integration of learned knowledge easier, this work is presented, which objective is to identify in the teaching-learning process, at the moment in which the individual relates and integrates the knowledge it acquires. In this document, the assumption was made is, In greater depth of reflection, the student strengthens his cognitive and metacognitive abilities.

scholarly journals The springs of didactogeny. The repulsive educational style

2021 ◽  
pp. 68-79
Author(s):  
Mihail Sleahtitchi ◽  
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Professional Competence ◽  
Teaching Profession ◽  
Harmonious Development ◽  
Teaching Learning ◽  
The Relationship ◽  
Suitable Environment ◽  
The Way

By the way it presents itself, the repulsive educational style brings indisputable prejudices to the teachinglearning process, strongly affecting the entire construction of this process, especially the segment that covers the relationship between the teacher and the students. Having the ability to impose itself differently – as something reminiscent of an authoritarian or nomothetic behavioral, distant or impulsive, ultra-reactive or strict, oscillating or detached – the educational style in question is characterized by the fact that it contradicts the rights and duties incumbent on the position of a teacher. In his presence, the school environment collapses, ceasing to present a „suitable environment in which essential connections can be created for the multilateral and harmonious development of the student” or a „space in which the professional competence of the teacher is complementary to the developmental particularities of the student”. Moreover, through the conflicting energies he releases, he distorts the meaning of the teaching profession, obviously contributing to the establishment of didactogeny. Or, as it has been mentioned more than once, in various specialty sources, if the educational style does not resonate with the rights and duties of the pedagogical profession, the didactogeny is predetermined, simply, to become a reality, a state in fact, which must be associated with the big mistakes in the area of the teaching–learning process or, in other words, with the big deviations from what the professional deontology of the teacher means.

scholarly journals NIRF India Rankings 2020 Analyzing the Ranking Parameters and Score of Top 100 Universities

2021 ◽  
Vol 41 (5) ◽  
pp. 385-390
Author(s):  
Amit Kumar ◽  
Kuldeep Singh ◽  
Anil Kumar Siwach
Keyword(s):  
Human Resource Development ◽  
Professional Practice ◽  
Positive Linear Correlation ◽  
Peer Perception ◽  
Teaching Learning ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
Outstanding Quality

National Institutional Ranking Framework (NIRF) was launched on 29 September 2015 by the Ministry of Human Resource Development, Government of India to rank the academic & research institutions across the country. The NIRF E-release of India Ranking 2020 was held on 11th June 2020. The present study analyses the top 100 Universities in terms of visualisation of data, the relationship of ranking with the parameters, and the relations among these parameters. Results of the study indicate that the Teaching, Learning & Resources (TLR) score for all the universities was almost similar while Research and Professional Practice (RP) score had a considerable variation and played a significant role in ranking by having a positive linear correlation with the total score with the value of R2= 0.746. RP also has a strong correlation with the Peer Perception (PR) of the university. The average library expenditure of top-10 universities was 9.45 crore per annum. It was also found that library expenditure has a positive correlation with RP and the universities with higher research productivity also have a more outstanding quality of publication in terms of citations.

scholarly journals RELACIÓN ENTRE CULTURA PSICOPEDAGÓGICA Y CONTENIDO PSICOPEDAGÓGICO EN LA FORMACIÓN DEL EDUCADOR

2017 ◽  
Vol 1 (1) ◽  
pp. 109
Author(s):  
Isel Bibiana Parra Vigo ◽  
Marta Rosa Martínez Angulo
Keyword(s):  
Learning Process ◽  
Mode Of Action ◽  
Teaching And Learning ◽  
Creative Activity ◽  
Professional Performance ◽  
Action Mode ◽  
Pedagogical Action ◽  
Palabras Clave ◽  
Teaching Learning ◽  
The Relationship

Desde el análisis de la relación entre cultura psicopedagógica y el contenido psicopedagógico como componente del proceso de     en la formación de educadores, se hace una propuesta de qué conocimientos, habilidades, valores y  experiencias  de  la  actividad  creadora,  como  tipos  de  contenido,  deben incluirse en esta formación. Se incluyen reflexiones sobre las peculiaridades de este contenido psicopedagógico, sus funciones y su manifestación en el desempeño y en el modo de actuación profesional pedagógica.  PALABRAS   CLAVE:   cultura   psicopedagógica;   contenido   psicopedagógico; proceso de enseñanza – aprendizaje; actividad creadora; modo de actuación profesional;  modo de actuación pedagógico. ABSTRACT  From the analysis of the relationship between culture psycho-pedagogical and the contained psycho-pedagogical like component of the teaching and learning process in the formation of educators, a proposal is made of what knowledge, abilities, values and experiences of the creative activity, as content types, they should be included in this formation. Reflections are included about the peculiarities of this contained psycho-pedagogical, their functions and their manifestation in the acting and in the way of pedagogic professional performance. KEYWORDS: psychopedagogical culture; Psychopedagogical content; Teaching - learning process; Creative activity; Mode of action; Mode of pedagogical action.

scholarly journals Influences of Experiential Pursuing Tendency in Experience Perception with the Moderating Role of Expertise and Demographics

2016 ◽  
Vol 1 (10) ◽  
pp. 1
Author(s):  
Buntae Kim
Keyword(s):  
Emotional Experience ◽  
The Other ◽  
Professional Experience ◽  
Font Size ◽  
Individual Personality ◽  
Emotional Dimensions ◽  
Relationship Of ◽  
The Relationship ◽  
Moderating Role

<span style="font-size: 9pt; line-height: 115%; font-family: 'Cambria Math', serif;">This study examines the relationship of consumers' experiential pursuing tendency and experience perception with the moderating role of consumers' expertise and their demographics, sex and age. Experience pursuing tendency is based on an individual personality. Experience perception is individuals' affection in the procession of consumption or after purchase. The study found that there are relationships between consumers' experience pursuing tendency and experience perception, sensual, affective consumers perceived even more emotional dimensions of experience. Whereas the other side of consumers, the pursuers more practical are less susceptible to emotional experience and more to professional experience. Accumulated knowledge by indirect learning or directly by oneself does not control the relationship between experiential pursuing tendency and experience perception. But sex and age among demographics are involving the relationships between them. Aged consumers over 50s perceived experience less, especially to the emotional side of experience perception. Finally, managerial and research implications are presented from the results of the study.</span>

Initial teaching training by homology in PIBID: experiential learning from professional practice

2020 ◽  
Vol 1 (1) ◽  
pp. 11638
Author(s):  
Fabrício Oliveira da Silva ◽  
Ingrid A Silva Alves ◽  
Lecia Carneiro de Oliveira
Keyword(s):  
Undergraduate Students ◽  
Professional Practice ◽  
Information Collection ◽  
Initial Training ◽  
Central Elements ◽  
Analytical Perspective ◽  
Biographical Approach ◽  
Teaching Learning ◽  
The Relationship ◽  
Conditions Of Learning

In this article we discuss homology learning that teachers in initial training, participating in the Institutional Program for Teaching Initiation Scholarships - PIBID, achieve in the relationship they establish with teachers of the basic school. The central objective aimed to understand homological learning in the process of teacher education for undergraduate students in Pedagogy, considering the insertion in the school routine, in which educational experiences are learned and apprehended through the process of relating to the other. As a theoretical framework for carrying out the work, we anchor the analytical perspective from the contributions of Silva (2016), Silva (2017), Nóvoa (2002), Tardif (2003), among others. The study is affiliated with the (auto) biographical approach, in which narratives are central elements for understanding what is lived and learned. We use narrative interviews with information collection devices. The results indicate that the licensee who experiences educational practices in school daily life, while participating in PIBID, has the possibility of generating teaching learning, revealing knowledge about his personal / professional development. It is also evident the production of knowledge that emerges from the experience, from the very insertion of the student in the school routine, in which the relationship that the teacher in initial training establishes with teachers in service generates conditions of learning through homology.

scholarly journals Hubungan motivasi belajar dengan hasil belajar pekerjaan dasar otomotif siswa jurusan TKR SMK Negeri 1 lolak

2022 ◽  
Vol 2 (2) ◽  
pp. 64-70
Author(s):  
Liharman Pintubatu ◽  
Zuldesmi Zuldesmi ◽  
David O. Mapaliey
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Research Method ◽  
Learning Motivation ◽  
Research Results ◽  
Average Value ◽  
Learning Rates ◽  
Teaching Learning ◽  
Relationship Of ◽  
The Relationship

ARTIKEL HUBUNGAN MOTIVASI BELAJAR DENGAN HASIL BELAJAR PEKERJAAN DASAR OTOMOTIF SISWA JURUSAN TKR SMK NEGERI 1 LOLAK Dr. Eng. Zuldesmi, ST, M, Eng, David O. Mapaliey, ST, M. Eng. Liharman Pintubatu ABSTRAK Pendidikan merupakan salah satu proses kegiatan pembentukan sikap kepribadian, keterampilan dan meningkatkan potensi diri setiap orang untuk menghadapi masa depan. Pada umumnya sikap kepribadian siswa ditentukan oleh pendidikan, pengalaman, dan latihan-latihan yang dilalui sejak kecil. Keadaan di SMK Negeri 1 Lolak bahwa, motivasi belajar siswa masih rendah dalam pembelajaran Pekerjaan dasar otomotif (PDO) terlihat dari aktifitas didalam kelas, kurang antusias dalam belajar dan mengerjakan soal saat diberikan guru, tidak mengerti apa yang akan dipelajari, dan tidak memahami mengapa sesuatu itu perlu dipelajari yang akhirnya kegiatan belajar-mengajar kurang efisien, siswa tidak kondusif pada saat guru menjelaskan. Dengan demikian tujuan yang hendak dicapai dalam penelitian ini yaitu Mengetahui hubungan motivasi belajar dengan hasil mengajar pekerjaan dasar otomotif Siswa Jurusan TKR SMK Negeri 1 Lolak Tahun Pembelajaran 2019/2020. Metode penelitian yang digunakan adalah metode penelitian kualitatif. Dan hasil penelitian: diperoleh hasil Tingkat motivasi belajar siswa bernilai 3,09 dengan nilai rata-rata tertinggi menunjukkan pada ulet dan tidak putus asa 3,29, nilai rata-rata terendah berada pada tekun dalam menghadapi tugas 2,94. Hal ini menunjukkan bahwa motivasi belajar siswa di SMK Negeri 1 Lolak dikategorikan baik. “Kata kunci: Hubungan motivasi dengan hasil belajar pekerjaan dasar otomotif THE RELATIONSHIPS BETWEEN LEARNING MOTIVATION WITH THE RESULT OF LEARNING THE BASIC AUTOMOTIVE WORK OF TKR STUDENTS IN SMK NEGERI 1 LOLAK Dr. Eng. Zuldesmi, st, m, eng, David o. mapaliey, st, m. eng Liharman Pintubatu ABSTRACT               Education is one of the processes of shaping students' personality, skills and improving each person's potential for what lies ahead. student's personality is generally determined by knowledge, experiences, and exercises passed through from infancy. The motivations of students in SMK NEGERI 1 LOLAK in learning basic automotive work is still low. It is seen from the activities in class, the students are often lack of enthusiasm for learning and working on the duty that given by the teacher, they also do not understand what will be learned, and not understanding why it needs to be learned, and those make teaching-learning process is less efficient. Thus the goal that must be achieved in this study is underlying the relationship between motivation of learning with the result of teachingbasic automotive work of TKR students SMK NEGERI 1 LOLAK,  2019/2020. The research method used is qualitative research. And research results: obtained results of the 3.09 value levels of students' learning rates with the highest average rates show on 3.29, the lowest average value being on diligent in facing duties 2.94. This shows that students' learning motivation in SMK Negeri 1 Lolak categorized well.   Keywords: The relationship of learning motivations with the result of learning basic automotive work.  

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