ALTERNATIVAS METODOLÓGICAS PARA CONTRIBUIR A LA CAPACITACIÓN DE LOS DOCENTES

En las instituciones educativas de Ecuador, es imprescindible trabajar por el mejoramiento de la calidad del proceso de enseñanza-aprendizaje. En esta presentación, se persigue como objetivo exponer los elementos necesarios que permiten demostrar la racionalidad de alternativas para propiciar una preparación escalonada de los docentes, que puede comenzar con el abordaje teórico de una problemática en una reunión metodológica, la ejecución de una clase metodológica que pude instruir o demostrar a los profesores el “cómo hacerlo”, seguidamente se puede efectuar una clase abierta que comprueba de forma colectiva en qué medida el profesor pudo apropiarse de lo abordado con anterioridad y finalmente se realizan los controles a clase donde el jefe de la instancia verifica si se ha perfeccionado la actuación profesoral de su claustro y por tanto expresa la magnitud en que ese objetivo fue logrado. Se utilizaron métodos de la investigación científica como el histórico-lógico, análisis- síntesis con el objetivo de razonar y extractar los presupuestos teóricos relacionados con las necesidades de capacitación de los docentes. Como impacto de esta propuesta, se expone que durante la aplicación del diagnóstico fino debe propiciarse un equilibrio entre la tecnología "básica" (el arte de la relación docente-alumno y la exploración precisa, de manera que el profesor actúe como “modelo” a imitar por sus alumnos y por lo tanto reconocer las particularidades que ofrece en cada asignatura. PALABRAS CLAVE: clases; diagnóstico; metodológicas; sistema. METHODOLOGICAL ALTERNATIVES TO CONTRIBUTE TO TEACHER TRAINING ABSTRACT In the educational institutions of Ecuador, it is essential to work for the improvement of the quality of the teaching-learning process. In this presentation, the objective is to expose the necessary elements that allow demonstrating the rationality of alternatives to promote a phased preparation of teachers, which can begin with the theoretical approach of a problem in a methodological meeting, the execution of a methodological class that I was able to instruct or demonstrate to the teachers the "how to do it", then an open class can be held that collectively checks to what extent the teacher was able to appropriate what was previously addressed and finally the class controls are carried out where the head of the instance verifies if the teaching performance of its cloister has been perfected and therefore expresses the magnitude in which that objective was achieved. Scientific research methods such as historical-logical, analysis-synthesis were used with the objective of reasoning and extracting theoretical budgets related to the training needs of teachers. As an impact of this proposal, it is stated that during the application of the fine diagnosis, a balance between "basic" technology (the art of the teacher-student relationship and the precise exploration should be promoted, so that the teacher acts as a "model" to imitate by their students and therefore recognize the particularities offered in each subject. KEYWORDS: classes; diagnosis; methodological; system.

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School Climate of Educational Institutions: Design and Validation of a Diagnostic Scale

International Education Studies ◽

10.5539/ies.v9n5p96 ◽

2016 ◽

Vol 9 (5) ◽

pp. 96

Author(s):

Sandra Becerra

Keyword(s):

School Climate ◽

Organizational Climate ◽

Quantitative Research ◽

Education Administration ◽

Psychometric Validation ◽

Educational Institutions ◽

Teacher Student ◽

Teacher Student Relationship ◽

Student Relationship ◽

Dynamic Relationships

School climate is recognized as a relevant factor for the improvement of educative processes, favoring the administrative processes and optimum school performance. The present article is the result of a quantitative research model which had the objective of psychometrically designing and validating a scale to diagnose the organizational climate of educational institutions.This study had the participation of 549 teachers and directors from 42 primary and secondary educational establishments of Chile. Diverse procedures were applied for the validation of content and psychometric validation in the various stages of the investigation, obtaining an instrument composed by seven factors and made up of conceptually and statistically consistent items. The complete scale and its sub-scales show adequate reliability, and likewise an appropriate validity, constituting it an instrument of wide use for supporting the process of education administration, and to promote coexistence climates of appreciation and respect among the educational participants.The complete scale and its subscales permits the understanding that the organizational climate of the educational center is not reduced to the teacher-student relationship, but rather contemplates the dynamic relationships between diverse players, establishing the importance of the joint action between teachers, directives, students, and parents, as well as revealing the importance of some structural organization variables which influence the daily perception of school climate.

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PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

Cadernos de Pesquisa ◽

10.18764/2178-2229.v21.n.especial.p.170-178 ◽

2014 ◽

pp. 170

Author(s):

Gabriella Alves Ferreira ◽

Maria Núbia Barbosa Bonfim

Keyword(s):

Teaching And Learning ◽

Rio Grande ◽

Sao Paulo ◽

São Paulo ◽

State University ◽

Structured Interviews ◽

Teacher Student ◽

Teacher Student Relationship ◽

Student Relationship ◽

Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

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Student Ratings of Instruction and Their Relationship to Student Learning

American Educational Research Journal ◽

10.3102/00028312014001017 ◽

1977 ◽

Vol 14 (1) ◽

pp. 17-24 ◽

Cited By ~ 85

Author(s):

John A. Centra

Keyword(s):

Teacher Effectiveness ◽

Student Ratings ◽

Exam Performance ◽

Student Ratings Of Instruction ◽

Teacher Student ◽

Teacher Student Relationship ◽

Partial Correlations ◽

Global Ratings ◽

Student Relationship

Student ratings of instruction were correlated with examination performance in 72 sections of seven courses. In two of the courses, students had been randomly assigned to sections. The pattern of correlations across the courses indicated that the global ratings of teacher effectiveness and of the value of the course to students were most highly related to mean exam performance (12 out of 24 product-moment and partial correlations were 58 or above). Ratings of course objectives and organizations, and of the quality of lectures were also fairly well correlated with achievement. Ratings of other aspects of instruction, such as the teacher-student relationship or the difficulty/workload of the course, were not highly related to achievement scores.

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Cross-Cultural Adaptation of the Turkish and Kuwaiti Teacher–Student Relationship Questionnaire in Physical Education (TSRQ- PE Teacher Version): Testing for Measurement Invariance

Sustainability ◽

10.3390/su13031387 ◽

2021 ◽

Vol 13 (3) ◽

pp. 1387

Author(s):

Elif Nilay Ada ◽

Hasan Ahmad ◽

N. Bilge Uzun ◽

Sophia Jowett ◽

Zişan Kazak

Keyword(s):

Physical Education ◽

Relationship Quality ◽

Factor Model ◽

Physical Education Teachers ◽

Factorial Validity ◽

Teacher Student ◽

Teacher Student Relationship ◽

Confirmatory Factor ◽

Student Relationship

Background: Within the 3Cs (closeness, commitment, and complementarity) theoretical framework of the quality of two-person relationships, a coach–athlete relationship quality questionnaire (CART-Q) was developed and validated to assess the nature of the coach–athlete relationship. In this study, a modified version of the CART-Q for physical education (PE) was adapted to assess the teacher–student relationship quality in the PE context in Turkey and Kuwait. The purpose of this study was to examine the factorial validity of the teacher–student relationship quality questionnaire (TSRQ-PE) within a sample of Turkish and Kuwaiti physical education teachers. Methods: Multigroup confirmatory factor analysis (MGCFA) was used to test the measurement of cultural invariance between these two groups. A total of 175 teachers from Turkey (n = 73) and Kuwait (n = 102) completed the TPRQ-PE. Results: MGCFA supported the factorial validity of the TPRQ-PE in a three first-order factor model across the two countries. Overall, these results add evidence to the psychometric properties of the TPRQ-PE and suggest that this instrument can be applied to measure the quality of the teacher–student relationship within Turkey and Kuwait, although caution may be required when applied to drawing comparisons between these two counties. Conclusions: The results of the present study could help physical educators and researchers in this field to understand the reasons and methods that lead to a quality teacher–student relationship.

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Teacher-Student Relationship in Obstetrics and Gynaecology Department in Different Medical Colleges of Bangladesh

Medicine Today ◽

10.3329/medtoday.v33i2.56066 ◽

2021 ◽

Vol 33 (2) ◽

pp. 165-168

Author(s):

Kazi Taslima ◽

Md Humayun Kabir Talukder

Keyword(s):

Learning Process ◽

Mutual Respect ◽

Multiple Factors ◽

Teacher Student ◽

Obstetrics And Gynaecology ◽

Teacher Student Relationship ◽

Teachers And Students ◽

Student Relationship ◽

Teaching Learning ◽

Medical Colleges

Introduction: Teacher-student relationship is very important element in education to enhance the effectiveness of teaching and learning process. There are multiple factors affecting this relation. If we analyze these factors and take measures to improve these, there will be better relation; and teaching learning will be improved. Materials & Methods: This descriptive type of cross-sectional study was carried out in obstetrics and gynaecology department of selected medical colleges of Bangladesh. Five government & three non-government medical colleges were selected purposively situated both in Dhaka and outside during the period of July 2017 to June 2018. Total 170 students and 30 teachers were responded through self-administered semi-structured questionnaire with five points Likert scale. 20 teachers were responded through in-depth interview schedule. Quantitative data analyzed by SPSS version 19. Qualitative data analyzed manually. Results: Study revealed that multiple factors were related to the relation among medical teachers and students. Mutual respect, empathy, Good listening skill, mutual respect, sharing expectation, self-disclosure, awareness about own role are the most important influencing factors in this relation (mean score >4). Use of drugs/tobacco, speech difficulty, love affair of students, negatively affect communication. Study also revealed barriers of relation fear and shyness, language barrier and discrimination of students by the teachers. Friendly relationship, open minded behavior, student- teachers cooperation, open discussion, morality and religious practice, motivation of by teachers, understanding each other’s, avoidance of student’s politics, responsibility of students & teachers, teachers training with reduced workload have great impact on removing these barriers. Conclusion: Addressing these issues at all possible levels, proper measures should be taken to improve relation among teachers and students; so that teaching learning process can be enhanced and ultimate goal of medical education can be achieved. Medicine Today 2021 Vol.33(2): 165-168

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Relationskompetens i specialpedagogiska utbildningar

Educare - vetenskapliga skrifter ◽

10.24834/educare.2020.2.6 ◽

2020 ◽

pp. 117-142

Author(s):

Jonas Aspelin ◽

Daniel Östlund

Keyword(s):

Special Education ◽

Special Education Teacher ◽

Learning Goals ◽

Learning And Development ◽

Relational Competence ◽

Teacher Student ◽

Special Support ◽

Teacher Student Relationship ◽

Student Relationship

Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigastes how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second study shows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-a-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, which also has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.

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Research on Sentiment Analysis and Satisfaction Evaluation of Online Teaching in Universities During Epidemic Prevention

Frontiers in Psychology ◽

10.3389/fpsyg.2021.738776 ◽

2021 ◽

Vol 12 ◽

Author(s):

Jing Zhang

Keyword(s):

Sentiment Analysis ◽

Online Teaching ◽

Face To Face ◽

Teacher Student ◽

Teaching Interaction ◽

Teacher Student Relationship ◽

Teachers And Students ◽

Satisfaction Evaluation ◽

Student Relationship

Sentiment analysis of online and offline integrated teaching in universities is being paid more and more attention. Many universities have carried out online teaching activities. However, due to the lack of face-to-face teaching, the lack of emotional communication is the key problem affecting the quality of online teaching. We analyze the relations from the perspectives of the change of teaching mode, the reconstruction of teacher-student relationship, and the transmission of emotional attitude of teachers and students in this paper. Then based on the Bayesian network (BN) theory, the satisfaction of online teaching can be evaluated from the aspects of emotion analysis, learning investment, and teaching interaction. Further, some suggestions are put forward to improve the satisfaction of online teaching.

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

Katharsis ◽

10.25057/25005731.488 ◽

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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Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

Interdisciplinary Journal of e-Skills and Lifelong Learning ◽

10.28945/2329 ◽

2015 ◽

Vol 11 ◽

pp. 273-289 ◽

Cited By ~ 5

Author(s):

Alona Forkosh Baruch ◽

Arnon Hershkovitz ◽

Rebecca P. Ang

Keyword(s):

Social Networking ◽

Social Networking Sites ◽

Personal Development ◽

Quantitative Research ◽

Personal Characteristics ◽

Teacher Student ◽

Teacher Student Relationship ◽

Teachers And Students ◽

Student Relationship ◽

Teaching Learning

Teacher-student relationships are vital for academic and social development of students, for teachers’ professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today while teachers and students communicate via social networking sites (SNS). This paper characterizes differences between teachers (N=160) and students (N=587) who are willing to connect with their students/teachers via Facebook and those who do not wish to connect. The quantitative research reported here within is based on data collection of personal characteristics, attitudes towards Facebook, and perceptions of teacher-student relationship. Findings suggest differences in characteristics of the two groups (willing to connect vs. not willing to connect) within both populations (teachers and students). Also, in both populations, those who were willing to connect, compared to those who were not willing to connect, present more positive attitudes towards using Facebook for teaching/learning and are more opposed to a banning policy of student-teacher SNS-based communication. We also found that students who were willing to connect showed a greater degree of closeness with their teachers compared to those who were not willing to connect. This study may assist policymakers when setting up regulations regarding teacher-student communication via social networking sites.

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Educação Presencial versus EaD: Perspectivas dos Alunos dos Cursos de Serviços Públicos e Administração

EAD em FOCO ◽

10.18264/eadf.v7i2.556 ◽

2017 ◽

Vol 7 (2) ◽

Author(s):

Cezar Fonseca ◽

Catarina Costa Fernandes

Keyword(s):

Distance Learning ◽

Public Service ◽

Student Perspective ◽

Teaching Methodology ◽

Face To Face ◽

Teacher Student ◽

Federal Institute ◽

Teacher Student Relationship ◽

Student Relationship ◽

Teaching Learning

O presente artigo visa analisar, na perspectiva dos alunos dos cursos deServiços Públicos e Administração, ambos na modalidade EaD, do Instituto Federal do Paraná: IFPR/Campus Foz do Iguaçu, quais as principais divergências e convergências quanto a estrutura pedagógica, metodologia de ensino, relação professor-aluno e avaliação do ensino-aprendizagem que existem entre a modalidade ensino a distância frente à modalidade presencial. Os alunos realizaram um comparativo entre as modalidades, por meio de suas experiências vividas na modalidade presencial em estudos anteriores. Também se verificaram, a partir dessa perspectiva, as desvantagens e vantagens que impactam o desenvolvimento da modalidade na visão do aluno, com quesitos de dificuldades encontradas. O estudo apontou que há 75%, 67%, 69% e 53% de convergência para estrutura pedagógica, metodologia de ensino, relação professor-aluno e ensino-aprendizagem, respectivamente.Palavras-chave: Educação a Distância, Educação presencial, Perspectiva do aluno EaD. Face-to- face Versus EaD: Perspectives of Students in Public Service Courses and AdministrationAbstractThe present article aims to analyze, from the perspective of the students ofthe Public Service and Administration courses, both in the EaD (Distance Learning) modality of the Federal Institute of Paraná - IFPR/Foz do Iguaçu Campus, what the main divergences and convergences are regarding pedagogical structure, teaching methodology, teacher-student relationship and teaching-learning evaluation that exist between modality of distance learning versus face-to- face modality. The students have made a comparison between the modalities, through their experiences lived in the classroom mode in previous studies. It has been also observed, from this perspective, the disadvantages and advantages that have impacted on the development of the modality in the student's vision, with problems encountered. Thestudy has pointed out that there are 75, 67, 69 and 53% convergence for,pedagogical structure, teaching methodology, teacher-student relationship andteaching-learning respectively.Keywords: Distance learning, Face-to- face education, EaD (Distance Learning)student perspective.

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