scholarly journals The Dilemmas of Complexity in Design Studios and The Teachers' Role

2021 ◽  
pp. 83-95
Author(s):  
Dania Abdelaziz ◽  

Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance of learning how to teach. What is the teacher-student interaction patterns that can help students get over/deal with complexities in design studios learning environments? Can building up awareness of the teachers' role help the students learn and enhance their teaching methods? The research carried out a literature review to draw a holistic understanding of the dimensions of complexities in design studios and teachers' role to solve these difficulties. It can be concluded the importance of the teacher's role in teaching design is as essential as the role of the students in learning design. Teacher-student interaction enhances the students' design learning and the teachers' design teaching. Students should be aware of their roles as learners and the role of their teachers. Agreeing with the students makes the teaching-learning journey more fruitful while students get rid of their uncertainty and be more confident.

2012 ◽  
Vol 16 (1) ◽  
pp. 39-51 ◽  
Author(s):  
Nana Berekashvili

The Role of Gender-Biased Perceptions in Teacher-Student Interaction Differences in teacher perceptions depending on student gender and their impact on teacher-student interaction was the focus of the study. The questions addressed were: the characteristics that teachers encourage and discourage in girls and boys; the patterns of their responses to students of different genders; perception of pupils' academic achievement, learning skills and giftedness; distribution of attention between girls and boys. The study revealed that in spite of better school results, girls' skills and talents are underestimated, expectations towards them are low and their behavior is restricted to stereotyped feminine roles. The majority of those surveyed support the idea that sex determines different abilities in different learning skills as regards school subjects. While girls, in teachers' opinion, insignificantly exceed boys in the humanities, boys entirely outdo girls in natural sciences and math. Teachers totally deny girls' abilities in sports. At the same time, most teachers are hardly aware of being gender-biased themselves.


2021 ◽  
Vol 29 (3) ◽  
pp. 267
Author(s):  
Zehui Zhan ◽  
Qianyi Wu ◽  
Wenchang He ◽  
Shuyue Cheng ◽  
Jinyao Lu ◽  
...  

2020 ◽  
Vol 10 (1) ◽  
pp. 102
Author(s):  
Imam Kusmaryono ◽  
Dyana Wijayanti

<p>This scientific article presents the results of a literature review on scaffolding strategies in mathematics education (2015-2020). The literature review was based on 32 scientific publications that met the inclusion criteria and were included in the final analysis with a total sample size of 1368 students (participants). In theory, this literature research aims to provide an empirical picture of the latest literature on the application of scaffolding strategies and analyze teacher-student interaction patterns when scaffolding is implemented in mathematics learning. The results of this literature review indicate that the pattern of teacher-student interaction when scaffolding support follows an approach: one-to-one scaffolding, peer-scaffolding, and computer-based scaffolding. here are three categories of teacher tendencies in providing scaffolding support,  namely: cognitive scaffolding, affective scaffolding, and metacognitive scaffolding. The results of the literature review also concluded that the application of scaffolding strategies in mathematics learning was effective in terms of reducing mathematics anxiety, motivating and increasing student achievement</p>


2021 ◽  
Vol 29 (3) ◽  
pp. 267
Author(s):  
Yining Han ◽  
Jinyao Lu ◽  
Shuyue Cheng ◽  
Wenchang He ◽  
Qianyi Wu ◽  
...  

2019 ◽  
Vol 10 (10) ◽  
pp. 1017-1022
Author(s):  
Isabel Cristina Rincón Rodríguez ◽  
◽  
Jorge E. Chaparro Medina ◽  
José Gregorio Noroño Sánchez ◽  
Marcela Garzón Posada ◽  
...  

In the exercise of teaching, teachers give account of different forms of organization: emerging, self-managed and autonomous product of conceptions that arise from training, performance and experiences where the socio-political nature of both his being and individual that integrates and makes part of social groups, as in the exercise of professional practice. Under this horizon, the aim of this work is to analyze from the social function of the teacher the sociopolitical role of their task as far as the political vision has, ability to understand social problems and generate actions for which is part of a frame of reference where the concepts that allow to develop theoretical analysis to identify the sociopolitical expression of the teaching exercise are exposed, considering that in this practice this type of content is revealed in the teachers as actors of the teaching-learning process, both in the training in their performance based on the training they receive, the historical geographical relationship and the experiences that their activity provides them with what has framed this work. It is concluded that in the exercise of teaching work are present sociopolitical categories that affect both the understanding of social phenomena and the pretense of practical actions that transform these realities from the institution-teacher-student interaction.


1984 ◽  
Vol 5 (6) ◽  
pp. 51-61 ◽  
Author(s):  
Ray H. Thompson ◽  
Patrick A. Vitale ◽  
John P. Jewett

1994 ◽  
Vol 26 (2) ◽  
pp. 191-209 ◽  
Author(s):  
Cathy M. Roller

In this article I report six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. The questions were: Does children's reading accuracy determine teacher-student interaction patterns? Are there additional factors that explain differential interaction patterns? I determined whether the focus of teacher-student interactions shifted from decoding to meaning as accuracy rates improved with successive readings. Results indicated that a clear shift to a meaning focus occurred for one of five cases for which there were data. In the remaining cases, teacher-student interaction did not shift from decoding to meaning as accuracy improved. In one case, accuracy remained below a threshold level for achieving a meaning focus. For the others, the decoding focus decreased as accuracy improved but the shift from decoding did not lead to a focus on meaning. Children's control of meaning and teachers' focus on fluency goals, were influenced by the teachers' pursuit of alternative instructional goals. Accuracy was a critical factor in achieving meaning-focused teacher-student interactions in these case studies; however, the nature of text material and teachers' instructional goals also influenced the nature of teacher-student interactions.


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