scholarly journals "I Can See You": An Autoethnography of My Teacher-Student Self

2014 ◽  
Author(s):  
Erika Vasconcelos
Keyword(s):  
Learning Experiences ◽  
Second Nature ◽  
Teacher Student ◽  
Teachers And Students ◽  
Pedagogical Theory ◽  
Teaching Learning ◽  
Humanizing Pedagogy

This article is an autoethnographic investigation of my second-nature teacher-student self. What has made me into the teacher I am? What makes me the teacher I am? In order to address these questions, I draw upon my memories of my own teachers and students. As I portray my teaching-learning experiences as textual "snapshots," I find that my most cherished memories come from when my teachers acknowledged my presence and listened to me, and when I have been in dialogue with my own students. My autoethnographic journey ends up linking the personal to pedagogical theory centering attention to relationships between teachers and students, mirroring qualities of the humanizing pedagogy I discover, embrace, and which redefines and recreates my always evolving teacher-learner self.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

scholarly journals Biochemistry on the game board: improvements in the teaching-learning process in basic education

2015 ◽  
Vol 13 ◽  
pp. 18
Author(s):  
F. A. Silva ◽  
R. Rebeca
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Leisure Activity ◽  
Pedagogical Practice ◽  
Teacher Student ◽  
Education School ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Game Board ◽  
Teaching Learning

According to the Curriculum Guidelines of Biology of Basic Education "school should encourage the pedagogical practice based on different methodologies, valuing the teaching concepts, the learning (internalization) and the evaluation that allow teachers and students being aware of the need for emancipatory transformation”.  The teaching of biochemistry and its contents in basic education are not discussed as a structuring content within the Biology subject, but are included in related content such as cellular biology. The objective of this study was to inventory the contents and methodologies related to biochemistry taught by teachers of basic education and produce teaching-learning materials as contribution to these contents from the inventory results. The methodology was developed from the analysis of the questionnaires applied to biology teachers from public schools of Guarapuava-Pr. The results showed that the teaching of biochemistry and biology discipline, although it comes from the same area, are designed as two unattached areas, meaning there is no perception by teachers in relation to the implicit conceptual intercept in teaching Biology and Biochemistry. To this end, the profile of the game Grow was adapted using themes related to Biochemistry. The game consists of 45 cards and a game board with a track. The player who gives more write answers to the questions reaches the end and wins the match. For game evaluation participants answered a questionnaire at the end of the activity. Most of the participants argued that the process has contributed to ensure the assimilation of the contents, since it is a leisure activity with effective participation of students. Thus, the obtained data confirmed the assumption of  Pedroso (2009), which states that the games allow a significant teacher-student interaction, disseminating scientific knowledge from the views and experiences of the student.

scholarly journals STRATEGIES FOR ENHANCING KINDERGARTEN STUDENTS’ ENGLISH SKILS THROUGH LEARNING IN REAL-LIFE CONTEXTS

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ririn Ambarini
Keyword(s):  
Learning Experiences ◽  
Real Life ◽  
Kindergarten Students ◽  
Early Age ◽  
Early Numeracy ◽  
Literacy Environment ◽  
English Class ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Supportive Learning Environment

Early learning experiences are crucial to establish the foundation for the acquisition of knowledge and skills that will affect later learning and behaviour. As teaching English at the early age is very crucial, learning experiences should be thoughtfully planned and guided by the teacher. It is found out that there are still many kindergarten students who still find difficulties in learning English vocabularies for  the strategies and teaching learning media that are conveyed by the the teachers are not sufficient to support the English class in kindergarten and the English teaching learning process is still teacher-centered with less interaction between teachers and students and also between students and students. The effects of those conditions make the students pay less attention on the English activities given by their teachers, respond passively to the questions and the instructions from the teachers, and give unhappy expression when joining the English activities. Having a look at those problems, the strategies in the process of teaching learning, will contribute to the output of students’ learning. In this article, it will discuss six strategies to improve kindergarten students’ English skills through learning in real-life contexts. Those strategies are knowing the early stages of learning, developing the activities of learning in real-life contexts, developing the activities of integrated learning, developing an effective literacy environment, developing the activities of learning early numeracy in real-life contexts, and creating a supportive learning Environment.

scholarly journals Towards a Pedagogy of Humanizing Child Education in Terms of Teacher-Student Interaction

2018 ◽  
Vol 7 (3) ◽  
pp. 197 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Learning Experiences ◽  
Student Interaction ◽  
Teacher Student ◽  
Child Education ◽  
The Future ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
Healthy Body

By reading and analyzing related studies, this article investigates methods for humanizing child education in terms of teacher-student interaction. It is hoped that this study will allow teachers to understand the essence of child education, to become better educators and humanizing child education, so that students can develop a healthy body and mind and become better citizens in the future. The suggestions are as follows: (1) teachers' instruction must fit each child, (2) it must be understood that all children have their own talents, (3) there must be a connection with the child’s real learning experiences, (4) teaching should pertain to the child's interest, (5) teachers must recognize the child’s nature, (6) oppressive educative relationships between teachers and students must be eliminated, (7) children must be allowed to learn through their own experiences and discoveries and (8) teachers must think in a humanizing way.

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

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

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

10.28945/2329 ◽  
2015 ◽  
Vol 11 ◽  
pp. 273-289 ◽  
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.

scholarly journals Teaching and Learning of Piano Timbre Through Teacher–Student Interactions in Lessons

2021 ◽  
Vol 12 ◽  
Author(s):  
Shen Li ◽  
Renee Timmers
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Student Interactions ◽  
Tone Production ◽  
Dialogic Teaching ◽  
Teacher Student ◽  
Piano Lessons ◽  
Teachers And Students ◽  
The Moment ◽  
Teaching Learning

The ability to play the piano with a variety of timbres requires a performer to have advanced pianistic skills. Little is known about how these skills are acquired and developed in piano lessons and what the role is of elements such as concepts, technique, sonic outcomes, and bodily movements. To investigate the teaching and learning of piano timbre, the lessons of three pairs of university-level teachers and students (two teachers and three students) were observed, during which they behaved as usual in the first two lessons and were asked to use a dialogic teaching approach in the third lesson. Verbal communications of teachers and students about timbre were coded and analyzed, aiming to gain insight into the teaching/learning process of piano timbre and the roles of embodiment and teacher–student interaction in the context of higher music education. The results suggest that piano timbre is not learned through imitation or as “fixed” and objective knowledge, but as a co-constructed conception between the teachers and the students. The meaning of timbre goals in piano lessons is enacted through “in-the-moment” bodily experience and embodied through performance actions. This study contributes to the understanding of piano timbre as a multifaceted phenomenon and illustrates the teacher's role in developing the student's mind–body integration involved in tone production.

scholarly journals following philosophy with children concepts in practice of teacher education

2019 ◽  
Vol 15 ◽  
pp. 01-21
Author(s):  
Arie Kizel
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Personal Development ◽  
Teacher Education Program ◽  
Self Awareness ◽  
Teacher Student ◽  
Student Dialogue ◽  
Teachers And Students ◽  
Six Dimensions ◽  
Teaching Learning

Teacher-student dialogue plays a central role in facilitating the ongoing growth of those engaged in education, particularly dialogue that invites student reflection on the instruction being given and the teacher herself. Dialogue should aid students in articulating self-awareness (conscious or unconscious) regarding their behaviour and learning habits and the learning process and its results at the same time as assessing their quality and the ways in which they may be improved. One of the reasons behind our increasing inability to break down the inherent barrier between teachers and students is due to a lack of engagement in ongoing dialogical reflection as a means of advancing the teaching-learning process within the school. This article summarizes the philosophical concepts of a ten years of teacher education program which was designed according to the principals of Philosophy with Children. The program fostered creativity and self-reflective thinking in schools and in teacher education and offered dialogical methods. It is based also on six dimensions that are the basis of Philosophy with Children: learning from a place of questions, community of learning that resists the educational hierarchy that boasts of omniscience, coordinator as a participant in the learning process, learning in the real present, legitimization of improvisation as a way of learning , learning as liberating the learner from disciplinary boundaries. All six dimensions view Philosophy with Children as a pedagogy of searching at whose center lies the pursuit of meaning that facilitates personal development—and thus self-direction and capability.

scholarly journals Revisiting the Effectiveness of Blackboard Learning Management System in Teaching English in the Era of COVID-19

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Mohammad H. Al-khresheh
Keyword(s):  
Learning Process ◽  
Teaching English ◽  
Primary Research ◽  
Detailed Review ◽  
Teacher Student ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Narrative Literature ◽  
Teaching Learning ◽  
The Right

The study carries out a detailed review of the overall impact of deploying the Blackboard online platform in the EFL teaching-learning process. In pursuing this aim, this study has followed the narrative literature approach, using analytical and comparative techniques as primary research methods. Numerous studies have been analysed thoroughly to conclude whether these technology-oriented tools directly affect the EFL teaching-learning process. The study also provides a definitive opinion regarding the usefulness of blackboard technology. The analysis of literature pointed out that EFL classes were positively influenced when Blackboard technology was utilised. Blackboard technology’s advantages in EFL were found to outnumber their disadvantages. However, technical challenges remain in integrating this technology successfully into modern classrooms. It should also be noted that while such technology-based teaching tools are a step in the right direction, they should not be considered as a perfect replacement for time-tested teacher-student classroom interactions that happen organically in classrooms. Additional preparation is also required from both teachers and students to make a meaningful contribution to such technology-oriented classes. Particularly, teachers need much training, encouragement, and support to move towards further advanced and collaborating pedagogies online.

scholarly journals Ecological Teaching Evaluation vs the Datafication of Quality: Understanding Education with, and Around, Data

2020 ◽  
Vol 3 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Tim Fawns ◽  
Gillian Aitken ◽  
Derek Jones
Keyword(s):  
Higher Education ◽  
Digital Data ◽  
Education Literature ◽  
Teacher Student ◽  
Teachers And Students ◽  
Ecological View ◽  
Evaluative Judgement ◽  
Teaching Learning ◽  
Cross Fertilization

AbstractCurrent evaluation of higher education programmes is driven primarily by economic concerns, with a resulting imbalance towards the summative assessment of teaching and away from faculty development. These agendas are advanced through datafication, in which the transformation of social and material activity into digital data is producing a narrow, instrumental view of education. Taking a postdigital perspective on contemporary practices of evaluation outlined in higher education literature, we argue for an ecological view, in which evaluation must take account of those aspects of teaching, learning, and educational context, missing from digital data. We position quality as distributed across teacher, student, institution and context, arguing for the cross-fertilization of diverse kinds of data and non-datafied understandings, along with greater involvement of teachers and students in ways that enhance their agency, and develop their evaluative judgement of the quality of educational practices. We conclude that datafied practices can complement expert judgement when situated within a trusting, formative environment, and informed by an understanding of both pedagogy and technology, and clarity of educational purpose.

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