scholarly journals ASSÉDIO E O ABUSO NO ENSINO SUPERIOR:

2021 ◽  
Vol 11 (21) ◽  
pp. 05-24
Author(s):  
Vanessa De Oliveira Haile ◽  
Adelaine Ellis Carbonar dos Santos
Keyword(s):  
Higher Education ◽  
Power Relations ◽  
Gender Violence ◽  
Relationship Power ◽  
Teacher Student ◽  
Gender Hierarchy ◽  
Teacher Student Relationship ◽  
On Line ◽  
Student Relationship ◽  
The City

O presente artigo tem por objetivo identificar os casos de assédio e abuso no ensino superior da cidade de Ponta Grossa/Paraná. Buscando analisar como se evidenciam e se originam esses casos, foram recolhidos depoimentos de acadêmicos de ambos os gêneros, visando compreender a situação na perspectiva da vítima, analisando como elas, suas testemunhas e seus supervisores estão tratando os assuntos referentes ao tema. Os dados foram coletados por meio de questionário on-line composto de questões objetivas e questões descritivas. Todos os casos apresentados ocorreram por haver uma relação de poder entre agressor e vítima, seja essa relação uma hierarquia institucional, de cargos, classe, raça ou de gênero. Palavras-chaveEnsino Superior, Gênero, Violência, Relação professor-aluno, Relações de poder.   HARASSMENT AND ABUSE IN HIGHER EDUCATION: from aggressions to institutional omission AbstractThe purpose of this article is to identify cases of harassment and abuse in higher education of the city of Ponta Grossa, Paraná. Seeking out to analyze how these cases are evidenced and originated, testimonials were collected from academics of both genders, in order to understand the situation from the perspective of the victim, analyzing how they, their witnesses and their supervisors are dealing with the subjects. The data was collected by means of on-line questionnaire composed of objective questions and descriptive questions. All cases presented occurred because there is a power relation between aggressor and victim, whether that relationship is an institutional, job, class, race or gender hierarchy. KeywordsHigher Education, Gender, Violence, Teacher-student relationship, Power relations.

scholarly journals TEACHER-STUDENT RELATIONSHIP HARMONY AND STUDENT LEARNING OUTCOMES IMPRINTED BY TEACHER CLASSROOM MANAGEMENT STYLES AT A HIGHER EDUCATION INSTITUTION

2021 ◽  
Vol 226 (13) ◽  
pp. 91-97
Author(s):  
Vũ Văn Tuấn ◽  
Nhạc Thanh Hương ◽  
Lã Nguyễn Bình Minh
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Learning Outcomes ◽  
Education Institution ◽  
Student Learning Outcomes ◽  
Management Styles ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teacher Classroom

Nghiên cứu này xem xét cách quản lý lớp học của giảng viên và cảm nhận của sinh viên đối với phong cách giảng dạy của giảng viên ảnh hưởng đến thành quả học tập của sinh viên. Khảo sát so sánh, miêu tả được sử dụng để phân tích bốn phong cách quản lý lớp học của giảng viên đó là cách quản lý quyền lực, độc đoán, dân chủ, và trao quyền. Kết quả của nghiên cứu dựa trên bảng câu hỏi do người nghiên cứu xây dựng với 141 giảng viên và 365 sinh viên được lựa chọn theo công thức Slovin tại một cơ sở giáo dục đại học trong kỳ 2 năm học 2020-2021. Kết quả đã chỉ ra rằng giảng viên và sinh viên có chung quan điểm đánh giá thấp về cách quản lý lớp học quyền lực, đánh giá cao về quản lý độc đoán, và dân chủ. Tuy vậy, họ có sự đối lập quan điểm về cách quản lý trao quyền, đó là giảng viên rất thích trao quyền cho sinh viên, ngược lại sinh viên lại đánh giá thấp và không muốn được giảng viên trao quyền. Nghiên cứu này là nguồn dữ liệu tham khảo hữu ích cho nhà giáo dục để xây dựng môi trường học năng động nhằm nâng cao kết quả học tập cho sinh viên.

scholarly journals Development of a caring teacher-student realationship in higher education

2021 ◽  
Vol 12 (1) ◽  
pp. 151-163
Author(s):  
Sanja Simel Pranjić
Keyword(s):  
Higher Education ◽  
Relevant Literature ◽  
Teaching Process ◽  
Relational Pedagogy ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teacher Needs ◽  
Caring Relationship ◽  
Student Relationship ◽  
Caring Teacher

Aim. This article aims to summarize the current state of understanding on a development of a caring teacher-student relationship in higher education context, grounded in relational pedagogy. Also, it provides critical reflection on the data from available literature. Methods. The development of a caring teacher-student relationship was presented using the method of description, based on the review of relevant literature. Results. The development of a caring relationship between students and higher education teachers can be monitored in stages. At first, there is the introductory meeting with the students when a teacher with his personality, authenticity, and approach lays the foundations for the development of a caring relationship. During further meetings, the teacher encourages mutual trust, respect, and appreciation and deepens the relationship by adapting the teaching process to the needs, interests, and affinities of students, until the formal completion of their cooperation. Conclusion. In order to achieve a caring relationship with students in higher education, a teacher needs to approach it consciously, intentionally, thoughtfully and to plan it well from the very beginning. It is crucial to get to know the students as real persons, and accordingly, continuously adapt the teaching process to their needs and interests, allowing them to express themselves freely in a safe, accepting, and encouraging environment. Cognitive value. By presenting the stages of a development of the caring relationship between students and higher education teachers and the synthesis of their characteristics, this paper contributes to a deeper understanding of this phenomenon.

scholarly journals Teacher-student interaction in the context of higher education

2021 ◽  
Vol 99 ◽  
pp. 01041
Author(s):  
Elena Makarova
Keyword(s):  
Higher Education ◽  
Teacher Development ◽  
Classroom Environment ◽  
Student Interaction ◽  
University Teaching ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teacher Student Interaction ◽  
Student Relationship

The article addresses the issue of teacher-student relationship in Russian higher education environment. The aim of the study is to identify challenges and problems faced by first- and second-year Russian students in interaction with university teaching staff and consider ways of solving them. The paper presents the analysis of student survey results, which contained closed and open-ended questions. Quantitative and qualitative research methods, applied in the study, allowed to confirm students’ needs for respectful attitude and teacher’s support. Respectful teacher’s attitude was found to be more significant for harmonizing classroom environment than teacher’s ability to effectively transfer subject-related knowledge. Recommendations on establishing balanced teacher-student relationship and minimizing anxiety in higher education settings are given. The findings are in relation to teacher development programmes and their potential in providing teaching staff with pedagogical and psychological knowledge for establishing cooperative teaching and learning. Suggestions for further research including teacher-student interaction from teacher’s perspective are outlined.

scholarly journals A PARADIGM SHIFT IN HIGHER EDUCATION TEACHERS’ TEACHING STYLE

2021 ◽  
Vol 1 ◽  
pp. 442-453
Author(s):  
Rita Mičiulienė ◽  
Nijolė Čiučiulkienė
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Teaching Style ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Universities Of Applied Sciences ◽  
Student Relationship ◽  
Teaching Paradigm ◽  
New Education ◽  
Conceptual Foundations

The shift in the educational paradigms, changing the conceptual foundations of studies, forces us to take a closer look at the ability of Lithuanian higher education teachers to establish in practice the new education paradigm modelled on the theoretical foundations of the reform. The study investigates the teaching styles of higher education teachers (N 297) in four universities of applied sciences and the correlation between teachers’ teaching style, demographic factors and self-assessed didactic competence. The study findings led to the conclusions highlighting the following statements: although there is no prevailing teaching style, most college teachers work employing the interaction paradigm. The results also indicated that women show more support to learning paradigm than men; young teachers (25-35 years old) having assistant positions prefer  the teaching paradigm more than teachers of other age and position groups; the representatives of technological sciences are more inclined to the teaching paradigm, while humanities – to interaction paradigm; the teachers who assess their didactic competence highly follow the interaction paradigm in their teacher-student relationship, and low - the teaching paradigm. Though the findings of this study allow capturing a larger shift towards the interaction paradigm, teacher continuing development programmes and support are necessary for higher education teachers. The further research is needed to deepen and extend the findings of this study as well.

scholarly journals A AFETIVIDADE NA RELAÇÃO PROFESSOR-ALUNO E O PROCESSO ENSINO-APRENDIZAGEM: DISCUSSÃO DE DADOS MEDIATIZADA PELO PORTAL CAPES

2021 ◽  
Vol 18 (1) ◽  
pp. 61-76
Author(s):  
Gleice Mari Machado de Miranda Rodrigues ◽  
Caroline Elizabel Blaszko ◽  
Nájela Tavares Ujiie
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Academic Research ◽  
Childhood Education ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Schooling Process ◽  
Student Relationship ◽  
Teaching Learning

The study discusses theinfluence of affectivity on teacher-student relationships and their contributions to the teaching-learning process. The objective is to highlightthe importance of affectivity throughout the schooling process and its respective impacts on student preparation and learning, also alerting to the need for new academic research on affectivity in the classroom. The problem that guided this study is what are the contributions of affectivity in the teacher-student relationship and its impacts on the teaching-learning process.The structure of the article is divided into three main themes, which are: conceptualizations and reflections on learning and affectivity, the importance of affectivity in the teacher-student relationship and in learning, and finally, the datasurvey and analysis. The methodology is bibliographic in nature, enriched with the state of knowledge, from the Periodic Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), in the last decade. Of the articles found, nineteen focus on the descriptor affectivity, covering the stages of early childhood education, elementary school, high school, higher education and distance education, which showed the importance of the teacher and his influence through the development of interactions, harmonious and affective relationships established from early childhood education to higher education. It was concluded that, throughout the schooling process, affectivity is an essential factor, which generates positive reflexes in education, and that the teacher is essential to the development of affective relationships established at all levels of education.

Positive And Supportive Teacher Student Relationship

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 2665-2673
Author(s):  
Parmanand Tripathi
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Primary Objective ◽  
Learning Space ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

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