Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy

The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.

Associations Between Student Behavior, Teacher Practice Delivery and Teacher Student Relationships: An Integrative Data Analytic Approach

This study used integrative data analysis (IDA) to examine student teacher relationship profiles within student problem behavior, teacher delivered practices, and teacher-student relationships, and the influence of profiles on distal outcomes in early childhood and early elementary classrooms with students with or at risk for EBD. Typically, samples from these two age groups are considered separately, however, we use IDA procedures such as data harmonization to identify measures from three separate federally funded studies spanning ages (3-8) to examine these phenomena across these developmental ranges. Using an exploratory approach to latent profile analysis (LPA) and including Conflict, Closeness, Teacher Delivery of Practices, Social Skills, and Problem Behavior scores as indicators, we found significant evidence for the existence of four student teacher relationship profiles among our sample of 196 student-teacher dyads observed across three different datasets. These dyads roughly corresponded to what we describe as four different teacher-student interaction profiles: 1) Responsive, 2) Unresponsive, 3) Difficult, and 4) Challenging. Nearly 80 percent of dyads fell into profiles 1 or 3, with the remaining dyads split between profiles 2 and 4. Further, we found that profile membership did predict significant differences on most of the same measures observed at Time 2, in the Spring. Findings from the present study provide evidence that teacher student relationships in early childhood and elementary school classrooms are multifaceted and that transactional processes inherent in these relationships influence some outcomes at the end of the school year.

Investigating the Impact of Teacher-Student Relationships on the Formation of Would-be Teachers’ Professional Qualities

Актуальность исследования обусловлена, с одной стороны, высокими требованиями к готовности студентов к будущей деятельности, в частности к коммуникативной компетентности, изложенными в государственных стандартах высшего образования, с другой — влиянием взаимодействия преподавателя и обучающихся на формирование профессионально значимых качеств будущего профессионала и недостаточной изученностью этой проблемы. В статье представлены результаты изучения факторов продуктивного субъектного взаимодействия преподавателя и студентов и психолого-педагогических условий, оказывающих влияние на формирование профессионально значимых качеств будущего педагога. Для исследования влияния характера взаимодействия преподавателя и студентов на формирование личности будущего педагога были использованы теоретические методы, проективная методика «Незаконченные предложения» и авторская анкета, позволившие выявить значимые факторы взаимодействия преподавателя и студентов и получить достоверный, репрезентативный эмпирический материал. Исследование осуществлялось на основе сопоставления теоретической модели продуктивного субъектного взаимодействия и реальной экспериментальной модели, представление о которой было получено в процессе опроса студентов и преподавателей. Выявление критериев и показателей, психолого-педагогических условий продуктивного субъектного взаимодействия преподавателя и студентов, положительно влияющего на формирование профессионально значимых качеств будущего педагога, составляет теоретическую значимость, а возможность использования авторских опросников, позволяющих отслеживать влияние факторов взаимодействия преподавателя и студента на профессиональное развитие будущего педагога в практической деятельности преподавателей вуза, — практическую ценность исследования. The relevance of the research is accounted for by high requirements for would-be teachers’ professional readiness and communicative skills. It is also accounted for by the fact that the impact of teacher-student relationships on the formation of would-be teachers’ professional qualities is largely underinvestigated. The article presents the results of a research aimed at the investigation of teacher-student cooperation in the learning environment and at the investigation of psychological and pedagogical conditions that influence the formation of professional qualities in novice teachers. To uncover the factors that significantly influence teacher-student relationships and to acquire reliable and detailed empirical data pertaining to the way teacher-student relationships influence the formation of professional qualities in novice teachers,the author employs theoretical methods, a project methods called “Unfinished utterances”, and author-developed questionnaires. The researcher compares a theoretical model of efficient teacher-student cooperation and an experimental model created on the basis of questionnaire data analysis. The theoretical significance of the research consists in the fact that the author singles out criteria and factors pertaining to efficient teacher-student communication as a means of developing professional qualities in novice teachers. The practical value of the research consists in the fact that the questionnaires created by the author can be used to assess novice teachers’ professional readiness.

MEMBINA HUBUNGAN YANG POSITIF ANTARA GURU DAN SISWA DI MASA PANDEMI DI PKBM X, BOGOR

The COVID-19 pandemic dramatically reduced direct interactions between teachers and students during learning hours. As a consequence, teachers struggle to gauge the student’s ability and cannot fully understand the learning situation at home for each student, especially adolescents. This was experienced by PKBM X who since the pandemic has had profound trouble to reach out to their students. PKBM X is a non-formal high school that upholds the values of equality and democracy, and teachers bear a role to understand the condition of each student and try to help whenever necessary. However, according to interviews, some teachers are unsure about how to establish a relationship with students, especially in this time of pandemic. There are also teachers who are too involved emotionally with the student’s problems, to a point where they feel emotionally burdened. Utilizing the problem tree analysis, it is concluded that the relationship between teachers and students isn’t optimal. To that end, a training was designed to inform participants about positive teacher -student relationship, especially during pandemic. With this knowledge, teachers realized the importance of positive teacher -student relationships and how to initiate positive interactions in times of pandemic. Not only that, teachers are also taught to manage their expectations about the teacher -student relationship, so that teachers continue to provide support without being personally affected if the student is not easily approached. After the training, teacher’s knowledge about the positive teacher-student increased, and teachers were able to develop action plans for their students.Pandemi COVID-19 membuat interaksi langsung di jam belajar mengajar antara guru dan siswa berkurang. Guru menjadi sulit mengetahui pemahaman dan keadaan siswa.. Hal ini dialami oleh PKBM X yang sejak masa pandemi merasa sulit untuk menjangkau siswa. Padahal, PKBM X adalah sekolah yang menjungjung tinggi nilai kesetaraan dan kekeluargaan, dan guru memiliki peran untuk mengetahui kondisi siswa dan berusaha membantu. Hanya saja, berdasarkan wawancara, sejumlah guru ragu bagaimana menjalin interaksi dengan siswa, terutama di masa pandemi ini. Ada juga guru yang malah terlalu terlarut dengan masalah siswa, sehingga merasa terbeban secara emosional. Dengan metode analisis pohon masalah, ditemukan bahwa hubungan guru dan siswa di PKBM X pada saat ini kurang optimal. Untuk itu, dirancanglah sebuah pelatihan seputar pengetahuan membina hubungan guru dan siswa yang positif, terutama di masa pandemi ini. Dengan pengetahuan ini, guru diharapkan dapat menyadari pentingnya hubungan guru dan siswa yang positif serta bagaimana memulai interaksi positif di masa pandemi. Tak hanya itu, guru juga diajak untuk mengelola ekspektasi tentang hubungan guru dan siswa yang positif, sehingga guru tetap memberikan bantuan terbaiknya tanpa terdampak secara personal jika kondisi siswa tidak mudah dijangkau atau didekati. Melalui pelatihan ini, pengetahuan guru tentang hubungan guru dan siswa meningkat, dan guru dapat menentukan rencana aksi yang dapat mereka lakukan untuk siswa di PKBM X.

Cambodian and Laotian Students' Experience of Language Barriers, Cultural Differences, and Teacher-Student Rapport in a University in Vietnam: A Grounded Theory Approach

<p>An increasing number of international students have enrolled in university degree programmes in Vietnam in recent years and this has presented a range of new pedagogical opportunities and challenges in the higher education context of the nation. Currently, little is known about international students’ academic experiences in Vietnamese universities although the literature suggests that effective teacher–student relationships are an important factor in establishing effective teaching and learning processes. This study employs grounded theory to examine the influence of teacher–student relationships on international students’ academic experiences at a university in Vietnam that is located in a region that draws in students from the neighbouring countries of Cambodia and Laos. A mixed research design combining data from questionnaires and in-depth interviews was used in this research. Data from questionnaires were collected from all Cambodian and Laotian international students who were enrolled at a university in the An Giang province in Vietnam’s Mekong Delta. These data were supplemented by in-depth interviews with a sample group of the students. The findings from this study show that while the Cambodian and Laotian international students reported good relationships with their Vietnamese teachers and having no difficulty in adapting to Vietnamese culture, they also struggled with the challenges of studying in a new language and this made it difficult for them to communicate effectively with their teachers or participate fully in classroom activities.</p>

Cambodian and Laotian Students' Experience of Language Barriers, Cultural Differences, and Teacher-Student Rapport in a University in Vietnam: A Grounded Theory Approach

<p>An increasing number of international students have enrolled in university degree programmes in Vietnam in recent years and this has presented a range of new pedagogical opportunities and challenges in the higher education context of the nation. Currently, little is known about international students’ academic experiences in Vietnamese universities although the literature suggests that effective teacher–student relationships are an important factor in establishing effective teaching and learning processes. This study employs grounded theory to examine the influence of teacher–student relationships on international students’ academic experiences at a university in Vietnam that is located in a region that draws in students from the neighbouring countries of Cambodia and Laos. A mixed research design combining data from questionnaires and in-depth interviews was used in this research. Data from questionnaires were collected from all Cambodian and Laotian international students who were enrolled at a university in the An Giang province in Vietnam’s Mekong Delta. These data were supplemented by in-depth interviews with a sample group of the students. The findings from this study show that while the Cambodian and Laotian international students reported good relationships with their Vietnamese teachers and having no difficulty in adapting to Vietnamese culture, they also struggled with the challenges of studying in a new language and this made it difficult for them to communicate effectively with their teachers or participate fully in classroom activities.</p>

Teacher-Student Relationships in Diverse New Zealand Year 10 Mathematics Classrooms: Teacher Care

<p>Teacher-student relationships are considered influential for academic achievement and motivation, particularly for students of minority and low socio-economic groups. Teacher care is an essential component of effective teacher-student relationships. This study examined factors that contribute to developing and maintaining caring teacher-student relationships in low socio-economic multicultural classrooms (Maori, Pasifika, New Zealand European). Three areas of teacher care were explored: care for students as individuals, their mathematical progress, and for students as culturally located individuals. The sample comprised three urban schools, one class and one teacher in each school for each of two years (six Year 10 mathematics teachers and their classes in total). Three data collection periods were used: the initial four weeks of the school year, and two weeks late in each of school terms 2 and 3. Each data collection period included classroom observations, teacher and student interviews, and teacher and student questionnaires. Within a holistic context of classroom well being, characteristics of caring teacherstudent relationships were found to fit within four dispositional aspects (liking, respecting, and being tolerant of each other, and being able to reflect one's personal identity), and four themes (knowing each other as people, knowing each other as learners, knowing each other's cultures, and enhancing feelings of cultural identity). Specific classroom practices found to be supportive of respectful caring teacher-student relationships included using humour, one-to-one teacher-student interactions, making opportunities for sharing personal identities, and expecting mathematical progress. Mixed results were obtained regarding how deeply students value their heritage cultures, whether or not they believe these are well reflected in their schools and classrooms, and the extent to which they would like them to be reflected in these places. There is evidence that for many Maori, Pasifika, and low socio-economic students, mathematics teachers can enhance students' motivation and mathematical achievement by using explicitly caring practices. Teachers must acknowledge and attend to caring teaching approaches to maximise their students' progress in, and enjoyment of, mathematics.</p>