Journal articles on the topic 'Student teachers'
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1
Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.
Abstract:
The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.
2
Listiyawati, Listiyawati, Eliana Sari, and Ivan Hanafi. "Teacher's Emotional Intelligence, Class Management, and School Organizational Climate, on Interaction Behavior among Teachers and Students." Journal of Sosial Science 3, no. 4 (July 21, 2022): 656–65. http://dx.doi.org/10.46799/jss.v3i4.376.
Abstract:
The problems of classroom interaction among teachers and students arise in conditions of academic demands that assume the practice of teachers' social competence in class. This paper aims to study the effect of teachers' emotional intelligence, classroom management, and school organization climate on interaction behavior among teachers and students in SPK High School. A survey method with path analysis was applied to test the hypothesis and conduct interviews among 105 teachers and students by proportional random sampling technique. Upon this research, the conclusion is obtained. (1) A teacher's emotional intelligence, class management, and school organization climate positively affect teacher and student interaction behavior. (2) A teacher's emotional intelligence has a positive direct effect on school organization climate. Class management has a positive direct effect on the school organization climate. (3) A teacher's emotional intelligence has a positive direct effect on class management. (4) A teacher's emotional intelligence positively affects teacher and student interaction behavior through the school organization climate. (5) Class management positively impacts teacher and student interaction behavior through the school organization climate. The conclusion is that the teacher and student interaction behavior is affected by the teacher's emotional intelligence, class management, and school organization climate
3
Fletcher, Heather, Amanda Krause, and Jane Davidson. "Examining How Voice Teachers Influence Student Achievement." Journal of Singing 79, no. 4 (February 22, 2023): 445–56. http://dx.doi.org/10.53830/hhjh1114.
Abstract:
While studies have defined voice teacher expertise, seldom have associations been made between voice teachers and their students’ performing achievements. This study investigated which characteristics and attributes of successful classical and music theatre voice teachers influence student success. A sample of 123 Australian voice teachers (77% females, 22% males, 1% non-binary), aged 26–78 years old (M=48.23), completed an online, quantitative survey examining teacher background, experience, and genre. Additionally, standardized, quantitative measures examined psychological components such as teacher empathy and leadership. Findings demonstrated statistically significant associations between greater student achievement and the teacher’s own performance and teacher training and achievements as well as the number of students they have taught. Additionally, teacher leadership, specifically training facilitation and positive feedback, was statistically positively associated with student achievement. Teacher genre was not found to influence student success. These findings indicate that incorporating leadership training into voice pedagogy courses, while facilitating ongoing performing and professional development, could contribute to voice teacher expertise which would conceivably produce more successful students.
4
Shinoda, Hirofumi, Tsuyoshi Yamamoto, and Kyoko Imai-Matsumura. "Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers." PLOS ONE 16, no. 11 (November 3, 2021): e0259410. http://dx.doi.org/10.1371/journal.pone.0259410.
Abstract:
As teachers are responsible for responding instantaneously to students’ statements and actions, the progress of the class, and their teaching purpose, they need to be able to engage in responsive teaching. Teachers obtain information about students’ learning by observing them in the classroom, and subsequently make instructional decisions based on this information. Teachers need to be sensitive to student behaviors and respond accordingly, because there are students who follow the teacher’s instructions and those who do not in every classroom. Skilled teachers may distribute their gaze over the entire class and discover off-task behaviors. So how does a teacher’s visual processing and noticing ability develop? It is important to clarify this process for both experienced teachers and student teachers. Therefore, the purpose of this study was to investigate whether there is a difference in visual processing and the ability to notice off-task behaviors in class between teachers and student teachers through gaze analysis. Using an eye tracking device, 76 teachers and 147 student teachers were asked to watch a video, and gaze measurements were collected. In the video, students exhibiting off-task behaviors in class were prompted by their classroom teacher to participate in the lesson. After the video, the participants were asked if they could identify the students who had displayed off-task behaviors and whom the teachers had warned. The results showed that teachers gazed at students engaging in off-task behaviors in class more often and noticed them at a higher rate than student teachers did. These results may be attributed to differences in the experiences of visual processing of relevant information in the classroom between teachers and student teachers. Thus, the findings on teachers’ visual processing by direct measurement of gaze will be able to contribute to teachers’ development.
5
Stunder, Stephen. "The Use Of Student Achievement Data In Teacher Evaluation: How Should It Be Used?" Interdisciplinary Journal of Advances in Research in Education 3, no. 2 (May 1, 2021): 1–6. http://dx.doi.org/10.55138/ab104284usa.
Abstract:
Student achievement data is widely recognized as a predictor of student success in education. The student achievement data is often used to determine if students are learning, understanding, processing, and retaining information. However, teachers are often unfairly evaluated based on student data, and little attention is given to student achievement outside of the classroom as well as how students without fair access to equitable resources perform. The student achievement data is also used to determine if schools are underperforming, and the data is also tied to whether or not students are proficient in subject content. These evaluations can often be tied to a teacher’s career path. This article looks to explore if teachers were more involved in the design of these evaluations, whether or not they would be a more fair assessment of teacher and student achievement. As teachers are experts in classroom environment, would teachers not be more qualified to develop fair evaluation tools to understand student and teacher achievement? Keywords: Teacher Evaluation, Student Achievement, Achievement Data
6
Milawati, Milawati, Nurir Rohmah, and Helmy Sahirul Alim. "ESRU Model in ESP Context: Insight from EFL Teacher’s Practice." Prosodi 16, no. 1 (April 11, 2022): 17–27. http://dx.doi.org/10.21107/prosodi.v16i1.13373.
Abstract:
To carry out formative assessments, the ESRU model is used to analyze all utterances indicated as teachers' strategies in implementing informal formative assessments. The ESRU model begins with the initiation of the teacher in asking questions to generate student thoughts, then the students provide responses to the teacher's initiation questions. Furthermore, student responses can be recognized by teachers and teachers provide feedback on student responses. A case study on ESP classes was observed to investigate in depth information dealing with the ESRU Model implementation. It revealed that teacher-students interaction was dominantly occured, teacher can use information to support learning and modify their learning to help students achieve learning targets that are determined together. Thus the existing gap can be minimized, both students and teachers can benefit from the information obtained from informal formative assessments.
7
Permatasari, Futika, and Yopi Arianto. "Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa." IDEA: Jurnal Psikologi 6, no. 1 (April 20, 2022): 76–82. http://dx.doi.org/10.32492/idea.v6i1.748.
Abstract:
Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education.
Keywords: Competence, Personality, Teacher, Student Character
8
Nurjannah, Eka, Masudi Masudi, Baryanto Baryanto, Deriwanto Deriwanto, and Asri Karolina. "Strategi Guru Mata Pelajaran Akidah Akhlak dalam Meningkatkan Kedisiplinan Belajar Siswa." Journal of Education and Instruction (JOEAI) 3, no. 2 (December 2, 2020): 159–71. http://dx.doi.org/10.31539/joeai.v3i2.1381.
Abstract:
This study aims to find out how the teacher strategies of the subjects Akidah Akhlak in improving student learning discipline and how the state of student learning discipline in SDIT Rabbi Radhiyyah 01 rejang lebong district. This research uses qualitative approach with field research type. Observation data collection techniques, interviews, and documentation. Data analysis includes data reduction, data presentation, verification/drawing conclusions. The results showed; First, the teacher's strategy of morality in improving student learning discipline by briefing students on the importance of enforcing discipline, teachers setting an example for students in good manners, teachers advising students to be good and teachers to sanction students who violate discipline; Second, the student's learning discipline situation is informed if the student's low interest in learning is due to students lacking introspection, weak student punishment and low support from some parents. In conclusion, the strategies implemented by teachers in improving student discipline by providing examples, advice to be good, as well as weak student discipline conditions caused by students lacking self-introspection, weak student punishment and low support of some parents.
Keywords: Teacher Strategy, Moral Code Teachers, Learning Discipline
9
Laili, Laili, Eka Yanuarti, Hendra Harmi, and Asri Karolina. "Upaya Guru Pendidikan Agama Islam dalam Mengembangkan Sikap Keberagamaan pada Siswa." Journal of Education and Instruction (JOEAI) 3, no. 2 (December 23, 2020): 179–88. http://dx.doi.org/10.31539/joeai.v3i2.1385.
Abstract:
This study aims to find out how the teacher strategies of the subjects Akidah Akhlak in improving student learning discipline and how the state of student learning discipline in SDIT Rabbi Radhiyyah 01 rejang lebong district. This research uses qualitative approach with field research type. Observation data collection techniques, interviews, and documentation. Data analysis includes data reduction, data presentation, verification/drawing conclusions. The results showed; First, the teacher's strategy of morality in improving student learning discipline by briefing students on the importance of enforcing discipline, teachers setting an example for students in good manners, teachers advising students to be good and teachers to sanction students who violate discipline; Second, the student's learning discipline situation is informed if the student's low interest in learning is due to students lacking introspection, weak student punishment and low support from some parents. In conclusion, the strategies implemented by teachers in improving student discipline by providing examples, advice to be good, as well as weak student discipline conditions caused by students lacking self-introspection, weak student punishment and low support of some parents.
Keywords: Teacher Strategy, Moral Code Teachers, Learning Discipline
10
Indraswati, Dyah, Prihma Sinta Utami, Suyitno Suyitno, and Dodik Kariadi. "Pengaruh Persepsi Mahasiswa Tentang Status Sosial Guru Dan Pendidikan Profesi Guru (PPG) Terhadap Motivasi Menjadi Guru Sekolah Dasar." Madrasah 12, no. 2 (June 29, 2020): 140–53. http://dx.doi.org/10.18860/mad.v12i2.8963.
Abstract:
This study aims to determine: (1) the effect of students' perceptions of the teacher's sosial status on student motivation to become a Primary Teachers; (2) the effect of students' perceptions about teacher professional education programs (PPG) on student motivation to become teachers; (3) the effect of students' perceptions about the sosial status of teachers and teacher professional education programs (PPG) on student motivation to become teachers. This research is an ex post facto research with a quantitative approach. The subjects in this study were the 7th-semester students of the University of Mataram's PGSD study program, amounting to 315, then samples were taken using the Slovin formula so that 177 students were obtained. The data collection method uses a questionnaire. Data analysis uses descriptive statistical analysis; analysis prerequisite test consisting of normality test, linearity test, and multicollinearity test; and regression analysis consisting of a simple linear regression test and multiple linear regression test. The results showed: (1) There was a positive and significant influence of students' perceptions about the teacher's sosial status on motivation to become a teacher. (2) There is a positive and significant influence of students' perceptions about PPG on motivation to become a teacher. (3) There is a positive and significant influence of students' perceptions about the sosial status of teachers and PPG simultaneously on the motivation of students to become teachers.
11
Shaima M. Saalh. "Exploring the Integration of Environmental Identity within EFL Teacher's Identity." Journal of the College of Education for Women 33, no. 4 (December 30, 2022): 19–26. http://dx.doi.org/10.36231/coedw.v33i4.1635.
Abstract:
Nowadays, the ideas of integrating the concepts of the environment and saving it are being famous. These ideas are widely seen in many fields of study, and language education is one of them. Thus, the identity of English Language teachers (ELT) is a step toward transferring this concept in EFL materials in ELT departments. The EFL teacher's identity takes different meanings. Sometimes, it only means the teacher who teaches the English language, and other times, it means, the cultural and social aspects that the teacher and students interact during the study course. These cultural and social aspects represent the environment in teacher’s identity. This study aims to explore the environmental identity within EFL teacher identity. The sample of 100 student-teachers has been selected randomly from the fourth-grade students in the department of English language in the University of Baghdad. The study tool is adapted from the Environmental Identity Survey (Clayton et al., 2021) and Xun’s et al. (2014) EFL teacher identity questionnaire. After ascertaining the face validity and reliability of the tool, the study has been applied to the study sample. The results have shown that 16 items of the scale are high, 31 items are moderate, and three of them are low. However, the final results have indicated that student-teachers’ perception of their environmental identity is moderate
12
Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (May 8, 2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.
Abstract:
Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.
13
Newton, Xiaoxia A., Linda Darling-Hammond, Edward Haertel, and Ewart Thomas. "Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts." education policy analysis archives 18 (September 30, 2010): 23. http://dx.doi.org/10.14507/epaa.v18n23.2010.
Abstract:
Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers’ effectiveness, especially when the stakes are high.
14
Jepps, Jepps, Shumaila Noreen, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (April 13, 2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.7.
Abstract:
Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction
15
Noreen, Shumaila, and Bushra Kazim. "Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms." Journal of Educational Psychology and Pedagogical Sciences 1, no. 1 (April 14, 2022): 17–37. http://dx.doi.org/10.52587/jepps.v1i1.17.
Abstract:
Emotional intelligence abilities are present in most persons, but they are not observable. They have an impact on our ability to control behavior, handle social challenges, and make effective personal choices. Teachers' emotional intelligence abilities are wonderful components of the teaching process. These are extremely important in terms of student motivation and the student-teacher interaction. Every student is different in terms of motivation and the student-teacher interaction. Similarly, some kids are able to form positive teacher-student interactions while others are unable. These gaps can be filled by a teacher's emotional intelligence skills. This study aimed to look at the Impact of teachers' emotional intelligence abilities on student motivation and their interaction with students in secondary school classrooms. The research was quantitative in nature. Data on emotional intelligence abilities of teachers, the teacher-student connection, and motivation of student was collected using a survey approach. SPSS-20 was used for the quantitative analysis. To examine the impact of a teacher's emotional intelligence abilities on student motivation and the teacher-student interaction, the Pearson Correlation Coefficient was used. The tables below show the data analysis and interpretations. The impacts of instructors' emotional intelligence competencies on student motivation and the student-teacher interaction were investigated using a regression test. The findings of this research indicated that emotional intelligence abilities of teachers have a substantial impact on student motivation and the student-teacher interaction.
16
Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (November 15, 2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.
Abstract:
This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support behaviors were the strongest predictors of students' views of high quality relationships with their teachers; both prosocial classroom behaviors and social-emotional support are malleable, and authors discuss implications for how teachers' behaviors shape students' positive views of their student-teacher relationships.
17
Charoenkul, Nantarat. "APPROACHES TO DEVELOPING FUTURE TEACHER LEADERSHIP TO ENHANCE STUDENTS’ HUMAN VALUE CREATING GLOBAL CITIZENSHIP." Psychology and Education Journal 58, no. 1 (January 1, 2021): 5443–53. http://dx.doi.org/10.17762/pae.v58i1.1842.
Abstract:
This research aims to: 1) study the present and desirable states and priority needs of future teacher leadership development; 2) propose approaches to developing future teacher leadership to enhance students’ characteristics based on the human value creating global citizenship concept. This study used a mixed-method approach. The sample population comprised 220 volunteer student teachers, 68 school administrators and teacher mentors, plus 16 experts, totally 304. The research instruments were questionnaires and interviews, plus an evaluation form. Data were analysed by frequency, percentage, mean, standard deviation, Modified Priority Needs Index (PNIModified) and content analysis. The research findings reveal that there are 4 future teacher development main approaches: 1. Develop student teachers’ personal growth to be the role models coaching students to conduct knowledge and wisdom-based lives and to respect human value in themselves and others; 2. Exalt student teachers’ leadership competency to be the role models having a service mind, equipping students with team working skills and social justice-based interaction capacity; 3. Cultivate a model teacher’s spirituality in student teachers to support students to conduct their lives based on sufficiency and sustainability; 4. Enhance student teachers’ potential to become the model researchers endowing students with dialectic critical thinking through proactively practical guidelines.
18
Noviaty, Dessy, M. Yuliansyah, and Zainal Fauzi. "STRATEGI GURU BIMBINGAN DAN KONSELING DALAM MENINGKATKAN KEDISIPLINAN SISWA DI MAN 1 BANJARMASIN." JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA 4, no. 3 (December 22, 2018): 7. http://dx.doi.org/10.31602/jmbkan.v4i3.1637.
Abstract:
This research was carried out based on the phenomenon that occurred in MAN 1 Banjarmasin lack of discipline in these students quite happened in school, students who were late coming to school, dressed not according to the rules, often did not go to school and this is often complained by subject teachers and teachers other teacher. In this case it is necessary to involve teachers in guidance and counseling in dealing with students who are less disciplined. The formulation of the problem in this study is how to improve student discipline and whether the teacher's guidance and counseling strategies will be used in improving student discipline. The objectives to be achieved in this study want to know the teacher's guidance and counseling strategies and what strategies will be used. This research was conducted by interviewing all the guidance and counseling teachers in MAN 1 Banjarmasin as informants. The method used was qualitative method. The conclusion was that the guidance and counseling teacher had a strategy in improving student discipline because the guidance and counseling teacher or commonly called counselor had responsibility full in improving student discipline. Guidance and counseling teachers choose individual counseling strategies because specifically personal counseling between a counselor and students. In this individual counseling it is expected that the counselee can change attitudes, self-decisions so that students can better adapt themselves and the surrounding community. Keywords: BK Teacher Strategy; Discipline; Students.
19
Colson, Tori, Kelly Sparks, Gina Berridge, Renee Frimming, and Clarissa Willis. "Pre-service Teachers and Self-Efficacy: A Study in Contrast." Discourse and Communication for Sustainable Education 8, no. 2 (December 1, 2017): 66–76. http://dx.doi.org/10.1515/dcse-2017-0016.
Abstract:
AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of year-long student teaching on a teacher’s sense of efficacy. The purpose of this study was to compare the efficacy of teacher candidates placed in a year-long student teaching placement to teacher candidates placed in a traditional one semester (16 week) placement. All teacher candidates completed a 24 questionTeachers’ Sense of Efficacy Scaleas well as nine demographic questions. The survey developed at Ohio State University by Tschannen-Moran and Woolfolk Hoy (2001), measures teacher attitudes towards working with students, student engagement, instructional practices, and classroom management. Specifically, the questions represent essential tasks in teaching such as assessment, differentiating lessons for individual students, dealing with students with learning challenges, repairing student understanding, and encouraging student engagement and interest. The results of the study indicated that pre-service teacher candidates in a year-long student teaching placement were more satisfied with their ability to engage students and manage classroom behavior than their counterparts in a traditional one semester placement.
20
Santi, Elena Ancuța, and Gabriel Gorghiu. "University Teachers’ Skills and Roles in Student Centered Education." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 67, no. 2 (December 5, 2022): 163–74. http://dx.doi.org/10.24193/subbpsyped.2022.2.08.
Abstract:
"In academic education, according to the regulations imposed by the Bologna Process, the student is placed in the center of the educational process, fully considering the trainee interests for deepening the knowledge and taking into account the own personality, as autonomous and responsible citizen. This paradigm attributes to student an active role, becoming in this sense a partner for teacher in the fulfilment of own training and professional development. Based on constructivist theory, student-centered education emphasizes the understanding, building and reconstructing of knowledge experiences, experimentation, reflective approach related to teaching-learning process, involving also the adaptation of the teaching methods to learners’ interests and needs, creativity and innovation. The relationship between teacher and student has multiple values, it is based on respect and trust, in order to achieve common goals. Feedback has an important and relevant role in optimizing the educational process. In the current socio-economic and cultural context, amplified by the effects of the pandemic, the rate of school leaving becomes high, which implies the adoption of effective measures for students to benefit from support, help, counseling and guidance. In addition to their roles required by student-centered education, teachers must express more openness, flexibility, ability to adapt to online constraints and understand the students’ needs. The paper aims to identify the expectations that students have in relation to university teachers and to design a teacher’s skills pattern in the actual context. For this purpose, 245 students from Valahia University of Targoviste, enrolled in the Teacher Training Department programs have been interviewed and asked to express their expectations, attitudes and perceptions about their teachers. Keywords: teacher’s skills; teacher’s roles; student-centered learning; students’ perception. "
21
Kasim, Hardi Yunius bin, and Kayame de Joseph. "Teacher-student verbal communication and student learning." International Journal of Curriculum Development, Teaching and Learning Innovation 1, no. 1 (November 30, 2022): 13–20. http://dx.doi.org/10.35335/curriculum.v1i1.53.
Abstract:
Teachers and students communicate through curiosity and attention. In social psychology, the instructor communicates and the pupil receives. Teaching-learning involves students getting teaching materials in various forms and teachers offering them in a dialogic style at a given time and location. Teacher-student contact is essential for effective teaching and learning. Teachers and students exchange psychological messages. Student learning achievement is multifaceted. Teachers' verbal communication skills affect student learning. Verbal communication—spoken or written—uses symbols or words. Teachers require solid language skills and a vast vocabulary to speak verbally because kids cannot understand specific words alone. This study seeks to understand how teacher verbal communication is implemented, how student learning is affected, and how. The association between verbal communication (variable X) and student learning success (variable Y) is researched using a quantitative descriptive method using a correlational study type, Product Moment (r). This strategy examines how components are connected.
22
Ankrum, Raymond J. "Socioeconomic Status and Its Effect on Teacher/Parental Communication in Schools." Journal of Education and Learning 5, no. 1 (January 21, 2016): 167. http://dx.doi.org/10.5539/jel.v5n1p167.
Abstract:
<p>The power of communication and community engagement utilized by teachers to actively involve parents and guardians in the educational process of their children is essential to the growth of the students. An important component to student motivation is a teacher’s ability to leverage parental/guardian relationships. A teacher’s ability to form partnerships with parents to help motivate student achievement is an unmeasurable intangible. Teacher interactions with parents/guardians can make or break the student’s relationships with the teachers. Teachers should think of parents as thought-partners in providing rigorous, meaningful education to students. Parents should think of teachers as extended family to students. The partnership between parent and teacher should bridge the gap in the child’s education. Extraneous factors such as the Socio-economic status of families should never play a role in how teachers communicate with parents.</p>
23
Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (May 18, 2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.
Abstract:
The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.
24
Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.
Abstract:
Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.
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Shantika, Bella, and Rahmi Wiza. "Strategi Guru PAI dalam Menerapkan Kedisiplinan Shalat Siswa SD IT Mutiara Kota Pariaman." FONDATIA 6, no. 4 (December 1, 2022): 925–35. http://dx.doi.org/10.36088/fondatia.v6i4.2321.
Abstract:
The strategies used by Islamic education teachers can create students who are disciplined in praying. The title of this research is "Islamic Education Teacher's Strategy in Implementing the Discipline of Student Prayers of SD IT Mutiara in Pariaman city" aims to describe the Islamic education teacher's strategy in implementing the discipline of zuhur prayer of SD IT Mutiara students in Pariaman city, describe the effect of Islamic education teacher's strategy in implementing student prayer discipline at home, describe the Islamic Education teacher's solution in overcoming the obstacles experienced by parents in implementing student prayer discipline at home. This research uses a qualitative method with a case study approach. The data source of this research is from fourteen informants consisting of the principal, three Islamic education teachers, five students, five parents of students using purposive sampling technique. The results of this study are (1) There are five strategies used by Islamic education teachers, namely a. Motivating students, b. Through learning in class, c. Teacher supervision, d. Teachers participate in prayer with students, e. Teachers participate in prayer with students, e. Teachers participate in prayer with students. Teachers participate in prayer with students, e. Give rewards and punishments. (2) Some students have been disciplined in praying at home, but some students are still less disciplined in praying at home. (3) PAI teachers have solutions to overcome the obstacles experienced by parents at home, namely a. Providing strategies, b. Providing motivation, c. Reminding students.
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Fabianus Hadiman Bosco, Mikael Nardi, and Bernadeta Mulia. "HUBUNGAN KOMPETENSI KEPRIBADIAN GURU DENGAN MOTIVASI BELAJAR SISWA DI SDI TIMUNG TAHUN 2021." JIPD (Jurnal Inovasi Pendidikan Dasar) 6, no. 1 (April 28, 2022): 61–66. http://dx.doi.org/10.36928/jipd.v6i1.1116.
Abstract:
This research is motivated by students sometimes not doing the assignments given by the teacher, students not being active in learning activities, students being lazy to take part in teaching and learning activities in class, students not being able to read, there are still students who play and disturb their friends while they are studying. In learning, teachers tend to focus on students who have good abilities, and teachers often ignore students who have less abilities. This study aims to determine whether there is a relationship between the teacher's personality competence and student learning motivation.This type of research is quantitative. The population of this study were all teachers and students at SDI Timung and the research sample was teachers at SDI Timung totaling 11 people and students totaling 50 people. Data collection techniques in this study using a questionnaire. This questionnaire was given to 50 students to assess the teacher's personality competence which consisted of 20 statements and student learning motivation was given to the students themselves which consisted of 20 statements. The results of the study obtained rcount = 0.71 while the value of rtable = 0.284. The significance of the relationship between teacher personality competence and student learning motivation is shown by rcount greater than rtable at degrees of freedom (dk) = 48 and alpha 5%, namely rcount 0.71>rtable = 0.284. This shows that there is a positive relationship between teacher personality competence and student learning motivation and a high relationship because the r value is in the coefficient interval 0.60-0.799. The contribution or contribution of the teacher's personality competence variable to student learning motivation is shown in the coefficient of determination. The result of the analysis of the coefficient of determination is 50.41%. This means that the contribution or contribution of the teacher's personality competence variable (X) with student learning motivation (Y) is 50.41% and 49.59% is influenced by other factors not examined in this study. Thus, it can be concluded that there is a positive relationship between the teacher's personality competence and student learning motivation.
Keywords: Competence, Teacher Personality, and Learning Motivation
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Gershenson, Seth. "Linking Teacher Quality, Student Attendance, and Student Achievement." Education Finance and Policy 11, no. 2 (April 2016): 125–49. http://dx.doi.org/10.1162/edfp_a_00180.
Abstract:
Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance, suggesting that effective teaching is multidimensional and teachers who are effective in one domain are not necessarily effective in others.
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Mering, Aloysius, Indri Astuti, and Fadillah Fadillah. "The Encouragement of Teacher’s Descriptive Notes in Student Report Card." Journal of Educational Science and Technology (EST) 5, no. 1 (April 29, 2019): 49. http://dx.doi.org/10.26858/est.v5i1.8029.
Abstract:
This study aimed to (a) describe aspects in descriptive notes that teachers do on student report cards, (b) describe the efforts of teachers in making descriptive notes on student report cards, and (c) examine the teacher's encouragement power in descriptive notes on report cards against students. The research information was obtained through survey method towards teachers, students, and parents in Gembala Baik Senior High School, SantunUntan Senior High School, and Senior high school in Sukadana, Kayong Utara district, in the form of questionnaire, interview, and documentation. From the result of the study it could be explained that teachers have written the aspects of knowledge, skills, and attitudes in student report cards balanced in the descriptive record, the teacher mentioned: the name of the student, behavior, things that need improvement, attitude, saying "congratulations", avoiding negative labels, and encouraging words. In addition, “Some teachers” let the application provided to make the descriptive notes. Moreover, only "a small part" of the teacher who was convinced that the notes have encouraged students actually. Therefore, the descriptive notes was “less effective”
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STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity." Acta Didactica Napocensia 14, no. 1 (July 2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.
Abstract:
Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.
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Stobaugh, Rebecca, and Kimberlee Everson. "Student Teacher Engagement in Co-Teaching Strategies." Educational Renaissance 8, no. 1 (February 27, 2020): 30–47. http://dx.doi.org/10.33499/edren.v8i1.137.
Abstract:
Recently there has been increasing emphasis on co-teaching experiences for teacher candidates. Despite the significance of collaboration between cooperating teachers and student teachers, limited empirical attention has focused on student teachers' co-teaching experiences. The following study utilized survey data to ascertain if student teachers' use of different co-teaching strategies changed over the course of their student teaching semester, as well as, compared student teacher use of co-teaching strategies in elementary, middle, and secondary program areas. Pilot Study Survey data revealed that approximately one-fourth of the student teacher's time is spent teaching alone. However, the Student Teacher Survey data indicated that the Team Teaching co-teaching strategy increased more than any other co-teaching strategy in all program areas. The study concludes that as teacher education programs seek to maximize the benefits of the co-teaching model, student teachers and cooperating teachers need additional training in ways to utilize all the co-teaching strategies to maximize student learning.
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Chamberlain, Rachel, Peter C. Scales, and Jenna Sethi. "Competing discourses of power in teachers’ stories of challenging relationships with students." Power and Education 12, no. 2 (June 18, 2020): 139–56. http://dx.doi.org/10.1177/1757743820931118.
Abstract:
Student–teacher relationships have been largely explored in literature from the perspective of successful relationships, i.e., what constitutes a successful relationship and how teachers build them. However, in moments of student defiance, resistance or pushback, how do teachers react? When teachers recount such moments, is the narrative one describing the teacher’s attempt to maintain authority and order, or do teachers provide a different narrative when recounting how they dealt with these difficult moments with students? This study seeks to identify narratives of power in teachers’ discourse within their stories about challenges in their relationships with students. Challenging relationships among teachers and students can stem from a struggle with power. Findings from the study examine how teachers use discourse to position themselves and their students within structures of power when reflecting on difficult or challenging relationships with students. The stories in this study contain some evidence of students’ resistance in refusing to meet teachers’ expectations or by pushing back on a teacher’s behaviour. Yet, teachers struggled to balance their authority and share power with students to negotiate a solution.
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Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.
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Oktasari, Maria. "Perceptions around teacher's social support with student achievement motivation." TERAPUTIK: Jurnal Bimbingan dan Konseling 1, no. 2 (November 7, 2017): 145. http://dx.doi.org/10.26539/1229.
Abstract:
Several indications that indicate student in low achievement motivation, among others: (1) lack of enthusiasm to follow the lesson, (2) less attention to the teacher, (3) the students have not targeted yet, (4) students tend to ignore the task, (5) (6) students are less harmonious with teachers, (7) students are lazy to learn, and (8) some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.
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Allum, Luke Oliver Henry. "Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students." Indonesian TESOL Journal 2, no. 2 (October 28, 2020): 81–98. http://dx.doi.org/10.24256/itj.v2i2.1245.
Abstract:
This paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students think teacher characteristics to be the most important variable motivating students, even more important than the student’s own intrinsic motivation. However, there was no agreement between students and teachers on what this looks like specifically in the classroom: teachers prefer to stimulate students’ creative thinking and to help students solve real-world problems, whereas students prefer to learn with digital media, presentations, and quizzes. Teachers and students both believe students to be highly intrinsically motivated, with the caveat that some students come to class lacking intrinsic motivation. This paper is significant in that students report teacher characteristics and instructional methodologies to be of more importance than a student’s intrinsic motivation. This paper reveals that teachers consistently over-rate the importance of teacher characteristics and methodologies on student motivation.
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Din, Kamal Ud, Dil Angaiz, and Musarat Jehan. "Teaching Practicum: Teacher-educators’ and Student-teachers’ Voices from the Field." Pakistan Journal of Social Research 03, no. 04 (December 31, 2021): 465–72. http://dx.doi.org/10.52567/pjsr.v3i4.170.
Abstract:
The present study aimed to assess the complexity of teaching practicum and its effectiveness from both the perspectives of teacher-educators and student-teachers in one of the public sector university in Gilgit-Baltistan, Pakistan. Semi-structured interviews were taken from four teacher-educators and 25 student-teachers. The interview-data were analyzed thematically. Feedback from school mentors and hosting-department supervisor was not available to student-teachers as expected. Student-teachers’ excitement to have school experiences of engaging with children was the area of motivation for student-teachers to learn. Teacher-educators felt challenging to provide quality feedback to student teachers due to heavy work load, high number of students as well as the uninterested student-teachers in their own learning. We recommend introducing a reward system for the school mentors as well as transport facility for hosting-department supervisors to access easily to the student-teachers to address their expectations in a timely and effective manner. Keywords: Teacher Education; Student-teachers; Practicum; Prospective teachers; Perspectives
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Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (February 28, 2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.
Abstract:
In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post–student teaching comments resulted in fewer self (33%) and more student (20%) mentions. Categorization of concerns indicated that pre– and post–student teachers shared some concerns (applying knowledge, discipline, confidence) but showed marked differences in other areas (cut out for teaching, information about students, administrative duties). Pre–student teaching categories were similar to those reported by Madsen and Kaiser a decade earlier; post–student teaching comments differed.
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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.
Abstract:
This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.
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Sakellariou, Maria, and Efthymia Tsiara. "Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning." Behavioral Sciences 10, no. 2 (February 5, 2020): 51. http://dx.doi.org/10.3390/bs10020051.
Abstract:
Engaging each student in learning comprises a continuous challenge and concern for the contemporary teacher. Educational research confirms the alarming increase of the disengaged students, relating student disaffection to adverse effects on students’ academic development. In the present research through one-on-one, semi-structured interviews, we investigate 80 Greek in-service kindergarten teachers’ opinions with regards to the significance of engaging the disengaged students in learning activities in preschool environments. The interviews based on Creswell’s (2009) interview model, incorporate open-ended and close-ended questions that offer a well-rounded view of the subject. Qualitative and quantitative data analysis of teachers’ opinions show that engaging each disengaged preschooler has multiple benefits on students’ academic development, class climate, and cohesion, and teacher’s self-efficacy, as well. Specifically, teachers’ engaging actions offer students the opportunity to develop their abilities, self-efficacy, and sense of belonging. The interviewees also recognise that increased student engagement levels decisively affect teachers—students’ interactions, offering at the same time clear feedback to the teacher.
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Hafizha, Dina, Rizki Ananda, and Iis Aprinawati. "ANALISIS PEMAHAMAN GURU TERHADAP GAYA BELAJAR SISWA DI SDN 020 RIDAN PERMAI." Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian 8, no. 1 (January 31, 2022): 25–33. http://dx.doi.org/10.26740/jrpd.v8n1.p25-33.
Abstract:
This research was motivated by the importance of teacher's role in understanding students’ characteristics such as learning styles. This research was aimed to describe the teachers' understanding on students’ learning styles, learning profiles, services provided by teachers, problems faced by teachers, and teachers' efforts in solving difficulties of providing services on students’ learning styles at SDN 020 Ridan Permai. This research used a qualitative approach specifically descriptive design. The research finding showed the teachers of 2nd, 3rd. 4th, and 5th grade at SDN 020 Ridan Permai already understood the students' learning styles theoretically. The teacher's learning profile to facilitate students’ learning styles was quite good, but it still needs to be improved by using more varied learning methods, as well as providing relevant learning media. Based on the 15 aspects observed, teachers of 2nd and 3rd grade have implemented 13 aspects, 4th grade teacher have implemented all aspects, and 5th grade teacher have implemented 12 aspects. In addition, the teacher’s difficulties were rarely to use proyektor in the learning process, adversity in facilitating students’ learning of auditory styles, adversity in managing time, and students might not understand the subject matter fully. The efforts’ made by teachers in solving the obstacles faced in providing services to student learning styles include being disciplined on time, learning from previous experiences and keeping up with the times, increasing insight of students’ learning style differences, bounding collaboration among teachers, students and parents and add further information which was relevant.
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Elizar, Elizar, and Cut Khairunnisak. "EXPLORING TEACHER’S AND STUDENTS’ BELIEFS CONCERNING HIGHER ORDER THINKING IN MATHEMATICS." Transformasi : Jurnal Pendidikan Matematika dan Matematika 6, no. 1 (August 9, 2022): 87–94. http://dx.doi.org/10.36526/tr.v6i1.1958.
Abstract:
Teacher beliefs play a fundamental role in mathematics teaching and learning, as they will ultimately influence the teacher's classroom practices. Student beliefs on a subject matter also hold equal importance as they will be reflected in how the students approach the learning and related issues to the subject. The importance of research on teachers' beliefs stems from the possible relationship between teacher beliefs and student beliefs. This descriptive quantitative study aimed to measure the degree of conformity between teacher and student beliefs concerning mathematics related to Higher Order Thinking (HOT) and Lower Order Thinking (LOT). The population was all Year 9 students in Aceh, Indonesia, and the samples were 1135 Year 9 students and 46 Year 9 mathematics teachers from 25 schools selected through stratified random sampling. Data collection was obtained through teacher and student questionnaires, and data were analyzed descriptively by SPSS 20. The finding of this study revealed that teacher beliefs concerning mathematics related to HOT were highly positive (83%). While the percentage of students who hold highly positive beliefs concerning mathematics related to HOT was just over 50%, indicating the discrepancy between teacher and student beliefs. However, regarding the beliefs concerning mathematics related to LOT, teacher and student beliefs conformed; they had somewhat positive beliefs (68% and 71.30%, respectively). This study implies that teachers need to promote HOTS in mathematics teaching at schools to foster students’ positive beliefs toward HOT.
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Sun, Min, Susanna Loeb, and Jason A. Grissom. "Building Teacher Teams." Educational Evaluation and Policy Analysis 39, no. 1 (September 20, 2016): 104–25. http://dx.doi.org/10.3102/0162373716665698.
Abstract:
Student peer effects are well documented; however, we know far less about peer effects among teachers. We hypothesize that a relatively effective teacher can positively affect the performance of his or her peers, whereas a relatively ineffective teacher may negatively affect the performance of other teachers with whom he or she works closely. Utilizing a decade of data on teacher transfers between schools that result in changes of peers when transfer teachers enter grade-level team in the new school, we find evidence of strong positive spillover effects associated with the introduction of peers who are more effective than the incumbent teacher himself or herself. However, the incumbent teacher’s students are not meaningfully disadvantaged by the entry of relatively ineffective peers. This finding provides initial evidence that mixing teachers with diverse performance levels can increase student achievement in the aggregate. These results are robust to several student sorting and teacher selection issues.
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Ruwaida, Ruwaida, and Zainuddin Iba. "EFEK PEMBERIAN DIKLAT DAN PENGUATAN KOMPETENSI TERHADAP SIKAP PROFESIONALISME GURU DAN DAMPAKNYA PADA PRESTASI BELAJAR SISWA SD DI LINGKUNGAN UPTD PEUSANGAN KABUPATEN BIREUEN." IndOmera 3, no. 5 (March 22, 2022): 21–30. http://dx.doi.org/10.55178/idm.v3i5.229.
Abstract:
The purpose of this study was to determine the effect of Training and Teacher Competence on Learning Achievement of Elementary School Students at UPTD Peusangan, Bireuen Regency. The research was conducted on 180 elementary school teachers in the UPTD Peusangan, Bireuen Regency as respondents, the results obtained were: The results of the hypothesis test indicate that there is a positive effect of providing education and training to teachers on the professional attitude of classroom teachers, which is 23.42%. It is proven that the significant influence of the class teacher competence factor on the professional attitude of the teacher is 10.25%. The results of the path analysis between teacher training and student achievement have a significant effect, namely 19.65%. There is a positive influence of teacher competence on student achievement of 24.74%. Simultaneous test results, there is a significant effect of teacher training and teacher competence variables on teacher professional attitudes, which is 33.7%. The results of the regression analysis between the professional attitude of teachers to student achievement, proved significant. Where is 34.20% the influence of teacher's professional attitude in supporting student learning achievement. And the contribution of teacher training and teacher competence factors contributed to increasing student learning achievement reaching 44.3%
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Erawati Saragih, Enni, and Umia Ulfa Zalya. "INVESTIGATING TEACHERS’ TEACHING METHODS USED IN READING CLASSROM." ENGLISH JOURNAL 13, no. 2 (September 7, 2019): 62. http://dx.doi.org/10.32832/english.v13i2.3779.
Abstract:
To achieve better knowledge, students are expected to be able to read some books in a week. But nowadays, reading no longer becomes student’s habit. It seems because teachers teaching method is still need to be modified in order to get students attention and interest. This research aims to find out the methods used by the teacher in teaching reading and student response on the method. The research adopted descriptive-qualitative research method and in collecting the data observation and interview were used as the instruments of the research. After doing the research, the data found that there are two kinds of method are used by the teacher while he/she teaches reading classroom, namely; direct method and language experience approach (LEA). Meanwhile, the student response toward teacher reading method shown that most of students like teachers reading method, only few students dislike about teachers teaching methods.
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Kelly, Sean. "The Prevalence of Developmental Instruction in Public and Catholic Schools." Teachers College Record: The Voice of Scholarship in Education 112, no. 9 (September 2010): 2405–40. http://dx.doi.org/10.1177/016146811011200906.
Abstract:
Background/Context Prior research has investigated differences in course-taking patterns and achievement growth in public and Catholic schools, but the nature of instruction in Catholic schools is currently understudied. One important dimension of instruction that impacts student engagement is the prevalence of developmental or student-centered instruction. Purpose/Objective/Research Question/Focus of Study The overall goal of the present study was to investigate whether student and teacher reports of developmental instruction differ in public and Catholic schools. In addition, is a teacher's approach to instruction shaped by the social context of the school, as measured by the teacher's perception of her students? Finally, can differences in the social context of schools explain reported differences in the prevalence of developmental instruction in public and Catholic schools? Population, Participants/Subjects Data for this analysis came from the Chicago School Study, a large longitudinal study of public and Catholic schools in the Chicago area. Research Design The prevalence of developmental instruction in public and Catholic schools was analyzed using three student-reported measures of developmental instruction and one teacher-reported measure. Multilevel regression models were used to investigate the relationship between four potential predictors of developmental instruction—teachers’ perceptions of challenging instruction, teachers’ expectations of students’ future educational attainment, teachers’ knowledge of their students’ cultural backgrounds, and principals’ endorsement of developmental instruction—and teacher reports of developmental instruction. Conclusions Catholic school teachers and students were less likely to report the use of developmental instruction than public school teachers and students. This finding was particularly striking given Catholic school teachers’ high expectations for their students’ future educational attainments, a factor that was associated with an increased likelihood of reporting developmental methods in the classroom.
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Sawalhi, Rania, and Youmean Chaaban. "Mentor teachers’ and student teachers’ perspectives toward teacher leadership." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (January 1, 2021): 70–88. http://dx.doi.org/10.1080/13611267.2021.1899586.
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Ramdhani, Neila. "Counseling Teacher Quality Improvement: Upaya Meningkatkan Kualitas Hubungan Siswa dan Guru." Gadjah Mada Journal of Professional Psychology (GamaJPP) 5, no. 1 (May 5, 2019): 36. http://dx.doi.org/10.22146/gamajpp.48586.
Abstract:
This article encompasses two studies about the influence of Counseling Teacher Quality Improvement (CTQI) Program in improving the competence of guidance and counseling teacher. The first study evaluated the effectiveness of CTQI in changing students and headmaster’s perceptions toward the way guidance and counseling teacher facilitates students in managing their problems. The second study aimed to examine the increase of guidance and counseling teacher’s counseling self-efficacy after participating in the three months counseling assistance program. Participants were 59 guidance and counseling teachers, 59 student groups, and 59 headmasters. Guidance and counseling teacher’s self-perception scale was given to teachers, perception toward teacher scale was given to headmasters and students. Counseling self-efficacy scale was only given to teachers. Data analysis showed that the perception of teachers, headmasters, and students increased after teachers parttook in CTQI. Improvement also occured in counseling self-efficacy after counseling assistance program. However, headmasters’ perception toward guidance and counseling teachers’ counseling self-efficacy remained unchanged.
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Arto, Subi, and Wakhudin Wakhudin. "The Role of Teachers in Improving the Discipline Character of Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 71. http://dx.doi.org/10.30595/dinamika.v13i2.11552.
Abstract:
This study aimed to examine and describe the role of the teacher in improving the character of discipline for students. This research is a descriptive qualitative research. The research subjects were the principal, teachers, and students. The data collection techniques used were interviews, observation, and documentation. Data analysis was performed using qualitative descriptive analysis techniques. The results of this study indicated that the role of teachers in the character building of student discipline at SD Negeri 1 Kendaga is a teacher as an educator, a teacher as ainstructor, a teacher as a guide, a teacher as a trainer, and a teacher as an evaluator. The teacher's efforts in shaping student character are by using the method of habituation, exemplary, lectures and simulations.This research is useful for teachers, to be able to act as good role models, to provide guidance and supervision to improve students discipline.
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Smarkola, Claudia. "Technology Acceptance Predictors among Student Teachers and Experienced Classroom Teachers." Journal of Educational Computing Research 37, no. 1 (July 2007): 65–82. http://dx.doi.org/10.2190/j3gm-3rk1-2907-7u03.
Abstract:
This study investigated 160 student teachers' and 158 experienced teachers' self-reported computer usage and their future intentions to use computer applications for school assignments. The Technology Acceptance Model (TAM) was used as the framework to determine computer usage and intentions. Statistically significant results showed that after completing a student teaching practicum, students have greater intentions to integrate computer applications into their lessons. Both student and experienced teachers perceived computer usage as useful for their classroom lessons. No differences between the teacher groups were found for computer usage activities (i.e., student assignments, teacher-led classroom lessons, and administrative work). However, experienced teachers used spreadsheets and subject-specific and educational software to a greater extent than did student teachers. Practical suggestions are made for teacher preparation programs and educational technology researchers. Recommendations propose the expansion of TAM to include behavioral control issues when dealing with teachers.
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Uswatun Hidayah. "THE ROLE OF THE TEACHER IN SHAPEING STUDENT LEARNING BEHAVIOR IN ARABIC LEARNING." International Journal of Islamic Education, Research and Multiculturalism (IJIERM) 2, no. 3 (June 24, 2021): 178–86. http://dx.doi.org/10.47006/ijierm.v2i3.42.
Abstract:
Abstract: this study aims to describe the teacher's role in shaping good student learning behavior in learning Arabic (behavioristic learning theory perspective) and the factors that influence it. This research was conducted at Madrasah Aliyah Negeri 1 Muaro Jambi in June and July 2020. The research data was obtained by interviewing the Arabic language teacher, the head of MAN 1 Muaro Jambi and the head of class XI (as the main data), as well as observing (as the main data). supporting data). The results showed that teachers at MAN 1 Muaro Jambi had carried out their roles well sincerely and patiently. The role of professional teachers had also been seen in MAN 1 Muaro Jambi because teachers were not only educators but also mentors, managers, as evaluators and the role of teachers as well. as a good role model (uswahhasanah) for students. In shaping student learning behavior, professional teachers use several ways, namely by reprimand, routine activities, with good habits and the learning taught by the teacher contains character values (how to behave) in it. With several ways to shape these characters, the values that have been seen in MAN 1 Muaro Jambi are religious values, honesty, discipline, curiosity and social care. In the formation of student character/behavior, there are also factors that influence it, both from internal factors, namely habits and external factors, namely environment. These factors become obstacles or supports for teachers in shaping good learning behavior for students. From the results of this study, it is suggested that teachers should increase their teaching through the teacher's own behavior directly rather than just a theory which will be a little more difficult for students to apply. Because when students see what the teacher is doing, they tend to like it more for them to do too. The point is that when the teacher gives an example of a good attitude, the students will also do the same and this is very good for shaping student learning behavior.
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Noviyanti, Sari Dewi. "Online Learning Contract: A Way Disciplining Students." Journal of Language Intelligence and Culture 3, no. 2 (December 30, 2021): 93–106. http://dx.doi.org/10.35719/jlic.v3i2.56.
Abstract:
The contract between teacher and student or what is often called as teacher-student agreement is one of the class management in applying student discipline. Good class management, especially in student discipline, is considered important in creating a conducive learning atmosphere. In conventional learning, teacher and student contracts regarding student discipline are related to how students' attitudes in participating in learning, such as students not being allowed to go around the class while learning is taking place, students are not allowed to be busy with other things besides those related to learning and others. At this time, when online learning or distance learning is applied, of course this contract is also undergoing changes. There is a disciplinary agreement between the teacher and students that adapts to distance learning conditions. This study aims to identify the learning discipline contract between students and teachers in distance learning. Questionnaires and interviews were used to collect data. The data were analysed descriptively to get a description of the agreement between teachers and students in online learning and the type of agreement that commonly used. The findings show that the most widely regulation is related to student’s obedience in following teacher’s instruction in online class. This study also revealed that learning contract is an effective way to create a successful online learning based on teacher’s perspectives.