Статті в журналах: "Student teachers"

1

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.

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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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2

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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3

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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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.

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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.

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5

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.

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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.

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6

Küster-Boluda, Inés, and Natalia Vila-López. "A teachers’ orientation approach to understand the university teacher-student relationship." Estudios sobre Educación 40 (January 25, 2021): 149–72. http://dx.doi.org/10.15581/004.40.149-172.

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This research intends to advance the understanding of the university teacher-student relationship in the context of teachers’ market orientation with the aim to improve students’ performance. Thus, the study is articulated on three axes: the students’ performance approach, the relationship among diverse aspects of teachers, and, fi nally, the effect of these aspects on students’ performance. The results gained from a sample of 45 teachers and 932 students show that teachers’ student orientation infl uences perceived learning and student satisfaction. Other interesting results are also attained that lead to certain conclusions and implications.

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7

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.

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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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8

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.

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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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9

Chandra Handa, Manoj. "Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities." Journal of Advanced Academics 31, no. 4 (June 13, 2020): 530–68. http://dx.doi.org/10.1177/1932202x20931457.

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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.

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10

Zepke, Nick, Linda Leach, and Philippa Butler. "Student engagement: students' and teachers' perceptions." Higher Education Research & Development 33, no. 2 (October 16, 2013): 386–98. http://dx.doi.org/10.1080/07294360.2013.832160.

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11

Oreshkina, Maria, and Katherine Greenberg. "Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students." Journal of Pedagogy / Pedagogický casopis 1, no. 2 (January 1, 2010): 52–66. http://dx.doi.org/10.2478/v10159-010-0009-2.

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Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

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12

Maylor, Uvanney. "Black male student teachers: tomorrow’s teachers?" Journal for Multicultural Education 12, no. 2 (June 11, 2018): 111–25. http://dx.doi.org/10.1108/jme-01-2017-0001.

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Purpose This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession. Design/methodology/approach The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution. Findings The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-representation of black male teachers in English schools. Originality/value There is limited research on the experiences of black male student teachers. The paper brings new insights and offers reasons for black male student teachers not entering the teaching profession.

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13

Hamilton, Candace. "A Student Teacher's Advice to Master Teachers." English Journal 84, no. 2 (February 1995): 70. http://dx.doi.org/10.2307/821046.

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14

Hamilton, Candace. "A Student Teacher’s Advice to Master Teachers." English Journal 84, no. 2 (February 1, 1995): 70–71. http://dx.doi.org/10.58680/ej19957299.

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15

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.

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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

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16

Happel, Tracie. "What Role does the Teachersâ€™ Union in Wisconsin have on Student Achievement?" New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 3 (December 7, 2016): 34–38. http://dx.doi.org/10.18844/prosoc.v2i3.1054.

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Wisconsin has had mandated membership in its teacherâ€™s union for all public school teachers since 1959. In 2010, Wisconsinâ€™s teachersâ€™ unions have been under discussion when the new governor came into office and signed Act 10 into law, which allowed all public school teachers to have a choice in membership. Much debate, discussion and furor has surrounded this legislation. The purpose of this paper considers the impact the teacherâ€™s union has had on student achievement according to unionized and non-union teachers and the state standardized assessment.Keywords: Wisconsin; teacherâ€™s union, student success; WKCE; non-union; student achievement; math; reading; 8th gradeÂ

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17

Pillet-Shore, Danielle. "Criticizing another's child: How teachers evaluate students during parent-teacher conferences." Language in Society 45, no. 1 (January 27, 2016): 33–58. http://dx.doi.org/10.1017/s0047404515000809.

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AbstractAs the principal occasion for establishing cooperation between family and school, the parent-teacher conference is crucial to the social and educational lives of children. But there is a problem: reports of parent-teacher conflict pervade extant literature. Previous studies do not, however, explain how conflict emerges in real time or how conflict is often avoided during conferences. This article examines a diverse corpus of video-recorded naturally occurring conferences to elucidate a structural preference organization operative during parent-teacher interaction that enables participants to forestall conflict. Focusing on teachers' conduct around student-praise and student-criticism, this investigation demonstrates that teachers do extra interactional work when articulating student-criticism. This research explicates two of teachers' most regular actions constituting this extra work: obfuscating responsibility for student-troubles by omitting explicit reference to the student, and routinizing student-troubles by invoking other comparable cases of that same trouble. Analysis illuminates teachers' work to maintain solidarity with students, and thus parents. (Institutional interaction, parent-teacher conferences, conversation analysis, criticism, praise, evaluating students, assessments, preference organization)*

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18

Tique, Rhoda. "Experiences of Student Teachers in Thailand: A Pre-service Teacher Training Encounter." Utamax : Journal of Ultimate Research and Trends in Education 5, no. 2 (July 30, 2023): 81–95. http://dx.doi.org/10.31849/utamax.v5i2.13969.

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COVID-19 greatly impacted the lives of students in universities worldwide, more so for the students who are to take their last year of schooling and are about to enter their pre-service teacher training. Students who wished to become teachers before and even during the pandemic needed their pre-service teaching training or teaching internship. It can be done locally or abroad. This study aimed to explore the professional experiences of student teachers while having their pre-service teacher training and on-the-job training abroad. This study aimed to determine the future teachers' professional needs as demonstrated by the challenges experienced by these student teachers, especially in addressing the call of the global community. A qualitative design was used employing individual interviews of the nine (9) Student Teachers participants based on purposive sampling. Then, it was supported by a group interview after the first interview round. Through thematic analysis, the professional experiences of the student teachers were determined and analyzed. Results showed that the student teachers had unique professional experiences, such as dealing with the English level of students, multi-level classroom teaching experience, use of different strategies, professional development, learning the Thai Language, and use of good facilities. The student teachers also faced challenges along with their professional experiences. These are challenges related to the difficulty in teaching English, teaching in multi-level classes, teaching more than the expected class size, multiple co-curricular tasks, and difficulty in learning the Thai language. However, despite these challenges, the student teachers learned and improved themselves in their pre-service teacher training abroad. They managed to equip themselves to become fit regarding the call of Internationalization and Globalization through quality education.

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19

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.

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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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20

Yan, Chunmei, and Chuanjun He. "Chinese Student Teachers’ Reticence in Teacher Education Courses." ELT Journal 74, no. 3 (June 2, 2020): 287–96. http://dx.doi.org/10.1093/elt/ccaa014.

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Abstract There has been a plethora of research on the reticence of Chinese EFL students at undergraduate level both in China and beyond; however, little attention has been paid to this phenomenon in content-based EFL teacher education courses at the postgraduate level. This study focused on a group of Chinese EFL MEd student teachers in a language teacher development course delivered by a Chinese teacher educator. Three triangulated qualitative methods were employed to gather data, including one-semester-long classroom observations, course evaluations, and group interviews. Reticence was found to have been caused by the interplay between dispositional and circumstantial factors related to both students and teachers. The study highlights a need for mutual adaptations to address reticence in content-based teacher education classes.

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21

Fauziyyah, Gesha Lailatul, Raden Utari Maharani, Anggi Meilanti Rosdiani, and Asep Suparman. "What Makes A Good Student: Voice from Teacher." English Education and Applied Linguistics Journal (EEAL Journal) 1, no. 3 (September 6, 2018): 243–51. http://dx.doi.org/10.31980/eealjournal.v1i3.1707.

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Commonly, a good student equals good academic achievement. General people tend to associate good students with only excellence in academics. But in reality, another attribute will come up when people stated the definition of a good student. To make a clearer concept of a good student, finding another supporting attribute is needed. This present study aims to identify other attributes as a good student as perceive by the teacher. The teacher’s perspective is chosen because students first acquaint and the first observer is their teacher. Teachers’ perspectives such as teacher’s beliefs, opinions, and concerns are compiled as the source and obtained using interviews with semi- structured questions. Fifteen available teachers from different school levels and ages from 25 to 56 years old involved using convenience sampling in this study. The result of this study showed that teachers define a good student into four aspects or categories. The first is seeing from their academic skill, the second is dependent on the students’ personality, the third is their proficiencies and the last category is from the reflection. A surprising fact, teachers’ experiences, ages, and levels didn’t much influence their perspectives. Meanwhile, teachers’ gender affected their perspectives to define a good student.

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22

White Connie, L. "Inviting Students and Teachers to Connect." Language Arts 86, no. 6 (July 1, 2009): 441–48. http://dx.doi.org/10.58680/la20097180.

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This paper describes diverse language learners’ use of dialogue journaling in an elementary school setting. The author, a teacher researcher, conducted a qualitative research study with eight participants, ranging from fourth to sixth grade; all were learners adding English to their language repertoire. Through an in-depth analysis of student artifacts, surveys, ethnographic field notes, recorded student interviews, her own journal, and the input of a research community, the author unearthed what happened when she implemented the use of dialogue journals with her students. The research findings demonstrate that using dialogue journals with diverse language learners provided opportunities for teacher and student to connect through writing, regardless of studentâ€“teacher contact hours. Students valued the written interactions. Some began to see themselves as better writers and, in one case, a better learner of English. The teacher was able to connect with each student with intention, which not only enriched the teacherâ€“student relationships, but provided learning opportunities for both the author and the students.

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Ďuricová, Lenka, and Estera Frgelcová. "Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study." New Educational Review 1, no. 67 (March 31, 2022): 185–95. http://dx.doi.org/10.15804/tner.22.67.1.14.

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The contribution brings an analysis of transformational leadership among Slovak secondary education teachers in comparison with ideas of student teachers. The research sample consists of secondary education teachers (N = 142) and student teachers (N = 142). Data are obtained from the Slovak version of the LPI/Leadership Practices Inventory. Results indicate statistically significant differences in three dimensions favouring students against teachers: Model the Way, Challenge the Process, Enable Others to Act. Slovak students consider transformational leadership practices essential as Slovak teachers apply them in their daily practice. Results are discussed mainly from the perspective of ontogenetic and educational practice.

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Kimmelmann, Nicole, and Johannes Lang. "Linkage within teacher education: cooperative learning of teachers and student teachers." European Journal of Teacher Education 42, no. 1 (November 29, 2018): 52–64. http://dx.doi.org/10.1080/02619768.2018.1547376.

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Murumaa-Mengel, Maria, and Andra Siibak. "Teachers as nightmare readers: Estonian high-school teachers’ experiences and opinions about student-teacher interaction on Facebook." International Review of Information Ethics 21 (July 1, 2014): 35–44. http://dx.doi.org/10.29173/irie368.

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This study explored Estonian teachers’ perceptions and practices about student-teacher interaction on Facebook. Four focus group interviews with high-school teachers (n=21) revealed that educators are used to monitoring their students’ posts on Facebook and consider it their role to intervene whenever something inappropriate is posted. Teachers viewed such social media surveillance as a routine and harmless practice which does not violate students’ privacy. The participants of our study do not see any need for formal social media policies to regulate student-teacher interaction on social media, as they consider themselves perfectly capable of making ethical choices in this realm.

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Graham, Kathy C., Richard C. Hohn, Peter H. Werner, and Amelia M. Woods. "Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program." Journal of Teaching in Physical Education 12, no. 2 (January 1993): 161–79. http://dx.doi.org/10.1123/jtpe.12.2.161.

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The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.

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Save, Mr Yash Pritam, Miss Gayatri Mozar, and Mr Kumar Nivrutti Kadam. "Assignment Submission." International Journal for Research in Applied Science and Engineering Technology 11, no. 4 (April 30, 2023): 964–67. http://dx.doi.org/10.22214/ijraset.2023.50070.

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Abstract: In every branch, teachers have to take submission of micro project. For that they message in students WhatsApp group, for that they need a specific student phone number and it take much time, in our web application teachers have to create an class folder and add students from college login details. After all process, teachers have to just deliver one message in created folder about micro project. This will reduce teacher’s time as well as they don’t have to add a many phone numbers of students. In our web application, teachers will also chat with students, if he/she gets confuse about student, if he/she student don’t give proper ppt/source code to teachers. With this teachers don’t have to share their phone numbers with anyone students. Firstly student will form the group and decide their title then they will submit it. After submitting, it is visible to the teacher. Once completing the project, student will upload the report and the zip file of their project. Then teacher can see and give the Mark's.

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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.

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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

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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.

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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

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Duru, Sibel. "A Metaphor Analysis of Elementary Student Teachers’ Conceptions of Teachers in Student- and Teacher-Centered Contexts." Eurasian Journal of Educational Research 15, no. 60 (September 1, 2015): 281–300. http://dx.doi.org/10.14689/ejer.2015.60.16.

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Murray, Frank B., and Elaine M. Stotko. "The Student Teacher as an Agent of Instructional Reform: Effects of Student Teachers on Supervising Teachers." Action in Teacher Education 26, no. 3 (October 2004): 73–81. http://dx.doi.org/10.1080/01626620.2004.10463334.

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Tunggal, Wahyu Satrio, M. Alamsyah, and Ita Tryas Nur Rochbani. "Teacher's Strategy in Increasing Students' Learning Interest in Madrasah Tsanawiyah." Zabags International Journal Of Education 1, no. 1 (April 1, 2023): 10–18. http://dx.doi.org/10.61233/zijed.v1i1.2.

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In the context of the interaction of the learning process, students experience a tendency to be less motivated in learning. This study reveals efforts to increase students' interest in learning, and student learning activities, the ability of teachers to provide learning motivation and also student learning responses through lessons in class. This study aims to increase student learning interest, determine student learning activities, teacher's ability to provide interest in learning, and also determine student learning responses through classroom learning. Various strategies that can be implemented by teachers through learning in class so that students are interested in learning. However, teachers are required to have creativity and innovation in creating a conducive and effective learning atmosphere

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Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (July 2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

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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.

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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

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Febriansyah, Riyan. "The Power of Politeness Strategies in EFL Student-Teacher Interaction: Teacher’s Gender Perspective." IJET (Indonesian Journal of English Teaching) 10, no. 2 (December 31, 2021): 125–35. http://dx.doi.org/10.15642/ijet2.2021.10.2.125-135.

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The nature of student-teacher interaction is often influenced by the teachers’ actions and utterances. In fact, student-teacher interaction could be felt like either threatening or enjoyable. Teachers’ politeness will result in enjoyable student-teacher interaction. Very few studies about politeness on the teachers’ gender perspectives have been conducted. Therefore, this study is aimed to investigate the kinds of politeness strategies used by male and female teachers in powering EFL classroom, and to elaborate how the power of politeness strategies run the EFL student-teacher interaction. The participants are several teachers and students who conduct the English Intensive Course Program in an undergraduate university. Many students-teacher interactions using English are found in those course program, since the courses require the classroom participants to communicate in English. This research followed qualitative research design and used observation to collect data. Applying Brown and Levinson’s theory of politeness, the results show that politeness strategies bring a lively and friendly atmosphere during the classroom interaction. Specifically for female teachers who mostly use positive politeness strategy, they build more interaction with the student rather male teachers. Positive politeness strategy focused on the students’ positive face by expressing the number of utterances that want to be listened to by the students. It keeps students to have willingness to communicate so that the student-teacher interaction in EFL classroom can be maximized.

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Poulou, Maria S. "Students’ adjustment at school: The role of teachers’ need satisfaction, teacher–student relationships and student well-being." School Psychology International 41, no. 6 (August 24, 2020): 499–521. http://dx.doi.org/10.1177/0143034320951911.

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This study investigated how teachers’ perceptions of their psychological need stisfaction, teacher-student relationships and students’ perceptions of well-being relate to students’ emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers’ perceptions of need satisfaction and students’ perceptions of well-being were not associated with students’ emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed.

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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.

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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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Yusuf, Ode Yahyu Herliany, Devi Andrianti, Lilis Endriani, Irlika Taunar, Salmia Salmia, Rusiana Rusiana, and Rustia Rustia. "Teacher Behavior that Fosters Positive Relationships Between Teachers and Students." JETISH: Journal of Education Technology Information Social Sciences and Health 2, no. 1 (March 29, 2023): 587–91. http://dx.doi.org/10.57235/jetish.v2i1.419.

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Being a teacher is not an easy job, one of the things that a teacher needs to do is to be able to build a positive relationship between teacher and student, this is the purpose of this research which is to find out how to better build good relationships and make a good response in order to produce a positive relationship between teacher and student. Data from this study was sourced from books and electronic scientific articles. With data collection techniques using content analysis research techniques with the aim of helping teachers in building good relationships or positive relationships and building a good image of teachers in the student environment. In addition, it is one of the considerations in the benchmark of how to behave and how to respond to students so that positive relationships can be built between teachers and students.

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Hauliyah, Hikayatul, Naufal Habibie, Imam Nurul Hidayat, Frayoga Maulana Araisy, and Lisa Kurnia. "Strategi Guru dalam Meningkatkan Minat Belajar Peserta Didik di MI Raudlatul Ulum." ANWARUL 2, no. 1 (February 1, 2022): 152–57. http://dx.doi.org/10.58578/anwarul.v2i1.228.

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Анотація:

In the context of the interaction of the learning process, students experience a tendency to be less motivated in learning. This study reveals efforts to increase students' interest in learning, and student learning activities, the ability of teachers to provide learning motivation and also student learning responses through class lessons. This study aims to increase students' interest in learning, determine student learning activities, teacher's ability to provide interest in learning, and also determine student learning responses through classroom learning. Various strategies that can be applied by teachers through classroom learning so that students are interested in learning. However, teachers are required to have creativity and innovation in creating a conducive and effective learning atmosphere.

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Juhaevah, Fahruh, Patma Sopamena, and Syafruddin Kaliky. "PROFESSIONAL TEACHER PROGRAM EXPERIENCE: TEACHERS’ KNOWLEDGE ON OVERCOMING STUDENTS’ MISCONCEPTION." Kalamatika: Jurnal Pendidikan Matematika 5, no. 1 (April 30, 2020): 19–34. http://dx.doi.org/10.22236/kalamatika.vol5no1.2020pp19-34.

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This study aims to describe the teachers’ knowledge about students in dealing with misconceptions experienced by the student on integral material based on the experience of teachers participating in the teacher professional program (PPG). This research is qualitative research that involved two subjects who were mathematics teachers of SMA Negeri 11 Ambon. Subjects were given a chance to identify the student's misconceptions. The data is collected through observation and interviews. Based on the research results obtained information that S1 has good knowledge in diagnosing misconceptions when use three tiers test, providing treatment when the student got a different answer, and ensuring that misconceptions do not occur in student with made peer instruction in front of the class, and have a good understanding of concepts about means of constant on indefinite integral. S2 cannot diagnose misconception and S2 cannot explain the different answers when the student solves the problem using a different method. Thus, it can be stated that teachers who have the PPG experience have a better knowledge of knowing and addressing the misconceptions experienced by the student.

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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.

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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

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Conderman, Greg, and Theresa Pedersen. "Supporting Student Teachers." NASSP Bulletin 90, no. 4 (December 2006): 335–42. http://dx.doi.org/10.1177/0192636506294647.

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Zulkifli, Hafizhah, Ab Halim Tamuri, and Nur Syazwani Abdul Hafidz. "Teacher’s Evaluation of Student Progress in Islamic Education Using Hikmah Pedagogy." Islamiyyat 44, no. 2 (December 1, 2022): 137–47. http://dx.doi.org/10.17576/islamiyyat-2022-4402-10.

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Evaluation is critical to determine student success throughout the teaching and learning process. When it comes to self-evaluation, stronger students tend to undervalue their performance, whereas weaker students prefer to exaggerate theirs. Due to this, a teacher’s evaluation is designed to achieve a balanced evaluation between stronger and weaker students. Therefore, the purpose of this study is to determine the level of a teacher’s evaluation of student progress and to determine if there is a significant variation in teacher’s evaluation of student progress across locations, school types, and job experience. The approach used is through survey research design. Thirty-three Islamic education teachers participated in this study. The data indicate that teacher’s evaluation of student progress was generally favourable across all dimensions and that there were no significant variations in teacher’s evaluation of student progress by urban or rural location, school type, or employment experience. In general, the findings in this study can assist teachers and students in enhancing their teaching and learning process.

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Perines, Haylen, and Nina Hidalgo. "What Do Student-Teachers Think About The Integration of Research Into Teacher Education Programs?" Educational Practice and Theory 44, no. 1 (July 1, 2022): 95–109. http://dx.doi.org/10.7459/ept/44.1.07.

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This research reports on some results of the Initiation FONDECYT Project “Presence and importance of integrating research in teaching education and how it is perceived by students and lecturers”. It aims at identifying student-teachers’ perceptions about intent to research, research activities conducted by student-teachers as part of their initial training, and research context. This descriptive ex post facto study explores the perceptions of 634 undergraduate students of teaching programs at the University of La Serena (Chile). A survey was administered to measure student-teachers’ perceptions. The findings show that intent to research has the highest scores, whilst research activities have the lowest ones. Therefore, one of the conclusions is that student-teachers have positive evaluations of the importance of educational research for their training. Another conclusion is that the existence of a positive research culture within universities that supports all the individuals involved is a crucial element to strengthen the link between student-teachers and educational research.

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Sason, Hava, Rivka Blau, and Egoza Wasserman. "Student motivation in learning and perceptions of online teachers." Journal of Education and e-Learning Research 10, no. 4 (December 4, 2023): 742–52. http://dx.doi.org/10.20448/jeelr.v10i4.5197.

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The goal of this study was to examine the relationship between students’ motivation for learning in an online course and their perceptions regarding the teacher’s role. 520 undergraduate students at a college participated in asynchronous online courses and responded to a closed-ended questionnaire about their motivation for learning and their expectations regarding the teacher’s role in online courses. The study’s findings indicate significant relationships between the students' different types of motivation for learning in the online course and their perception of the teacher's role in these courses. For example, students with high levels of self-efficacy and control over their learning beliefs expect the teacher to meet their pedagogical and differentiating roles. However, students with high levels of test anxiety expect the teacher to meet affective and technological needs. Therefore, when preparing online courses, these differences must be taken into account and teachers must carefully consider how they fulfill their role. For example, if teachers focus solely on the pedagogical role, it is likely to negatively affect the success of students facing high levels of anxiety. However, teachers who primarily promote affective social interactions will disappoint another group of students. Enhancing teachers’ awareness of the association between students’ motivation and their expectations of their teachers could help teachers plan their courses to best meet their students’ needs and perhaps reduce dropping out.

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Denessen, Eddie, Annelies Keller, Linda van den Bergh, and Paul van den Broek. "Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement." Education Research International 2020 (November 28, 2020): 1–8. http://dx.doi.org/10.1155/2020/2471956.

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Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. In eight fourth-grade classrooms in the Netherlands, interactions between teachers and students (N = 152) were observed in maths lessons. Data regarding teachers’ expectations about their students and mathematics achievement tests scores were collected. Analyses indicated that there were relations between teacher expectations and teachers’ classroom interactions. Teachers gave more direct turns and more directive feedback to their low-expectation students, who were also the students who performed low in maths. After controlling for actual achievement, it appeared that students for whom the expectations were lower than could be expected based on their performance received more direct turns and directive task-related feedback. These results point to the existence of teacher expectation effects.

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Tardif, Eric, Pierre-André Doudin, and Nicolas Meylan. "Neuromyths Among Teachers and Student Teachers." Mind, Brain, and Education 9, no. 1 (February 18, 2015): 50–59. http://dx.doi.org/10.1111/mbe.12070.

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Ciuladiene, Grazina, and Brigita Kairiene. "THE RESOLUTION OF CONFLICT BETWEEN TEACHER AND STUDENT: TEACHERS’ NARRATIVES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 235–45. http://dx.doi.org/10.17770/sie2018vol1.3249.

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The significant thing for teachers is to settle conflicts with students correctly and effectively without disrupting educational process and damaging the relationship. Dispite teacher-student conflicts are unevitable, and important consequences arise there from, teacher-student conflicts remain poorly studied. The present study aims to examine the strategies teachers use to resolve teacher-student conflicts. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents – teachers - were asked to recall a conflict occurring between them and a student during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 31 teachers. Their average age was 43, 6 years. By gender there were 2 males and 29 females; work experience was from 2 till 35 years.An analysis of the cases enabled to distinguish two groups of teachers’ reactions to the conflicts. One of them is focus on communication with student on the issue and discovering of the reasons of his / her behaviour. Resolving conflict in a cooperative way involves teacher’s endeavours to perceive accurately student’s positions and motivation, recognise the legitimacy of each other’s interests, and search for a solution accommodating the needs of both sides. The second group of teachers’ reactions to the conflicts manifests itself by the lack of the reflection of the motives and causes of the student’s inappropriate behaviour. Thus, recorded conflicts are considered as non cooperative (destructive) ones.This study give insight into the role of teacher in relation to conflict resolution with student. Findings of the study emphasize the need for teachers to critically determine meaningful conflict resolution strategies.

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Snead, Lauren Oropeza, and H. Jerome Freiberg. "Rethinking Student Teacher Feedback: Using a Self-Assessment Resource With Student Teachers." Journal of Teacher Education 70, no. 2 (October 7, 2017): 155–68. http://dx.doi.org/10.1177/0022487117734535.

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This study examines 10 preservice teachers’ use of Freiberg’s Person-Centered Learning Assessment (PCLA), a self-assessment measure. The PCLA serves as an individualized resource for educators to assess their classroom teaching and learning particularly in the affective domain. Study findings indicate that the 10 student teachers identified future pedagogical changes as a result of utilizing the PCLA, with eight student teachers specifically identifying changes in their classrooms prior to completion of the study. As explored in this study, self-assessments seem to provide novice educators with a unique form of feedback and have the potential to lead to deeper levels of pedagogical self-reflection and resulting changes.

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Ekborg, Margareta, and Mats Areskoug. "How student teachers’ understanding of the greenhouse effect develops during a teacher education programme." Nordic Studies in Science Education 2, no. 3 (October 26, 2012): 17–29. http://dx.doi.org/10.5617/nordina.411.

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This paper reports on a longitudinal study on how student teachers’ understanding of the greenhouse effect developed through a teacher education programme in mathematics and science for pupils aged 7-13. All student teachers, who were accepted to the programme one year, were followed trough 2.5 years of the programme. The student teachers took science courses in which they were taught about the greenhouse effect.Data was collected by questionnaires three times. The results show that a majority of the student teachers developed an adequate understanding of the greenhouse effect during the teaching programme. Several of the students developed further in the second science course. However a rather big group of students with poor understanding did not develop any further in the second science course and no one demonstrated full understanding. Different ways of collecting data and categorising responses affected how the students’ understanding was interpreted.

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