Search results for: Teacher student relationship
Page 6/10 94 items
Developing Cohesion and Building Positive Relationships through Storytelling in a Culturally Diverse New Zealand Classroom
This study was designed to investigate what participants learnt about themselves, others and cultural perspectives when they told and listened to one another’s personal stories. The participants were secondary school students in the lower North Island of New Zealand. The author concludes that it appears that this approach to sharing personal stories offered sensitivity to students’ backgrounds, experiences and differences, privileged student voice, and affirmed respect for individual lived experiences.
Updated: Nov. 03, 2011
This study explored the extent to which interpersonal and cognitive teacher characteristics increased the level of students’ situational interest. Three distinct teacher characteristics have been identified that seem to influence the effectiveness of student learning and achievement: (1) social congruence, (2) subject-matter expertise, and (3) cognitive congruence. Results reveal that being cognitively congruent was a significant factor in predicting students’ level of situational interest in the classroom.
Updated: Oct. 04, 2011
The initial goal of this research project was to redesign a learning theory course as transitional space. The research then evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers' acquisition of teacher identity. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development.
Updated: Jul. 26, 2011
Classroom Interaction Studies as a Source for Teacher Competencies: The Use of Case Studies with Multiple Instruments for Studying Teacher Competencies in Multicultural Classes
The current study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools. The findings demonstrate how small-scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings.
Updated: Jul. 05, 2011
In this paper, the author focuses on Emmanuel Levinas’s classroom practices and everyday interactions with students rather than on his philosophical writings.
Updated: Apr. 27, 2011
The purpose of this study was to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.
Updated: Apr. 27, 2011
This article describes an experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction Guidance training appeared more stimulating in their behavior. These teachers were also more sensitive and more verbally stimulating than teachers from the control group.
Updated: Apr. 26, 2011
How to Conduct Research on the Inherent Moral Significance of Teaching: A Phenomenological Elaboration of the Standard Repertory Grid Application
In this paper, the authors will set out in detail how, on the basis of the standard repertory grid application, they developed a repertory interview method. The method, which developed by the authors, can be used to collect data that could foster a thorough understanding of the inherent moral significance of teachers’ day-to-day classroom interactions.
Updated: Apr. 14, 2011
The current article reports on a hermeneutic phenomenological research inquiry which examined ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from this research is that teachers and students experience their relationship as a play that is uncertain and lived beyond the rules of engagement. This research calls for the re-educating of teacher educators and teachers towards essential understandings of relationship and the pathic sensibilities associated with being-in-relationship.
Updated: Apr. 12, 2011
The purpose of this article is to present findings from a qualitative investigation into how authority was negotiated in an undergraduate teacher education course in which the author - as the teacher of the course - established course obligations with students through designing individualized grading contracts. The findings suggest that four themes emerged from the data represent potential frameworks for negotiating authority in teacher education: seeking mutually satisfactory agreement, finding several solutions to the problems being negotiated, compromising based on principle rather than pressure, and deriving legitimacy from mutually recognized sources.
Updated: Feb. 13, 2011