Relevant bibliographies by topics / Teacher and learner roles

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher and learner roles'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Teacher and learner roles"

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Agustiani, Indah Windra Dwie. "MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS." English Community Journal 3, no. 1 (July 15, 2019): 289. http://dx.doi.org/10.32502/ecj.v3i1.1694.

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This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.
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Cotterall, Sara. "Roles in autonomous language learning." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 61–78. http://dx.doi.org/10.1075/aral.21.2.04cot.

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Abstract The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individuals actually adopt. The paper concludes by considering how new or modified roles might most effectively be presented.
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Roesler, Rebecca A. "Independence Pending." Journal of Research in Music Education 64, no. 4 (November 24, 2016): 454–73. http://dx.doi.org/10.1177/0022429416672858.

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The purposes of the present study were to identify the teacher behaviors that preceded learners’ active participation in solving musical and technical problems and describe learners’ roles in the problem-solving process. I applied an original model of problem solving to describe the behaviors of teachers and students in 161 rehearsal frames extracted from 43 lessons with five artist-teachers. Results indicate that the number and type of learner problem-solving components varied according to the preceding teacher behavior. The teacher behaviors that most often preceded learner problem solving were varying the specificity of feedback and directives, asking questions, demonstrating contrasting options, stating principles, and refraining from answering learners’ questions.
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Han, Ligang. "On the Relationship Between Teacher Autonomy and Learner Autonomy." International Education Studies 13, no. 6 (May 29, 2020): 153. http://dx.doi.org/10.5539/ies.v13n6p153.

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With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.
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Widdowson, H. G. "The roles of teacher and learner." ELT Journal 41, no. 2 (April 1, 1987): 83–88. http://dx.doi.org/10.1093/elt/41.2.83.

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Alonazi, Saleema M. "The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia." English Language Teaching 10, no. 7 (June 11, 2017): 183. http://dx.doi.org/10.5539/elt.v10n7p183.

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Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school, with emphasis on the important roles of the facilitator, counselor, resource and manager. A survey questionnaire was used in this study to elicit the responses of 60 EFL teachers in Riyadh during the academic year 2015-2016. The findings of this study revealed that English language teachers often encouraged autonomous learners in their classrooms. They usually implemented different teaching strategies, which demonstrated the four roles: facilitator, counselor, resource and manager. Moreover, the findings showed that teachers were hindered by some difficulties including learners’ lack of independent learning skills, rules and regulations applied in schools, and teachers’ lack of basic strategies to encourage autonomous learning. Furthermore, the teachers believed that approaches such as teachers’ continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers’ independence, and offering teachers with professional development programs on learner autonomy can be helpful in developing both learner and teacher autonomy.
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Soldaat, Leza J. "More Than a Teacher: Understanding the Teacher-Learner Relationship in a Public High-School in South Africa." Journal of Educational and Developmental Psychology 9, no. 1 (April 26, 2019): 77. http://dx.doi.org/10.5539/jedp.v9n1p77.

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Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation – with regards to their relationships with learners – contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment – faced by women teachers.
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Yuzulia, Irza. "EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy." Linguists : Journal Of Linguistics and Language Teaching 6, no. 1 (July 13, 2020): 36. http://dx.doi.org/10.29300/ling.v6i1.2744.

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Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was conducted in public senior high schools in Bandung. An experienced and a novice English teacher were involved in this study. The data in this study were collected through observation, interview and questionnaire. The study revealed that experienced and novice teacher hold almost the same perceptions that autonomy means the students’ active role in managing their own learning. The teachers pointed out that autonomous learning gives benefits to students’ learning. However, the experienced teacher was more optimist than the novice teacher regarding the possibility to promote learner autonomy which affects their classroom practices to promote learner autonomy. It is proved that the experienced teacher offers more strategies since she believed that learner autonomy is applicable for all language learners despite students' ages, levels of proficiency and cultures. It was found that the teachers used blogs, self-journal, videoconference and collaboration as strategies to promote learner autonomy.
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Tudor, I. "Teacher roles in the learner-centred classroom." ELT Journal 47, no. 1 (January 1, 1993): 22–31. http://dx.doi.org/10.1093/elt/47.1.22.

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Patrice Aime, Djelle Opely. "Relation Affective Entre Apprenant-Enseignant: Cas De Certains Lycees De Cȏte d`Ivoire." European Scientific Journal, ESJ 12, no. 22 (August 30, 2016): 150. http://dx.doi.org/10.19044/esj.2016.v12n22p150.

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This article is meant to work on teacher-learner relationship and the outcomes of the student-knowledge. The aim is to determine the impact of the teacher-learner relationship on the good atmosphere on creating a good learning environment in the learning process. The assumption is that teacher’s positive attitude toward learners always favours a good learning atmosphere environment. Our methodology will be based on semi directive interviews, questionnairs and inquiries on the class beginning atmosphere, classroom chronicles and evaluations meant to teachers and students in some middle schools and high schools schools in Côte d’Ivoire. The results tell us that emotion in teacher-student relationship plays various roles in the reasoning-learning process, for « they are the heart of human beings mental life ».
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Dissertations / Theses on the topic "Teacher and learner roles"

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Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.

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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.
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Hawkley, Melissa Noel. "Roles and Relationships in Learning and Teaching: A Case Study of the Development and Worldwide Implementation of a New Religious Curriculum." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4204.

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This in-depth case study examines perceptions of teacher and learner roles and relationships that were the basis for common understanding in the creation and implementation of the new youth curriculum, Come, Follow Me: Learning Resources for Youth, for The Church of Jesus Christ of Latter-day Saints. The assumptions and beliefs of teachers and learners directly influence each other in their perception of their roles and thus, directly influence the type of teaching and learning they engage in. The curriculum was intentionally designed to help members of the Church teach and learn for conversion. Teachers who understand both their role and that of the learners, can invite this type of learning through their teaching. Reciprocity of roles, living what you teach, and principle-based teaching, all contribute to correct perceptions of roles and relationships. Teacher councils—where participants counsel together, look for the good in each other's teaching, practice, and then reflect— help facilitate a climate where teachers risk and try new things, break out of old paradigms of misperceptions of roles and relationships, and move toward an effective teacher role.
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Song, Hongbo. "Effects of gender and perceived interation on learner motivation, sense of community, instructor role, and learner role in Internet-based distance education." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1159460802.

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Samadi, Mohammad Rahim. "Role of the L1 in FL classrooms: learner and teacher beliefs, attitudes, and practices." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/7994.

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Master of Arts
Department of Modern Languages
Abby Franchitti
The role of first language (L1) has been controversial in foreign language (FL) learning and teaching. This study examines the relationship between L1 use and gender and level of education of EFL teachers as well as gender and EFL proficiency level of learners in an Afghan university setting. It also investigates the relationship between FL use and learner anxiety by learner gender and EFL proficiency level. The study hypothesized that female FL teachers use the L1 more than male teachers in FL classrooms. Second, low FL proficiency learners consider L1 use as necessary in FL classrooms. Third, low FL proficiency students experience more anxiety with the exclusive use of FL than higher level learners. Fourth, female learners experience more anxiety than male students with the exclusive use of FL by learners and teachers. Twenty EFL teachers participated in the study by completing a 19-item questionnaire and sixty EFL learners by completing a 27-item questionnaire about their views towards L1/FL use and learner anxiety. The data, analyzed through SPSS software, included calculating frequencies and percentages, computing correlations, and conducting independent-samples t-tests to compare the mean difference between the variables. The first hypothesis was not supported as male teachers reported using the L1 more than female teachers. The study also revealed that male teachers with BA and MA degrees used the L1 more than female teachers with BA degrees. In contrast, female teachers with MA degrees used the L1 more than male teachers with BA and MA degrees and also more than female teachers with BA degrees. The results supported hypothesis two. More elementary learners considered the use of L1 as necessary than intermediate and advanced students. The findings also supported hypotheses three and four. Elementary learners as well as female students experienced more anxiety with the exclusive use of FL than intermediate and advanced level students and male learners. The principal conclusion indicated a significant positive correlation between the exclusive use of FL and learner anxiety.
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Clifford, Marian. "Exploring learner and teacher roles in curriculum development in a process approach to a basic English as a second language programme for adults." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/17275.

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Bibliography: pages 299-310.
This study explores the contribution that the learners and the teacher made to curriculum development in a process approach to English as a second language for adults. The research was carried out with a group of workers attending a basic English course in an adult education programme on the East Rand. This study covers the entire sixteen month period from 1986 to 1987, and was carried out by the teacher-as-researcher. The research methodology was a form of illuminative evaluation, using syllabus accounts. These accounts provided a record of what took place in the classroom and were organised into three main themes. Subsequent analysis of the accounts focussed on learner and teacher roles in determining the learning experiences generated in the classroom. These findings were then re-examined in the light of the literature on process approaches. Conclusions were drawn about these roles and the implications for teacher development and learner training. Subsequently these conclusions were presented as illuminative data to reflect upon the curriculum framework underlying process approaches. The conclusions drawn in this study challenge the assumption that learners and the teacher jointly and equally negotiate learning in a process approach. Instead they suggest that the teacher is very much in control as the overall manager of curriculum development, and that learners are secondary agents in this endeavour. The roles of both parties are also more complex and more interlinked than the literature implies. Following this, conclusions were drawn about the roles that learners and the teacher played in curriculum development in this study. The research went on to examine the broader implications of these findings, by assessing the feasibility of a process approach for large-scale adult basic education work in South Africa. From this assessment, a new 'hybrid' approach was proposed which retains important features of a process approach while modifying it to make it more accessible and appropriate for South Africa's needs. Finally, the study identified future research directions.
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Sparks, Candice Leah. "Teacher reaction to and understanding of a task-based, embedded syllabus." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16524/.

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This thesis investigates where the Years 4-10 Queensland French Syllabus is receiving support, by investigating groups of teachers with shared characteristics. In doing so, it aims to shed some light on why teachers have not embraced this new syllabus. Specific issues pertaining to the syllabus are investigated, such as the use of task-based instruction as the chosen methodology and of embedded content, as well as contextual issues, such as employment sector and levels taught. Teachers' reactions to change have also been investigated in relation to the introduction of this syllabus. In addition to this, the process involved in acceptance of an innovation has been explored which led to an examination of teacher understanding of the current syllabus. This study is divided into five chapters. Chapter one outlines the syllabus and context, as well as hypotheses for this study and rationale. Chapter two is a literature review which brings together previous research and links it to the current study. The chosen methodology is covered by chapter three, with chapter four being a detailed explanation of results received from the data collection. The final chapter, chapter five, discusses these results and the implications of these findings.
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Dancis, Julia Sara. "The Role of Teacher Autonomy Support Across the Transition to Middle School: its Components, Reach, and Developmental Effects." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4727.

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Building upon self-determination theory, this study sought to ascertain the reach of teacher autonomy support beyond its well-documented impact on student autonomy and engagement to include student competence and relatedness, as well as to parse apart specific teacher behaviors that comprise autonomy support (i.e., respect, choice, relevance, coercion) and their unique influences on the multiple motivational outcomes, surrounding the transition to middle school. These questions were examined using information from 224 fifth graders, 339 sixth graders, and 345 seventh graders attending elementary and middle schools in a predominantly Caucasian working and middle class school district. Regression analyses, predicting change in student motivation over time, revealed that students' experiences of their teachers' autonomy support in the fall predicted changes in student competence, relatedness, and engagement from fall to spring. Although teacher autonomy support was positively connected to student autonomy in correlational analyses, it did not predict changes in student autonomy from fall to spring. Unique effect analyses regressing each of these motivational outcomes on all four components of teacher autonomy-support revealed that respect, relevance, and coercion were unique predictors of each outcome concurrently, but that choice only made a unique contribution to autonomy and relatedness. Developmental patterns extracted from multiple regression analyses in all three grade samples indicate that respect is most predictive of fifth grade student motivation, respect and coercion are most salient for sixth grade motivation, and respect, coercion and relevance together are most central to seventh grade students. MANOVA analyses of mean levels showed the expected patterns of differences, namely: compared to fifth graders, sixth graders reported lower levels of teacher autonomy support (and every component) and seventh graders showed even lower levels still. Further, students reported lower levels of all four motivational outcomes with the same pattern as autonomy support differences. MANCOVA analyses examined whether grade differences in teacher autonomy support could account for this pattern of grade differences in motivational outcomes. When analyses controlled for levels of teacher autonomy support, mean levels of relatedness were no longer significantly different across grades. Although still significant, MANCOVA analyses for autonomy, competence, and engagement showed much smaller F-values when teacher autonomy-support was entered into the model. Together, these findings illustrate that teacher autonomy support does predict student competence and relatedness, in addition to autonomy and engagement. Additionally, it highlights the importance of several components of teacher autonomy support, especially for middle school students. Finally, it points to the need for further investigation on how teacher autonomy support, as an organizational construct and as separated by its components, impacts key motivational outcomes for students in different grades surrounding the middle school transition. Implications for researchers and educational practitioners are discussed.
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Daniels, Diane. "The role of school counsellors in supporting teaching and learning in schools of skills in the Western Cape." uwc, 2013. http://hdl.handle.net/11394/3244.

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Magister Educationis - MEd
Current debates in education and education support focus on the importance of schools needing to facilitate the holistic development of learners and also ensuring the achievement of educational objectives. This study focused on the need for counsellors to support teaching and learning in Schools of Skills and investigated challenges that emerged when school counsellors facilitate school development. The research question which framed this study was, what is the role school counsellors play in supporting teaching and learning and school development? A mixed methods approach that employed both qualitative and quantitative techniques was adopted in an attempt to construct a rich and meaningful picture of school counselling practice within School of Skills. Participants included principals, counsellors and educators at four schools of skills situated in the Western Cape. The data collection process included interviews and questionnaires. Semi-structured individual interviews were conducted with the four principals and the four school counsellors and questionnaires including both open-ended and closed questions were completed by educators. The findings illuminate the psycho-social barriers experienced by learners and how school counsellors can support learners. Roles of school counsellors are varied and involve the provision of support to various members of the school community in addition to teaching and administration. Challenges faced by school counsellors were highlighted as lack of human resources, lack of support and workload. The recommendations are presented as suggestions for consideration at various levels in the system, from micro (level of the individual) to macro (level of the state).
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Baxter, Lance J. "A View From Within : Instructors' Perspectives of Their Roles With Adult Learners in Need of Remediation." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/404.

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This qualitative research study focused on the perceptions of 12 faculty members teaching courses in adult basic education and described their professional experiences and interactions with adult learners within the context of a two-year, public, postsecondary institution. Participants, ranging in teaching experience from 13 years to 43 years, volunteered to take part in one-to-one, semi-structured interview sessions to offer insight into their professional experiences. The interview sessions yielded the complex, context-specific data for detailed analysis. Data analysis, supported through educational criticism and relevant concepts from the professional literature (Eisner, 1998), was used to develop four themes: how the faculty viewed themselves professionally, how faculty viewed their students, instructional strategies used to promote student learning, and perceived challenges to student learning. Faculty perceived themselves as caring, humanistic managers; moreover, faculty viewed their students, while limited in certain fundamental academic skills, as being capable learners equipped with ancillary skills that could be used to complement their classroom learning. Furthermore, faculty reported that they used active, student-centered instructional approaches relevant to students' experiences to promote learner persistence in the face of challenging circumstances. This study included recommendations for leaders in higher education to provide high-quality professional development opportunities for faculty and adequate counseling, mentoring, and tutoring services for the students the faculty serve.
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Simoneau, Carol Lynne Brooks. "Communities of learning and cultures of thinking : the facilitator's role in the online professional development environment." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/514.

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Books on the topic "Teacher and learner roles"

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Roles of teachers and learners. Oxford: Oxford University Press, 1987.

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Wright, Tony. Roles of teachers and learners. Oxford: Oxford University Press, 1987.

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O’Hara, Hunter. Transcendent Teacher Learner Relationships. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-109-0.

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Lamb, Terry, and Hayo Reinders, eds. Learner and Teacher Autonomy. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.

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Jeff, Northfield, ed. Opening the classroom door: Teacher, researcher, learner. London [England]: Falmer Press, 1996.

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Zintz, Miles V. The reading process: The teacher & the learner. 5th ed. Dubuque, Iowa: W.C. Brown, 1989.

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Tickoo, Makhan L. Harold E. Palmer: From learner-teacher to legend. New Delhi: Orient Longman, 2008.

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Maggart, Zelda R. The reading process: The teacher and the learner. 6th ed. Madison, WI: Brown & Benchmark, 1991.

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John, O'Hair Mary, ed. The reflective roles of the classroom teacher. Belmont, Calif: Wadsworth, 1996.

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Bingman, Beth. Teacher as learner: A sourcebook for participatory staff development. [Knoxville, Tenn.]: Tennessee Literacy Resource Center, Center for Literacy Studies, University of Tennessee Knoxville, 1995.

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Book chapters on the topic "Teacher and learner roles"

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Nicolaides, Christine Siqueira. "Roles learners believe they have in the development of their language learning – autonomy included?" In Learner and Teacher Autonomy, 141–60. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.13nic.

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Chappell, Philip. "Teacher and Learner Roles in the Interactive Second Language Classroom." In Group Work in the English Language Curriculum, 31–48. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137008787_2.

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Giles, Amanda. "“Leadership Roles at Different Points”." In Effective Teacher Collaboration for English Language Learners, 85–102. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003058311-8.

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Tiberius, Richard G., Joanne Sinai, and Edred A. Flak. "The Role of Teacher-Learner Relationships in Medical Education." In International Handbook of Research in Medical Education, 463–97. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_19.

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Nurkamto, Joko. "Teachers' roles in fostering EFL learner autonomy: A literature review." In Post Pandemic L2 Pedagogy, 3–6. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-1.

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Szulc-Kurpaska, Małgorzata. "5. The Role of Teacher Language in a Young Learner Classroom." In Early Instructed Second Language Acquisition, edited by Joanna Rokita-Jaśkow and Melanie Ellis, 106–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922517-009.

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Aiello, Michael, and Kevin Watson. "The Role of the Headteacher in Teachers’ Continuing Professional Development." In Teachers as Learners, 199–216. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9676-0_10.

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Bullock, Shawn Michael. "Teacher Educator as Learner." In Encyclopedia of Science Education, 1023–25. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_254.

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Lin, Fou-Lai. "Mathematics Teacher as Learner." In Encyclopedia of Mathematics Education, 585–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_106.

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Bullock, Shawn Michael. "Teacher Educator as Learner." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_254-5.

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Conference papers on the topic "Teacher and learner roles"

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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.

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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study
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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Hong-mei, Zhao. "On Teacher’s Roles in Developing Learner Autonomy." In Proceedings of the 1st International Conference on Contemporary Education and Economic Development (CEED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ceed-18.2018.15.

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Mavuru, Lydia. "PRE-SERVICE TEACHERS’ CRITICAL REFLECTION ON THE KNOWLEDGE AND SKILLS LEARNED IN LIFE SCIENCES METHODOLOGY MODULE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end101.

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The complex roles teacher educators and teachers face require their ability to critically reflect on their practices. The question is on whether teachers are trained to make critical reflections of learning experiences for them to be able to critically reflect on their teaching practices. Based on constructivist approach, teacher educators continuously reflect on their practices in order to modify and improve their modules. It is however imperative that pre-service teachers who are the recipients, be given an opportunity to critically reflect on the services they receive and at the same time develop critical reflection skills. By creating reflective teaching and learning environments in the Life Sciences Methodology and Practicum module at the beginning of the academic year, 77 Bachelor of Education students specialising in Life Sciences and in their last year of study at a South African University, were purposefully selected to participate in a qualitative study. The study sought to answer the research questions: 1. What are pre-service teachers’ reflections on the knowledge and skills learned in their last year of study? and 2. What pedagogical and content knowledge aspects can be drawn from pre-service teachers’ critical reflection for the improvement of the module Life Sciences Methodology and Practicum? In collecting data, each pre-service teacher was tasked to compile a critical reflection report which they submitted towards the end of the year, and was analysed through content analysis. The findings showed important knowledge and skills learned which included the contextualization of teaching to ensure learners comprehend abstract concepts such as immunity. Amongst the teaching approaches and strategies covered in the module, argumentation as a social constructivist strategy stood out particularly when teaching controversial topics embedded with socioscientific issues e.g. genetics and evolution. The pre-service teachers indicated that the way practical work was taught, equipped them with knowledge and skills on how inquiry-based approaches can be implemented in the classrooms. Suggestions to improve the module included the provision of pre-service teachers with opportunities to conduct virtual micro lessons in light of COVID-19 pandemic; that the testing of Life Sciences concepts should include the assessment of pre-service teachers’ capabilities to teach the same concepts in the classrooms. The pre-service teachers’ argument is that since they are in their final year, the focus of the module should be on the development and assessment of their pedagogical content knowledge (PCK) and TPACK. The findings of the study have implications for teacher professional development.
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Zeng, Xiu. "A Brief Analysis of Teachers' Major Roles in Learner Autonomy in English Teaching." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.303.

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Patel, Ashok, Kinshuk NA, David Russell, and R. Oppermann. "Intelligent Tutoring Systems: Confluence of Information Science and Cognitive Science." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2387.

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The advent of Internet as a global communication medium has brought a new focus on an area of research in designing Intelligent Tutoring System (ITS) that has not been adequately considered so far. In the main, this has been due to the localised nature of most academic environments limiting the sources of information and an implicit assumption that information and knowledge are synonymous. These factors have led to overemphasis on learner modelling in the traditional ITS research, which seeks to enhance the interaction between the ITS as the provider and the learner as the consumer of knowledge, ignoring the crucial role played by the teacher in enhancing the learning in a given context. The limitations of the traditional approach become more visible when educational information is sought to be transmitted across long distances and the need for adaptation to local contexts becomes apparent. This paper argues that the human teacher, as the manager of learning, plays a vital role within the joint cognitive system consisting of the teacher, ITS, learner and learning peers. This role needs to be recognised by ITS designers by through a teacher model. It also suggests that ITS may perhaps best embody the emerging framework of Informing Science.
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Ren, Huanhuan, and Chi Ma. "The Model of Teachers' Roles in Promoting Learner Autonomy Based on Ubiquitous Computing Technologies." In 2016 4th International Conference on Machinery, Materials and Information Technology Applications. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icmmita-16.2016.83.

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Kusiak-Pisowacka, Monika. "Exploring student teachers’ reflection skills: Evidence from journal tasks." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11088.

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The article addresses the issue of developing reflection skills of Polish foreign language student teachers in the context of university training. Although the importance of fostering reflection in student teachers has been widely acknowledged, the complexity of the construct and difficulties to operationalize reflection in research calls for new studies, to which the present paper aims to contribute. The paper discusses the study in progress whose main aims were to explore the potential of journal tasks as techniques stimulating trainees’ reflection and to investigate the nature of reflection demonstrated in students’ journals. The results of the analysis of students’ texts revealed different ways that the students adopted to approach the journal task. Three perspectives from which the students developed their narration were identified: teacher-focused, learner-focused and the one that focusses on external factors. Additionally, the analysis led to the identification of three types of writing, named in the study as Theorising, Describing and Discussing. The findings point to the effectiveness of journal tasks in stimulating students’ thinking about their practicum experiences. They also stress the significance of fostering novice teachers’ reflection skills as a way of socializing students into new roles they will play in their future professional communities.
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Low, Pey-Yng. "Role of Social Interactions during Digital Game-based Learning in Science Education: A Systematic Review." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0110.

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Digital games have been used for teaching science subjects; however, merely playing games does not guarantee that learning will take place. Educators need to scaffold the gameplay experience and integrate other instructional methods into the process to enhance and ensure learning. Social constructivism is one such approach. Although there are a number of studies on game-based learning, they focus more on the effectiveness of learning or the classification of learning outcomes rather than the mode of social interactions in game-based learning. A systematic review was carried out to identify the different modes of social interactions and their impact on digital game-based learning in science education. Five modes of social interactions were identified; face-to-face conversation between students, group discussion, online/virtual collaboration, teacher-facilitated classroom discussion and answering of questions by teachers. Social interactions enhanced learning through collaborative sense making, promoting learner motivation, enabling scientific reasoning and providing instructional support. These form a basis for educators to design productive social interactions for digital game-based learning in science education.
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Xiang, Zongping. "Technology, Authentic Learning, and Teacher Roles: A Story of Using a Social Media Tool to Share and Learn." In 2015 International Conference of Educational Innovation through Technology (EITT). IEEE, 2015. http://dx.doi.org/10.1109/eitt.2015.36.

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Reports on the topic "Teacher and learner roles"

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Armbrust, John. Perceptions of teacher and student roles : views of Japanese businessmen. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6157.

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Ehsanipour, Tina, and Florencia Gomez Zaccarelli. Exploring Coaching for Powerful Technology Use in Education. Digital Promise, July 2017. http://dx.doi.org/10.51388/20.500.12265/47.

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This literature review, published in partnership with Stanford University’s Center to Support Excellence in Teaching, summarizes findings from existing research on teacher coaching and explores the following questions: What is the role of technology in the 21st century classroom? How do we best provide teachers with the time, support, and space to learn how to use new technological tools and resources effectively and to support deeper learning?
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Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6139.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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