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Artículos de revistas sobre el tema "Student teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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1

Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (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
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Sawalhi, Rania, and Youmean Chaaban. "Mentor teachers’ and student teachers’ perspectives toward teacher leadership." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (2021): 70–88. http://dx.doi.org/10.1080/13611267.2021.1899586.

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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 (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 th
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Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes." Indian Journal of Applied Research 3, no. 4 (2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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5

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
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Din, Kamal Ud, Dil Angaiz, and Musarat Jehan. "Teaching Practicum: Teacher-educators’ and Student-teachers’ Voices from the Field." Pakistan Journal of Social Research 03, no. 04 (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 stu
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Irsyad, Farhah, Yustikarini Saleh Airin, and Safitri Shahnaz. "The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 267–74. https://doi.org/10.11591/edulearn.v15i2.18330.

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A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being.
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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (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
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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 (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 st
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10

Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (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
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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 (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 conclu
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12

Dube, Mbusiseni Celimpilo. "Student-Teacher Mentorship: Do School Mentors Support and Guide Student Teachers?" Journal of Educational and Social Research 15, no. 4 (2025): 206. https://doi.org/10.36941/jesr-2025-0132.

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This paper was undertaken to explore the support school mentors offer student teachers during teaching practice. Using a qualitative approach, this paper employed document analysis for fourteen (14) reports from university supervisors that were purposively sampled. Human learning theory was used to frame this study. This theory assumes that the mentor guides the learners in discovering hidden knowledge to achieve self-actualization. The findings reveal that some school mentors support student teachers by assigning classes and preparing them for evaluation, some need to improve mentoring expert
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13

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 (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
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14

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

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Wisconsin has had mandated membership in its teacher’s union for all public school teachers since 1959. In 2010, Wisconsin’s teachers’ 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 teacher’s union has had on student achievement according to unionized and non-union teachers and the state standardized assessment.Keywords: Wisconsin; teacher’s u
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Pillet-Shore, Danielle. "Criticizing another's child: How teachers evaluate students during parent-teacher conferences." Language in Society 45, no. 1 (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 participa
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16

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

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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 (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
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18

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

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19

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

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20

Shantika, Bella, and Rahmi Wiza. "Strategi Guru PAI dalam Menerapkan Kedisiplinan Shalat Siswa SD IT Mutiara Kota Pariaman." FONDATIA 6, no. 4 (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 experie
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21

Maylor, Uvanney. "Black male student teachers: tomorrow’s teachers?" Journal for Multicultural Education 12, no. 2 (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-repre
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22

Agrawa, Shobhit, Sriram Sagi, Bharath Srinivasaiah, and Narendra Kumar Ray. "The Impact of Teacher-Student Relationships on Students' Perceptions of Teachers' Educational Effectiveness." Journal of Research in Vocational Education 6, no. 11 (2024): 45–53. https://doi.org/10.53469/jrve.2024.6(11).10.

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The impact of teacher-student relationship on student perception of the teacher's effectiveness in the delivery of education lies in the limited understanding of how the teacher-student relationship specifically shapes students' perception of the education provided by the teacher. While numerous studies have explored the impact of teacher-student relationships on various educational outcomes, such as academic achievement and student engagement, there is a lack of research specifically examining how this relationship affects students' perceptions of the teacher's educational qualifications. Thi
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23

Ďuricová, Lenka, and Estera Frgelcová. "Slovak Teacher’s Transformational Leadership and Student Teachers’ Ideas: A Comparative Study." New Educational Review 1, no. 67 (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 te
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24

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 (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
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Yan, Chunmei, and Chuanjun He. "Chinese Student Teachers’ Reticence in Teacher Education Courses." ELT Journal 74, no. 3 (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
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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 (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. Res
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White Connie, L. "Inviting Students and Teachers to Connect." Language Arts 86, no. 6 (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 finding
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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
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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 (2018): 52–64. http://dx.doi.org/10.1080/02619768.2018.1547376.

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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 (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 abou
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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 (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. Th
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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 (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
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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 (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
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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 (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
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Novita Prima Ningsih and Filmon Berek. "Upaya Guru Dalam Meningkatkan Keaktifan Siswa Didalam Kelas Dan Implikasi Bagi Guru Masa Kini." Jurnal Teologi Injili dan Pendidikan Agama 1, no. 3 (2023): 63–71. https://doi.org/10.55606/jutipa.v1i3.116.

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This study discusses the teacher's efforts to increase student activity in the classroom and the implications for today's teachers. The purpose of this study was to find out the teacher's efforts to increase student activity in class and what are the inhibiting factors of teachers in increasing student activity in class. The type of research used is qualitative research with a descriptive approach. The techniques used by this researcher are case studies, descriptive, phenomenological, ethnographic, and biographical. As for the results of research conducted by researchers for more than 1 month,
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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 (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 imple
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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 (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 (2004): 73–81. http://dx.doi.org/10.1080/01626620.2004.10463334.

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Permatasari, Futika, and Yopi Arianto. "Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa." IDEA: Jurnal Psikologi 6, no. 1 (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 comp
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Yusuf, Ode Yahyu Herliany, Devi Andrianti, Lilis Endriani, et al. "Teacher Behavior that Fosters Positive Relationships Between Teachers and Students." JETISH: Journal of Education Technology Information Social Sciences and Health 2, no. 1 (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
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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 (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
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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 (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 u
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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 (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’ discours
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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 (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’ perception
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Maizere, James. "Exploring deaf student teachers’ academic experiences at a teacher training college in Rwanda." International Journal of Studies in Inclusive Education 1, no. 2 (2024): 37–43. https://doi.org/10.38140/ijsie.v1i2.1543.

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From Eugenics to the institutionalisation period, Deaf students were discriminated against. Their education in African countries is minimal, especially in tertiary institutions, including Rwanda. The study explored the academic experiences of deaf student teachers at a Teacher Training College (TTC) in Rwanda. It used the interpretive paradigm and qualitative research approach. The study employed a narrative case study. The study population comprised two TTC administrators, two deaf student teachers, all the sixteen tutors who taught the deaf student teachers, and two library workers. One TTC
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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 (2022): 152–57. http://dx.doi.org/10.58578/anwarul.v2i1.228.

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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 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 app
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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 (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 pr
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Bardoquillo, Charina Guimbal, and Angen May Fabro. "Comparative study on the evaluation of student teacher’s performance." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 14, no. 4 (2024): 51–68. https://doi.org/10.46223/hcmcoujs.soci.en.14.4.2914.2024.

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This study determined the comparison on the evaluation of student teacher’s performance of the BSED-MATH, BEED, and BTLED students in Cebu Technological University-Tuburan Campus for the school year 2017 - 2020. The key purpose of this research was to determine the performance of the student teachers based on the evaluation of the mentors in terms of (1) instructional design and planning; (2) learning environment; (3) instructional delivery and facilitation; (4) assessment; (5) professional responsibility and conduct. The research employed a descriptive survey approach, in which researchers co
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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 (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, an
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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
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