International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Teacher student relationship
Page 9/10
93 items
81
The paper draws on data from a small-scale qualitative study conducted in Australia. This study investigated how pre-service teachers engaged with students from culturally diverse backgrounds during practicum. It also explored how they understood their own ethnic identities.
Published: 2009
Updated: Apr. 30, 2009
82
The aim of this reflexive action inquiry was to examine the perceived authenticity (or lack thereof) of doctoral-level research methods instruction. The study's results show how and why cogenerative mentoring - as distinct from cogenerative work - goes beyond typical experiences in research methods courses, assistantships and even dissertation work.
Published: 2009
Updated: Apr. 30, 2009
83
Based on the German Didaktik tradition and classroom interaction, an approach for the analysis of pedagogical authority is proposed providing an analytical tool for examining and understanding its constitutive elements and explaining its construction. It posits the existence of three types of interaction or relation from which pedagogical authority emanates: pedagogical interaction, deontic interaction and didactic interaction. Data collected from four teachers’ interviews in Finnish comprehensive schools.
Published: 2009
Updated: Apr. 23, 2009
84
The article develops insights from Woodruff’s book (2001),'Reverence: Renewing a Forgotten Virtue' to discuss reverence in teaching. The purpose of the article is to understand spiritual dimensions of teaching by elucidating the cardinal and forgotten virtue of reverence. The study considers how the virtue of reverence is supported by appropriate classroom ritual and ceremony and discusses several examples of reverence and irreverence in classroom teaching. The authors conclude that to be reverent is to realize that we as humans are limited and imperfect, and the proper reaction to this state is humility, awe, and wonder.
Published: 2009
Updated: Mar. 18, 2009
85
Using an activity theory framework, the authors examine how preservice teachers and middle school students utilized instant messaging in educational contexts. They also examine the impact of instant messaging on the development of community among preservice teachers.Qualitative results from six focus groups and two personal interviews indicate that instant messaging enhanced the development of community among the preservice teachers. It also facilitated the breakdown of teacher-student social barriers while being predominantly exploited as a social rather than an academic medium.
Published: 2008
Updated: Mar. 09, 2009
86
The authors observed teacher–student interactions in urban elementary schools. The participants were 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems.
Published: 2008
Updated: Jan. 28, 2009
87
The purpose of this project was to examine elementary school teachers’ conceptions of closeness using a structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students.
Published: 2008
Updated: Jan. 19, 2009
88
This paper reports how a teacher–researcher partnership examined a biology teacher's existing pedagogical practices. Furthermore, the paper attempted, through a task design innovation, to create the circumstances under which more interactive and emergent assessment for learning practices could flourish in her classroom. This work involved the use of digital video playback technology as the trigger or catalyst for reflection on concrete experiences by the teacher and her students to occur. Results suggest that the digital video innovation brought about changes in student–teacher interactions in science practical work and assisted the teacher in reflecting on her professional learning.
Published: 2009
Updated: Jan. 07, 2009
89
This article discusses a project focused on children researching their role in decision making in their classrooms and schools, with a view to increasing their involvement. The article explores the constraints encountered by both children and teachers in sharing decisions and in carrying out action research. It identifies two dimensions: the teachers' thinking and action, as well as children's research and decision making. The teachers struggled with their need to mediate the project aims in the context of the changing nature of their professional role in the current target-driven school culture.
Published: 2009
Updated: Dec. 14, 2008
90
This article explores the experiences of students who used interactive learning material on handheld computers in a gallery to support their understanding and appreciation of artwork. The article considers the wider implications of using technology to change relationships between teacher, learners and subject matter, and attempts to offer positive and pragmatic recommendations about the implementation of new technology into established educational contexts.
Published: 2008
Updated: Dec. 14, 2008