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Tytuł:
Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions
Autorzy:
Bar Gosen, Noah
Powiązania:
https://bibliotekanauki.pl/articles/937884.pdf
Data publikacji:
2018-09-09
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
good teacher
Student perception
teacher-student relationship
Opis:
Throughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their  students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’. 
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2017, 18; 181-196
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Harmony or attack: the function of student humor at lower secondary schools
Autorzy:
Šeďová, Klára
Powiązania:
https://bibliotekanauki.pl/articles/2012455.pdf
Data publikacji:
2015-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
humor
school
teacher-student relationships
Opis:
This paper addresses the phenomenon of school humor, focusing on the question of how it contributes to shaping teacher-student relationships. Based on an analysis of texts written by lower secondary school students, the paper shows that humor at school serves contradictory functions, such as harmonizing teacherstudent relationships on the one hand, and enabling power negotiation aimed at gaining superiority on the other. Analysis of narrative data has identified a specific phenomenon of festive humor. Within its frame, teacher-student relationships nearly always tend to be harmonized.
Źródło:
The New Educational Review; 2015, 39; 27-38
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pupils’ approach to teachers’ role as motivating factor in foreign language classes
Autorzy:
Pukeviciute, Virginija Jurate
Antaneliene, Migle
Powiązania:
https://bibliotekanauki.pl/articles/1387933.pdf
Data publikacji:
2017-02-21
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
teachers’ competencies
pupils’ approach
teacher-student relationships
foreign
language
Opis:
The article researches the pupils’ attitude towards the role of the teacher in the educational process which is revealed through the students-teacher relationships. The study showed that the students appreciate the professional pedagogical and special pedagogical competencies of the foreign language teachers the highest talking of learning and training objectives formulation, the interpretation of training material, the incentive of improvement. Also, students usually appreciate teachers’ personal characteristics positively, emphasizing tactful teacher’ behaviour, patience, objectivity, sense of humour and appropriate speaking tone. Moreover, it turned out that the schoolchildren feel less secure talking of interaction with teachers: they usually turn to the teachers only for subject matters; they do not always feel free in the classroom. Because of a fear to make a mistake the students do not want to express their views openly as they are not always sure that their opinion is important for their teachers.
Źródło:
Problemy Wczesnej Edukacji; 2017, 36, 1; 101-111
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Communication at School – a Threat or an Opportunity for Students’ Communicative Competencies? Searching for Answers
Autorzy:
Kuszak, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/644855.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
school-aged child
teacher-student communication
communication at school
Opis:
The article tackles the issue of communication in school environment. The first part discusses communication as a dialogue between its participants, who shape its course together, taking turns and forming adjacency pairs. The author moves on to focus on the distinctive features of teacher-student communication. She lists and analyses its following traits: lack of students’ opportunity to contribute to the creation of the dialogue, a high level of formality, asymmetry of rights and privileges available to the participants of the communication process, prevalence of a monologue of meanings over a dialogue and negotiation of meanings. The article concludes with proposals for educational practice.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2016, 10, 2; 69-84
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Informacje zwrotne w szkole. Perspektywa nauczycieli i uczniów
Feedbacks at School from Teachers’ and Students’ Perspectives
Autorzy:
Bąk, Olga
Powiązania:
https://bibliotekanauki.pl/articles/2141204.pdf
Data publikacji:
2015-09-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
komunikacja nauczyciel–uczeń
informacja zwrotna
teacher-student communication
feedback
Opis:
Informacje zwrotne, które uczeń otrzymuje od nauczyciela, są ważnym elementem oddziaływania zarówno na postępy edukacyjne, jak i wypełnianie norm i zasad oraz zachowania prospołeczne na teranie szkoły. Skuteczność feedbacków zależy od sposobu ich sformułowania. Celem badania było sprawdzenie, jakiego rodzaju informacje zwrotne dominują w komunikacji między uczniami i nauczycielami. Udzielanie informacji zwrotnych analizowano w dwóch grupach: nauczycieli i uczniów. W badaniu wzięli udział uczniowie liceum (N = 271) oraz nauczyciele (N = 65). Zastosowano kwestionariusz ankiety Feedbacki Nauczycieli, umożliwiający zbadanie deklaracji respondentów w zakresie częstości występowania danej formy feedbacku w zadaniach dydaktycznych vs. sytuacjach wychowawczych, z uwzględnieniem pozytywnych vs. negatywnych zachowań. Wyniki badania pokazują, że w odniesieniu do feedbacków pozytywnych wyobrażenia nauczycieli na temat oczekiwań uczniów i deklarowane przez uczniów oczekiwania są zbieżne, a w przypadku feedbacków negatywnych – rozbieżne. Wyraźna różnica między nauczycielami i uczniami występuje w opiniach na temat rzeczywiście przekazywanych feedbacków pozytywnych i negatywnych. W przypadku nauczycieli widoczna jest tendencja do kreowania własnego wizerunku jako osoby kompetentnej komunikacyjnie. Uczniowie natomiast wskazują na niedostatki w zakresie komunikacji zwrotnej ze strony nauczycieli.
Feedback received by students plays an important role in shaping students’ academic progress, their ability to abide by certain rules and norms as well as their pro-social behaviours. The effectiveness of feedback depends on the way it is provided. The aim of this study was to determine what type of feedback is the most prevalent in the student-teacher communication. Provided feedback was analysed from two separate perspectives: students’ and teachers’. Students (N = 271) and teachers (N = 65) from chosen high schools took part in the study. Teacher’s Feedbacks Questionnaire was used to obtain the respondents’ opinions on the frequency of different types of feedback provided both in “teaching situations” vs “pedagogical situations” and with respect to positive vs negative behaviours. Thanks to the application of an appropriate procedure it was possible to obtain data regarding: 1) teachers’ imagined expectations of students and 2) actual reactions (as declared individually). Students were tested in regards to: 3) their expectations towards feedback and 4/ actual feedback received from the teachers. The results show that, as for the positive feedback, teachers’ beliefs towards what is expected by the students and what students actually expect were congruent, whereas it was opposite regarding the negative feedback. A clear discrepancy could also be seen between students’ and teachers’ opinions concerning the actual feedback provided for both positive and negative feedback. There is a clear tendency for teachers to present themselves as communicatively competent pedagogues, who provide effective and constructive feedback. Students, on the other hand, indicate that the student-teacher communication is lacking in terms of providing feedback
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2015, 18, 3(71); 85-100
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Paradoksy komunikacji szkolnej – rozwazania na temat wybranych ograniczen rozwoju kompetencji komunikacyjnych uczniów we współczesnej szkole
The Paradoxes of Classroom Communication. On Selected Limitations of Communicative Competence Development in Contemporary School Students
Autorzy:
Kuszak, Kinga
Powiązania:
https://bibliotekanauki.pl/articles/644715.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
communicative competence
classroom communication
low competence level
teacher-student relationship
Opis:
The article points to the features of classroom communication which hinder the development of students’ communicative competences. The author describes the paradoxes of classroom communication re ected in the fact that the teachers enjoy signi cantly more rights and privileges than the students with regard to both the form and the content of the messages they express, as well as the paradoxes stemming from the arti cial, formalized language present in the classroom, which actually hinders the development of communicative skills.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2013, 4, 2; 23-36
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedeutology and hermeneutic pedagogy: Encounter between teacher and student in light of the concept of vocational fit
Autorzy:
Kwiatkowski, Stefan T.
Powiązania:
https://bibliotekanauki.pl/articles/36197412.pdf
Data publikacji:
2023-12-06
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
teacher
teacher-student relationship
personality
vocational personality
vocational fit
hermeneutic pedagogy
humanistic pedagogy
Opis:
The starting point and at the same time the axis of the considerations presented in the article was the introduction of the teacher-student relationship - the impulse to undertake them was the assumptions of hermeneutic pedagogy, whose specific branch, focused on the process of understanding the senses and meanings of what happens between the student and the educator, was referenced to this key relationship for the school microsystem. Then, in reference to the category of „meeting” of the teacher and the student, the issue of vocational fit was presented, which was shown from the point of view of the psychological (personalistic) approach in pedeutology, taking into account the specific catalog of duties of the older of the participants of this dyad in relation to the younger of them – it was emphasized that only a teacher optimally suited to the profession will be able to create such conditions for his students, that will enable them to achieve self-knowledge and form a cultural personality in terms of hermeneutic (humanistic) pedagogy. In the next part of the article, the vocational fit of teachers was shown in reference to John L. Holland’s Theory of Career Choice (the Theory of Vocational Personality) and the Five Factor Theory of Personality of Paul T. Costa and Robert R. McCrae - it also quoted the results of empirical analyzes relating to this issue, and in reference to assumptions of hermeneutic pedagogy, an attempt was made to interpret them in a different way than before, taking into account the look at the problem from a new perspective.
Źródło:
Studia z Teorii Wychowania; 2023, XIV(4 (45)); 125-148
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE VISION OF THE EDUCATIONAL PROCESS IN POLISH AND UKRAINIAN CORE CIRRICULA. ANALYSIS BASED ON THE HOFSTEDE 4-D MODEL
Autorzy:
POPYK, ANZHELA
ANNA PERKOWSKA-KLEJMAN, ANNA
Powiązania:
https://bibliotekanauki.pl/articles/1036258.pdf
Data publikacji:
2019-12-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
educational process
teacher-student relations
cultural dimensions
discourse analyses
core curriculum
Opis:
National curricula are documents describing the knowledge, skills and social competences that students should acquire at the appropriate stages of education. In our article, we assume that these documents have the power to buttress the existing status quo or to change reality. Generally speaking, they are an attempt at transforming selected areas of culture in a deliberate, planned, and systemic manner. This paper, by means of  Hofstede’s 4-D model of cultural differences among societies (viz power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity), is aimed at studying the way Polish and Ukrainian national curricula define the educational processes and Teacher-Student relations, in order to reveal the correlation between the cultural differences and learning/teaching process in Poland and Ukraine. A critical discourse analysis of the two state curricula has been done to interpret their contents.  
Źródło:
Society Register; 2019, 3, 4; 115-136
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The importance of positive teacher-student relationship in enhancing the social competences of children isolated from their peers
Znaczenie pozytywnych relacji nauczyciel–uczeń w podnoszeniu społecznych kompetencji dzieci izolowanych rówieśniczo
Autorzy:
Gaweł-Mirocha, Anna
Powiązania:
https://bibliotekanauki.pl/articles/646419.pdf
Data publikacji:
2017
Wydawca:
Libron
Tematy:
peer isolation
teacher–student relationship
social competences
izolacja rówieśnicza
relacja nauczyciel–uczeń
kompetencje społeczne
Opis:
W prawidłowym przebiegu rozwoju dziecka, kształtowaniu poszczególnych cech jego osobowości oraz rozwijaniu kompetencji społecznych doniosłą rolę odgrywa rodzina dziecka, a w drugiej kolejności środowisko szkolne, które dzięki swojej działalności dydaktycznowychowawczej determinuje jego rozwój. Dzieci odrzucone i izolowane nie biorą aktywnego udziału w życiu klasy. Nie mają więc warunków do zaspokajania potrzeby bezpieczeństwa i akceptacji, bardzo potrzebnych do prawidłowego rozwoju społecznego i emocjonalnego. Celem niniejszego artykułu jest ukazanie znaczenia właściwych relacji na płaszczyźnie nauczyciel–uczeń dla wzmacniania rozwoju kompetencji społecznych dzieci izolowanych rówieśniczo.
In the proper process of child development, shaping individual traits of his or her personality and developing social competence, an important role is played by the child’s family as well as by the school environment, which determines its development through educational and pedagogical activities. Children rejected and isolated do not take an active part in the class life. That is the reason why they do not have a chance to meet security and acceptance needs, which are essential for proper social and emotional development. The purpose of this article is to show the importance of proper relationship at the teacherstudent level that enhances the development of social competences of children isolated from their peers.
Źródło:
Konteksty Pedagogiczne; 2017, 2, 9
2300-6471
Pojawia się w:
Konteksty Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja zdalna w czasach pandemii COVID-19
Distance education in pandemic times COVID-19
Autorzy:
Winiarczyk, Anna
Warzocha, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/2139620.pdf
Data publikacji:
2021-07-30
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
nauczanie zdalne
technologie informaycjno-komunikacyjne
nauczyciel
uczeń/student
distance learning, information and communication technologies, teacher, student
distance learning
information and ccommunication technologies
teacher
student
Opis:
Pandemia COVID-19 z dnia na dzień wyznaczyła nowy ład edukacyjny. Zgodnie z rozporządzeniem MEN zamknięto szkoły, a nauczycieli zobligowano do realizacji procesu kształcenia w formie zdalnej przy zastosowaniu nowych technologii, co dla wielu z nich stanowiło novum. Jak nauczyciele poradzili sobie z nowąsytuacją, z jakich technologii korzystali, jakie wady i zalety dostrzegli w edukacji na odległość? Na te oraz inne pytania poszukiwano odpowiedzi, prowadząc badania wśród nauczycieli w czasie, gdy niemal cały glob funkcjonował zdalnie.
The COVID-19 set a new educational order from day today. In accordance with the MEN regulation, schools were closed and teachers were obliged to implement the process of remote education using new technologies, which was a novelty for many of them. How did the teachers cope with the new situation, what technologies did they use, what advantages and disadvantages did they see in distance education? These and other questions were sought through research carried out among teachers at a time when almost the entire globe was functioning remotely.
Źródło:
Forum Oświatowe; 2021, 33, 1(65); 61-76
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher and student perceptions of school climate. Some conclusions from school culture and climate research
Autorzy:
Dernowska, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/452207.pdf
Data publikacji:
2017
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
school climate
social climate
teacher-student perceptions of school
setting
teaching-learning environment
case study
Opis:
School culture and climate, more than any other factors, determine school efficiency. Building a positive school climate means to create the conditions both for students and teachers to work and learn effectively – feeling supported, safe, motivated and satisfied with their outcomes, and ready to contribute to the school improvement. In the light of many research, schools with positive climate are those which pay attention not only to the high academic outcomes, often measured by the tests, but also (or mostly?) to the social and emotional well-being of every student and adult. The subject of the article concerns the perception of school climate and learning setting by teachers and students from two Warsaw high junior schools, which significantly differ from each other in the effect of standardized external tests on students’ academic outcomes. The text contains some conclusions from a multi-faceted exploration of school culture and climate at these schools. First, the author compares teacher – student perception of school climate within the school, and then compares two school workplaces focusing on human relationships as an important factor of school climate. In this text selected cathegories of school climate are analysed: (1) school satisfaction, (2) teacher – student and peer relationships, (3) teachers’ support for students, (4) motivating students to succeed, (5) obeying the students’ rights at school, (6) agressive behavior among students. Quantitative analysis are complemented with qualitative analysis.
Źródło:
Journal of Modern Science; 2017, 32, 1; 63-82
1734-2031
Pojawia się w:
Journal of Modern Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pytania o tożsamość nauczyciela-wychowawcy w świetle badań młodzieży. Czy młodzież dzisiaj potrzebuje raczej trenera kompetencji czy mistrza?
Questions on the Teacher’s Identity in the Light of Scientific Research Regarding the Youth. Do the Young People of Today Need a Competence Coach or a Master?
Autorzy:
Mejer, Michał
Powiązania:
https://bibliotekanauki.pl/articles/495994.pdf
Data publikacji:
2015-02-28
Wydawca:
Towarzystwo Naukowe Franciszka Salezego
Tematy:
autonomia
edukacja
kompetencje kluczowe
kształcenie nauczycieli
przedsiębiorczość
przemoc
relacja nauczyciel-uczeń
uczeń
wychowanie
autonomy
education
key competencies
teacher education
entrepreneurship
aggression
teacher-student relationship
student
teacher
Opis:
The research made on the situation of today’s youth in Poland reveals a certain discrepancy. On the one hand, the youth are independent, entrepreneurial, they learn fast and quickly gain autonomy. On the other hand, however, they are often affected by emotional problems, aggression and immaturity. What, therefore, should the teacher be like? A classically understood master or one conforming to the five categories formulated by prof. Ferenz? Mass school can hardly take into consideration a student’s individual biography or respect his autonomy. The teacher, therefore, in addition to excellent communication skills, should possess the art of establishing interpersonal relationships with students. In this context, it is interesting to look at the idea of integral education of Herbert Frant.
Źródło:
Seminare. Poszukiwania naukowe; 2015, 36, 1; 141-150
1232-8766
Pojawia się w:
Seminare. Poszukiwania naukowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauka programowania w kontekście proksemiki - wyniki badań, pierwsze spostrzeżenia
Scientific program in the context of proxyms - research results, first sales and conclusions
Autorzy:
Mikulski, Kazimierz
Powiązania:
https://bibliotekanauki.pl/articles/1834441.pdf
Data publikacji:
2018
Wydawca:
Wyższa Szkoła Gospodarki w Bydgoszczy. Wydawnictwo Uczelniane
Tematy:
: programowanie
proksemika
pilotaż
innowacja pedagogiczna
relacje
nauczyciel-uczeń
programming
proxemics
piloting
pedagogical innovations
relationships
teacher-student
Opis:
Organizacje pozarządowe, instytucje publiczne i prywatne, a także nauczycielki i nauczyciele, aktywni od lat w promowaniu i nauczaniu programowania bardzo pozytywnie oceniają tworzenie nowoczesnego modelu edukacji cyfrowej w Polsce, a w szczególności naukę programowania w nauczaniu formalnym. Warto zauważyć, że ogólnie umiejętność programowania to tylko część szeroko rozumianych kompetencji cyfrowych i medialnych, a powszechność technologii komunikacyjnych sprawia, że jakość życia obywateli współczesnego społeczeństwa w coraz większym stopniu zależy od zdolności rozumienia i korzystania z informacji docierających do nas za pośrednictwem mediów. Ciekawie przedstawiają się relacje między nauczycielem a uczniami podczas zajęć z programowania, a szczególnie zajmowana strefa (dystans). Czy dystans się zmienia, gdy zmienia się problem badawczy i jaki dystans jest najczęściej przyjmowany w trakcie nauki.
NGOs, public and private institutions, as well as teachers and teachers, who have been active in promoting and teaching programming, have been very positive about the creation of a modern model of digital education in Poland, and in particular programming in formal education. It is noteworthy that generally programming skills are only part of the broadly understood digital and media competences, and the universality of communication technology makes the quality of life of modern-day citizens increasingly dependent on the ability to understand and use the information that reaches us through the media. Interestingly, the relationship between teacher and learner in programming classes, and especially the occupied zone (distance). Does the distance change when the research problem changes, and what distance is most commonly received during the learning process.
Źródło:
Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo; 2018, 3; 187-208
2450-9760
Pojawia się w:
Zeszyty Naukowe Wyższej Szkoły Gospodarki, seria Edukacja - Rodzina - Społeczeństwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Student Teachers’ Professional Identity: Research in the Republic of Serbia
Autorzy:
Ristanović, Dušan
Stojanović, Biljana
Živković, Predrag
Powiązania:
https://bibliotekanauki.pl/articles/1971993.pdf
Data publikacji:
2018-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
student teacher
professional identity
factor analysis
concurrent validity
Opis:
Building professional identities of student teachers at the beginning of their vocational education and professional training provides opportunities to explore diversity of practice and provide external support. In the available literature, there is only a small number of studies that explore the professional identity of pre-service and student teachers. The main problem of this research is to examine self-reported attitudes toward student teachers’ professional identity dimensions. The second aim of the presented study was examining the reliability and concurrent validity of the Student Teachers Professional Identity Scale (Fisherman & Abbot, 1998), which was used for the first time in Serbia. The initial sample of respondents consisted of 158 students from the Faculty of Pedagogical Sciences. Results indicate that university students perceive teaching roles more as a specific job and not as a profession. They are goal-directed towards their job as teachers and perceive their practice as a part of their studies and not as a result of their professional identity development as teachers. The mentioned scale (for one-factor solution with the satisfactory criterion of confirmatory factor analysis) obtained very good reliability (α = .935) and concurrent validity indicators and values. Researching professional identity at early career stages can help educators to emphasize the multidimensionality and complexity of the teaching profession.
Źródło:
The New Educational Review; 2018, 51; 221-231
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Weaving webs of connection: Empathy, perspective taking, and students’ motivation
Autorzy:
Henry, Alastair
Thorsen, Cecilia
Powiązania:
https://bibliotekanauki.pl/articles/780539.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 motivation
teacher-student relationships
culturally responsive teaching
funds of knowledge
empathy
perspective taking
connected learning
Opis:
L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 31-53
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł

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