scholarly journals Instrumental Music Educators in a COVID Landscape: A Reassertion of Relationality and Connection in Teaching Practice

2021 ◽  
Vol 11 ◽  
Author(s):  
Leon R. de Bruin
Keyword(s):  
Secondary Schools ◽  
Instrumental Music ◽  
Teaching Practice ◽  
Music Educators ◽  
Relationship Building ◽  
Pedagogical Practices ◽  
Student Autonomy ◽  
Teacher Student ◽  
Interpersonal Connectedness ◽  
Student Relationship

For many countries instrumental music tuition in secondary schools is a ubiquitous event that provides situated and personalized instruction in the learning of an instrument. Opportunities and methods through which teachers operate during the COVID-19 outbreak challenged music educators as to how they taught, engaged, and interacted with students across online platforms, with alarm over aerosol dispersement a major factor in maintaining online instrumental music tuition even as students returned to “normal” face to face classes. This qualitative study investigated the practices employed by instrumental music educators in secondary schools in Melbourne, Australia, analyzing teacher perspectives to music tuition amidst the restriction of interaction with students remotely via online means. Thematic analysis of the interview transcripts revealed music educational approaches that fostered connection, empathy and receptiveness to relationship-building, guiding students in slower and deeper learner-centered approaches, asserting pedagogical practices that reinforced and promoted interpersonal connectedness in and through musical experience and discovery. These findings provide a framework for how music educators can facilitate connection, motivation and student autonomy generating personal meaning and commitment to music making and the learning relationship, which can translate to significant student learning and value in the learning music. Exploring teachers’ pedagogical practices and behaviors within this dyadic teacher-student relationship is a significant addition to the literature, enabling the consideration of the type of connective behaviors required to stimulate and develop long-term interest in music.

Formação de Professor e as Estruturas Multiplicativas: em Busca de Elementos Potencializadores da Aprendizagem Docente

2017 ◽  
Vol 10 (2) ◽  
pp. 107
Author(s):  
Aparecido dos Santos
Keyword(s):  
Teacher Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Sao Paulo ◽  
Theory And Practice ◽  
São Paulo ◽  
Teacher Student ◽  
Student Relationship ◽  
Process Elements ◽  
Multiplicative Structures

O objetivo do presente estudo é o de identificar possíveis indícios de aprendizagem docente em um processo formativo com dimensões colaborativas. O processo de formação se pautou em dois pilares: na reflexão sobre o ensino e aprendizagem das estruturas multiplicativas e nas estratégias formativas empreendidas para o seu desenvolvimento (ação-reflexão-ação) a partir da análise da prática docente. O estudo foi realizado com um grupo de 14 professoras, atuantes nos anos iniciais do Ensino Fundamental, de uma escola pública na cidade de São Paulo. Os resultados apontam que, para além, da ação e reflexão sobre a prática, que permitiu proceder análises conceituais, didáticas e cognitivas que, em última análise, qualificaram o repertório teórico-prático para o ensino das estruturas multiplicativas, foi possível identificar nos relatos descritos pelas participantes, na avaliação final do processo formativo, elementos que, a meu ver, foram potencilizadores e indicaram indícios da aprendizagem docente. Essa aprendizagem, na voz das professoras, se deu na interface de quatro dimensões: (a) na relação professor- aluno, (b) na relação professor-professor- formadores, (c) na relação teoria e prática, e (d) na reflexão sobre a prática pedagógica.Palavras-chave: Processo Formativo. Aprendizagem Docente. Reflexão. Prática. AbstractThe objective of the present study is to identify possible evidence of teacher learning in a formative process with collaborative dimensions. The formation process was based on two pillars: reflection on the teaching and learning of multiplicative structures and the formative strategies undertaken for its development (action-reflection-action) from the analysis of teaching practice. The study was performed with a group of 14 teachers, active in the initial years of Elementary School, of a public school in the city of São Paulo. The results show that, in addition to the action and reflection on the practice, which allowed us to proceed with conceptual, didactic and cognitive analyzes that ultimately qualified the theoretical-practical repertoire for the teaching of multiplicative structures, it was possible to identify in the described narratives by the participants, in the final evaluation of the formative process, elements that, in my view, were definitive and indicated indications of teacher learning. This learning, in the teachers’ voice, took place in the four-dimensional interface: (a) in the teacher-student relationship, (b) in the teacher-teacher-formers relationship, (c) in the relation theory and practice, and (d) reflection on pedagogical practice.Keywords: Formative Process. Teacher Learning. Reflection. Practice

scholarly journals Transformation of Chinese as a Foreign Language Teachers’ Relationship with Their Students in the Australian Context

2019 ◽  
Vol 2 (2) ◽  
pp. 27
Author(s):  
Yu Han ◽  
Xiaoyan Ji ◽  
Jinghe Han
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Group Discussion ◽  
Teacher Shortage ◽  
Language Teachers ◽  
Teacher Student ◽  
Educational Culture ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship

This study explores the transformation of teacher–student relationship between expatriate Chinese as a Foreign Language (CFL) teachers and their students situating in the Australian educational context. The disparity of tradition between the two educational cultures influences substantially on communication between teachers and students within classroom. To better understand how CFL teachers’ background educational culture may impact their interaction with Australian students, focus group discussion data were applied as the data collection method. Findings reveal that at the beginning of their teaching practice CFL teachers’ understanding of teacher–student relationship influenced by their background educational culture had major impact on their strategies in teacher–student interaction in class. However, with the progress of teaching and meantime influenced by the Australian local educational culture, their behaviors for dealing with teacher–student relationship in class changed. Basically, their ways of handling teacher–student relationship transformed from a more Eastern guanxi tendency to a more Western rapport tendency. This transformation did not occur automatically and easily; it was achieved by the CFL teachers’ struggles and tribulations in the process of interacting with their Australian students. In an era of CFL teacher shortage, it is hoped that this study would shed some light on CFL teacher education.

scholarly journals Teacher – Student Relationship as a Determinant of Students’ Classroom Participation in some Secondary Schools in Kumba I Municipality

2021 ◽  
Vol 9 (9) ◽  
pp. 645-658
Author(s):  
Ajongakoh Raymond Bella
Keyword(s):  
Secondary Schools ◽  
Student Perception ◽  
Target Population ◽  
Classroom Participation ◽  
Academic Problems ◽  
Teacher Student ◽  
Positive Attitudes ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Descriptive Survey

The study investigates the Effect of Teacher- Student Relationship on Students’ Classroom Participation in the Kumba I Municipality. The descriptive survey research design was used to collect data. Four research objectives were formulated to guide this study. The target population for the study comprised three secondary schools. (one government, one confessional and one lay private) and a sample of 160 students purposively selected from them. The instrument used for data collection was a questionnaire which comprised of closed ended questions. The data was analyzed using descriptive statistics that is tables and frequencies. The findings revealed that all the variables exploited by the study (communication, emotionally- safe learning environment, student perception of teachers, motivation and praise) all have the potential of affecting students’ classroom participation in secondary schools in Kumba Municipality. Based on the findings, the following recommendations were made: Teachers are advised to routinely show positive attitudes, beliefs and expectations that will motivate students, build a cordial relationship with their students, and students are encouraged to feel free to express their problems especially academic problems to their teachers.

scholarly journals Perceived Factors Responsible for Students’ Drop Out of School in Zumo Development Area Song Local Government of Adamawa State, Nigeria

2020 ◽  
Vol 4 (1) ◽  
pp. 22-32
Author(s):  
Kamkwis M Zira ◽  
Adamu Muhammad Zumo
Keyword(s):  
Secondary Schools ◽  
Drop Out ◽  
Dropping Out ◽  
School Problems ◽  
Related Factors ◽  
Teacher Student ◽  
Development Area ◽  
Student Relationship ◽  
Descriptive Survey ◽  
Out Of School

The main purpose of the study was to examine school related factors responsible for students dropping out from secondary schools in Zumo Development Area of Adamawa State, Nigeria. A descriptive survey research was adopted for the study. A total of twenty students who had dropped out of school in the past five years were in the study area. They were randomly sampled from five communities out of the nine community secondary schools in Zumo Development area. Data was collected through administering a modified four point likert-type questionnaire to the participants. The data obtained was compiled and analysed using simple percentages. The study revealed that poverty and financial constraints were critical in the dropout phenomenon. The study also revealed that school dropout was primarily grounded in school problems such as school distance and inadequate teacher-student relationship, inadequate resources and facilities as well as irrelevant curriculum content that failed to meet the needs and aspirations of the students. The study recommended that schools learning environment should be child friendly. Teachers as well as pupils should team up to work together to encourage and assist children on the verge of dropping out to remain in school.

scholarly journals SOCIEDADE DO CONHECIMENTO: O uso das TIC por docentes e as novas articulações de saberes educacionais no sudeste do Pará

2019 ◽  
Vol 5 (5) ◽  
pp. 188-208
Author(s):  
Francisco Evangelista ◽  
Karina Donizete Martins ◽  
Maria Fernanda Calil Angelini ◽  
Maria Josilene Fontinele Rocha
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Hermeneutic Circle ◽  
Student Autonomy ◽  
Palabras Clave ◽  
Information And Communication ◽  
Formación Docente

O presente estudo tem o propósito verificar a adesão dos docentes e os entraves na utilização das TIC no processo ensino e aprendizagem numa IES privada, contribuindo para a criação de novas práticas pedagógicas ou de uma ciberpedagogia confrontando com o moduz operandi na docência. A pesquisa utilizou-se de reuniões de grupos e aplicação de questionário para professores dos cursos de Administração, Biomedicina, Contábeis, Direito, Enfermagem, Serviço Social e Zootecnia. Os dados foram interpretados por meio do círculo hermenêutico dialético (CHD). Os sentidos extraídos das falas dos docentes apontam como resultados preliminares que a TIC estimula o estudo, otimiza tempo e trabalho, favorece a autonomia do estudante e a responsabilidade.   PALAVRAS-CHAVE: Ensino e aprendizagem; Tecnologias da informação e da comunicação; Prática docente; Formação docente.     ABSTRACT The present study has the purpose of verifying the adherence of teachers and the obstacles to the use of ICT in the teaching and learning process in a private HEI, contributing to the creation of new pedagogical practices or a cyberpedagogy confronting the moduz operandi in teaching. The research used group meetings and questionnaire application for teachers of the courses of Administration, Biomedicine, Accounting, Law, Nursing, Social Service and Zootechnics. The data were interpreted through the dialectical hermeneutic circle (CHD). The senses extracted from the teachers' statements point as preliminary results that ICT stimulates the study, optimizes time and work, favors student autonomy and responsibility.   KEYWORDS: Teaching and learning; Information and communication Technologies; Teaching practice; Teacher training.     RESUMEN El presente estudio tiene el propósito de verificar la adhesión de los docentes y los obstáculos a la utilización de las TIC en el proceso de enseñanza y aprendizaje en una IES privada, contribuyendo a la creación de nuevas prácticas pedagógicas o de una ciberpedagogía confrontando con el modesto operandi en la docencia. La investigación utilizó reuniones de grupos y aplicación de cuestionario para profesores de los cursos de Administración, Biomedicina, Contable, Derecho, Enfermería, Servicio Social y Zootecnia. Los datos fueron interpretados por medio del círculo hermenéutico dialéctico (CHD). Los sentidos extraídos de las palabras de los docentes apuntan como resultados preliminares que la TIC estimula el estudio, optimiza tiempo y trabajo, favorece la autonomía del estudiante y la responsabilidad.   PALABRAS CLAVE: Enseñanza y aprendizagem; Tecnologías de la información y la comunicación; Pratica docente; Formación docente.  

scholarly journals Conselho de classe com participação estudantil: compreensões sobre avaliação da aprendizagem

2018 ◽  
Vol 29 (72) ◽  
pp. 738
Author(s):  
Rubia Cavalcante Vicente Magnata ◽  
Ana de Fátima Pereira de Sousa Abranches
Keyword(s):  
Teaching And Learning ◽  
Student Participation ◽  
Essential Element ◽  
Learning Assessment ◽  
Student Autonomy ◽  
Teacher Student ◽  
Learning Evaluation ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship

<p>Este artigo tem como objetivo analisar a participação de estudantes em conselho de classe e os possíveis significados dessa para a avaliação da aprendizagem. Partiu-se da compreensão de que tal participação e a interação com os docentes nesse espaço podem se constituir como elemento de fundamental importância para favorecer a autonomia e o desenvolvimento dos estudantes e, ainda, outras práticas de aprendizagens e avaliação. Apoiado na pesquisa de natureza qualitativa, foi realizado um estudo de caso em uma escola que possui conselho de classe com participação dos estudantes. As compreensões dos sujeitos que integram o conselho de classe revelam que a participação estudantil consegue proporcionar uma relação mais horizontal, de diálogo e negociação entre docentes e estudantes, o que favorece algumas reflexões e mudanças nos sujeitos que compõem o processo de ensino e aprendizagens.</p><p>Conselho de Classe, Participação do Aluno, Avaliação da Aprendizagem, Relação Professor-Aluno.</p><p> </p><p>Consejo de clase con participación estudiantil: comprensiones sobre la evaluación del aprendizaje</p><p>Este artículo tiene el objetivo de analizar la participación de estudiantes en el consejo de clase y sus posibles significados para evaluar el aprendizaje. Se partió de la comprensión de que tal participación y la interacción con los docentes en dicho espacio pueden constituir un elemento de fundamental importancia para favorecer la autonomía y el desarrollo de los alumnos, así como otras prácticas de aprendizajes y evaluación. En base a una investigación de naturaleza cualitativa, se llevó a cabo un estudio de caso en una escuela que posee un consejo de clase con la participación de estudiantes. Las comprensiones de los miembros del consejo de clase revelan que la participación estudiantil logra proporcionar una relación más horizontal, de diálogo y negociación entre docentes y alumnos, lo que favorece algunas reflexiones y cambios en los individuos que componen el proceso de enseñanza y aprendizaje.</p><p>Consejo de Clase, Participación del Alumno, Evaluación del Aprendizaje, Relación Profesor-Alumno.</p><p> </p><p>Class council with student participation: understandings about learning evaluation</p><p>This article aims to analyze student participation in class councils and its possible meaning for learning evaluation. It was based on the understanding that such participation and interaction with teachers in this context can constitute an essential element which favors student autonomy and development, as well as other learning and evaluation practices. Based on qualitative research, a case study was carried out in a school with a class council having student participation. The understandings of the subjects in the class council reveal that student participation can provide a more horizontal relationship, dialogue and negotiation between teachers and students. This favors reflections and changes in the subjects that comprise the teaching and learning process.</p><p>Class Council, Student Participation, Learning Assessment, Teacher-Student Relationship.</p><p> </p>

scholarly journals Impact of Teacher Professional Characteristics on Students’ Academic Achievement at Secondary School Level

2021 ◽  
Vol VI (IV) ◽  
pp. 102-110
Author(s):  
Abid khan ◽  
Rahmatullah Shah ◽  
Gulap Shahzada
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
School Level ◽  
Teacher Student ◽  
Professional Characteristics ◽  
Teacher Professional ◽  
Student Relationship

This research paper investigated the effect of teachers' professional characteristics on students’ academic achievement in secondary schools of district Bannu. The population of the study constituted all public secondary schools of district Bannu. For a collection of data and generalization of results, 600 respondents were taken as a sample. The sample was drawn by using the Stratified Random Sampling technique. For data collection, a self-developed questionnaire was used. For students' academic achievement self-developed Achievement test was used. The data was analyzed by using Linear Regression. The results show those secondary school teachers' professional characteristics such as teacher subject knowledge, teaching prowess, teacher-student relationship, and communication skills are significant predictors of students' academic achievement.

scholarly journals The Relationship between Alienation from Learning and Student Needs in Swiss Primary and Secondary Schools

2020 ◽  
Vol 34 (1) ◽  
pp. 35-49
Author(s):  
Kaja Marcin ◽  
Julia Morinaj ◽  
Tina Hascher
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
Structural Equation ◽  
Equation Modeling ◽  
Student Needs ◽  
School Students ◽  
Secondary Schooling ◽  
Teacher Student ◽  
Student Relationship ◽  
Multigroup Structural Equation Modeling

Abstract. Previous studies have shown that secondary schools are less successful than primary schools in responding to student needs. Simultaneously, students seem to detach themselves during secondary schooling. Based on this, the present study investigated alienation from learning and its relationship with students’ perception of needs support by teachers and peers by analyzing data from 486 primary and 550 secondary school students in Switzerland. Multigroup structural equation modeling was employed to analyze the relevance of each independent variable for alienation from learning within and across the two subsamples. Teacher injustice as an indicator for the teacher-student relationship was significantly associated with alienation from learning for both subsamples, whereas there was a significant effect for competence support only in secondary schools. The findings highlight the importance of just and supportive teachers in preventing students’ alienation from learning in school.

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