The research described herein has taken into consideration the manner in which high school pupils conceive the scholastic success or the scholastic failure, in times of adolescence, taking acount of ...this moment of life. At the same time, this research intents to highlight the degree of motivation the pupils posess, taking into consideration the school requirements, as well as the role of the teacher-pupil relation in this context. The subjects of the sample have been selected from amongst XI
grade pupils of Colegiul Național Bănățean (high school – Ed.) in Timișoara. The tool that has been employed for data collection has been adapted to the pupils’ level of cognitive and emotional development, considering their age particularities.
Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers' emotional literacy in the development of pupils' emotional skills, the central position of ...emotions in teachers' ways of knowing, and in their professional development. This longitudinal study draws on a dialogic understanding of emotion to present findings from qualitative interviews with teachers. This study aims to provide further understanding in this area by offering a perspective into 7 foreign language teachers' emotions in relation to their pupils during their first decade in the profession. The most important finding was that negative emotions decreased while the positive emotions increased. Understanding what emotions teachers face and how they deal with them may help practicing teachers better understand their daily work and support student teacher preparation.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
La elaboración de Trabajos Fin de Grado (TFG) forma parte de la enseñanza universitaria en España desde hace una década y ya existen investigaciones relacionadas con este asunto. En muchas de ellas ...se intenta medir el nivel de satisfacción del alumnado con la intención de determinar qué factores afectan más o menos a ese nivel de satisfacción. Mediante escalas de opinión se ha constatado que el proceso de tutorización es uno de los factores que más influye, confirmando investigaciones anteriores que señalan la importancia de las relaciones tutor-alumno en la enseñanza universitaria. Pero es necesario investigar las percepciones que tienen lugar en dicho proceso de tutorización para poder diseñar estrategias de mejora. Utilizando 20 casos de la Facultad de Educación de Albacete, se ha realizado una investigación cualitativa mediante entrevistas semiestructuradas que ha permitido establecer una relación entre las percepciones analizadas y el ámbito emocional del alumnado, que es el factor más determinante en la valoración global sobre el TFG.
This article deals with the microworld of the classroom, i.e., the imbedded, largely unconscious, close to invisible, and to an extent suppressed social processes in teaching. It includes some ...afterthoughts about a research project with the aim of understanding how the teacher-pupil relation is constructed in classroom interaction. Thomas Scheff's social psychological framework constituted the theoretical basis for the project. The main data were collected by means of video documentation and consist of a number of closely analysed episodes. The result indicates that nonverbal behaviour in classrooms, to a great extent, is constituted by an informal system of rules in which emotions play a crucial part. But it also reveals the existence of two dimensions in classroom interaction - one surface dimension and one micro dimension - that in significant measure stand in opposition to each other.PUBLICATION ABSTRACT
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
This study aims to test stereotype threat theory hypotheses using a pupil survey database from Flemish urban secondary education characterized by a stratified tracking system. We relate these ...systemic features to stereotype threat effects by adding teacher–pupil relations to our analyses. Our results show that stigmatized groups—ethnic minority pupils in vocational education—experience the most negative teacher–pupil relations. To protect their academic self-concept from stereotype threat, they are also most vulnerable to psychological disengagement, discounting negative teacher feedback, and to disidentification from education. Moreover, teacher–pupil relations play an important role in explaining stereotype threat effects.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
This paper provides a systematic review of scholarly literature concerning the enforcement of children's rights in the classroom context and school management. The literature review is based on a ...systematic review methodology the authors developed drawing on the methods and guidelines used in the medical sciences over the last 15 years. Forty-two articles published between 1990 and 2014 were selected and analysed. The paper presents both a descriptive analysis and a thematic analysis in order to provide the state-of-art of international literature on child rights, classroom and school management. The descriptive analysis highlights the main characteristics of the articles included, such as type of study and methods used, classification of literature based on the geographical and thematic focus, article citation frequency, and chronological development of the subject in question. The thematic analysis synthesises the main findings extracted from the literature and highlights the main trends and gaps in research.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, PRFLJ, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Researching actual or purported sexual contact between teachers and students raises many difficult ethical issues, questions and dilemmas, which may help to explain why few have ventured into the ...field. This experientially based paper addresses key problem areas under the headings of: the ethics of researching a sensitive taboo topic; the ethics of challenging normative notions and master narratives around child abuse and protection; obtaining ethical clearance to study teachers, pupils and sex; ethical issues related to giving voice to teachers considered or alleged to have committed sexual offences against students; and ethical issues around the protection and re-presentation of research participants. The paper considers the difficulties faced when seeking to conduct critical transformative ethical ethnographic research which is committed to child protection, whilst challenging practices and legislation which can lead to the perpetration of serious social injustice against teachers.
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The starting point of this essay is the relationship between John Locke's concept of self and his ideas on education. The intention is to place Locke in a context which expands and enriches his ...historical significance.
À l’heure où le cadre même de l’institution scolaire est attaqué dans sa fonction de transmission du savoir, il paraît pertinent de dégager, en référence aux travaux sur la souffrance au travail, une ...« souffrance d’école », qui ne soit pas considérée comme une pathologie individuelle. Cette souffrance au travail est une composante essentielle du métier d’enseignant, métier où il s’agit de tisser et soutenir des liens éducatifs et de transmission. Certains dispositifs en direction des enseignants, comme les groupes de soutien au soutien mis en place par Jacques Lévine, permettent de contenir cette souffrance en restaurant la pensée et la fonction cadre de l’enseignant et de son institution. Deux exemples cliniques montrent comment cet espace groupal de travail ouvre la voie de la plainte et permet de penser/panser les difficultés relationnelles. En faisant l’expérience d’une posture psychique « empathique » et de la « parole vraie » qui modifient les liens institués, les enseignants apprennent à contenir les débordements pulsionnels de leurs élèves.
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