Online education has become mandatory in all countries since the Covid-19 pandemic. In order to provide practical inspiration for schools to improve online learning and teaching efficacy, and ...satisfaction, we explored the distance learning experience of 427 upper secondary school students in Italy. Rather than focusing on the relevance of digital tools and abilities, as most e-learning studies do, we focused on the function and influence of the teacher-student relationship and how online learning affects that connection. The study’s findings revealed that even if the technology was the central focus of upgrading the educational system, the satisfaction for the Distal Learning education is heavily based on teachers’ ability to maintain a high-quality relationship. Indeed, the quality of the relationship is a far better predictor of student satisfaction, with online education satisfaction having substantially higher coefficients than technology satisfaction, even controlling for both teachers’ and students’ technological knowledge. We also found a significant moderating effect in the interaction between quality of the relationship and technology satisfaction, implying that when students are satisfied with the technology used in online education, a high-quality relationship with teachers can boost satisfaction.
The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: ...Selfefficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of Kurbegovic within its 30 items (Cronbach’s Alpha = .86) was conducted on a sample of 190 teachers who teach in primary schools in Rome. After removing 2 items that are cross loading, the exploratory factor analysis (Maximum likelihood method with Oblimin rotation) confirms a five-factor structure and shows a good construct validity and reliability. Current research reveals that the survey of teachers’ perspectives on refugee and immigrant populations is appropriately adapted to assess Italian primary school teachers’ views. This tool demonstrates its usefulness not only for research but also for pedagogical practice and can help to create an inclusive classroom environment that provide students with equal access to the curriculum and learning experiences.
Professional learning communities (PLCs) represent a collaborative approach to professional development wherein colleagues engage in joint learning activities that align with their individual needs. ...Within the realm of education, PLCs encompass tailored initiatives aimed at enhancing teachers’ professional growth, with a specific emphasis on improving educational outcomes for teachers. The success of this approach hinges on the integration of theoretical knowledge and its practical application. The Ministry of National Education recognizes the significance of reevaluating this approach to facilitate the transformation of schools in Turkiye into collaborative learning communities through the implementation of PLC strategies. To realize this vision, the Ministry places great importance on establishing an enabling environment that encourages teacher interaction and offers diverse opportunities for their professional development. The data were collected using document analysis methodology, and the data consisted of encompassed topics related to in-service teacher training. According to the PLC Model, any PLC is utilized, beginning with participant teachers receiving theoretical training from academics and/or experts, followed by being informed about what practices to apply in their own classrooms according to their prior learning from the theoretical phase. Then, community teachers evaluate their own classroom practices, and eventually, they all gather to evaluate practices and conclude the PLC. Good practice examples are shared in the final evaluation in order to inspire other colleagues nationwide. It has been found that teachers are more efficient and productive when they work in collaboration, which is defined as establishing a working partnership in line with common goals and objectives.
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