In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some (...) sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners’ academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners’ foreign language learning. (shrink)

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and (...) cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context. (shrink)

_Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher _ explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained.

_Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition)_ explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained.

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children (...) and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship. (shrink)

Against a backdrop of an international trend to shift from a teacher-centred to a learner-centred education, this article explores a Confucian conception of education. Focusing on an ancient Chinese text Xueji, the essay examines its educational ideals and practices based on the principles of ‘choice’, ‘doing’ and ‘power relationship’. It is argued that the educational model in the Xueji does not fit the description of a learner-centred education as commonly understood in the Western literature. Rather, the (...) Xueji advocates a ‘teacher-directed and learner-engaged’ approach by giving the teacher control over the curriculum and authority over the learners while encouraging the learners to participate actively in the learning process. In proposing a conception that is not exactly learner-centred, the Xueji challenges the assumption that ‘good’ education must necessarily be learner-centred. (shrink)

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries and six East Asian regions in the Program for International Student Assessment 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that teacher strictness was negatively associated (...) with Western students’ motivation, but positively related to that of East Asian students; teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors. (shrink)

Because learners' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride (...) toward narrowing this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings' implications are further discussed. (shrink)

There is ample evidence that the success or failure of language learning is influenced by psychological processes in learners' minds. This review attempted to review the related studies on the relationship between English as a Foreign Language learners' emotional intelligence, communication apprehension, and self-efficacy. Few studies have been done on the correlation between self-efficacy and emotional intelligence. A positive significant correlation between emotional intelligence and self-efficacy has been confirmed in the literature. Studies have shown that interpersonal relationships, self-awareness, (...) problem-solving skills, self-adequacy, self-confidence, self-actualization, and stress tolerance can act as mediator variables in the correlation between self-efficacy and emotional intelligence among EFL learners. Moreover, the related studies have shown that emotional intelligence is significantly correlated with communication apprehension. The investigations have accentuated the mediating role of learners' willingness to communicate and academic achievement in the correlation between emotional intelligence and communication apprehension. The correlation between communication apprehension and self-efficacy has been verified in the related literature. Finally, the pedagogical implications are expanded to foster language learning quality. This review also provides some suggestions for further research to elucidate our viewpoints over emotional variables and their interactions with each other. (shrink)

Objectives: The study determined the competencies of teachers and performance of learners in 2017-2018 National Achievement Test. It identified the influence of teachers’ competencies on performance of learners. Methods: It employed descriptive-correlational and explanatory designs and it involved three divisions in Northern Mindanao region, Philippines. Findings: The Grade 10 and 6 teachers have possessed very satisfactory competencies across areas, while the Grade 10 and Grade 6 learners had a low mastery and very low mastery, respectively. Furthermore, there was no significant (...) relationship between the competencies of teachers and the performance of learners, while their competencies did not significantly influence the performance of learners. Conclusion: Teachers were deemed competent in all areas and learners had not acquired most of the competency standards of the curricula. Hence, no matter how competent teachers are, this would not contribute significantly to improving the performance of learners in the National Achievement Test. Thus, competencies of teachers cannot determine the performance of learners. (shrink)

Interactions with teachers and peers are critical for children’s social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely (...) teacher-child closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacher-child closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers’ behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children’s actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children’s perceptions of their peer social experiences during the earliest years of schooling. (shrink)

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the (...) participants’ levels of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed. (shrink)

The present study aimed to delineate the characteristics of empathy and mental health in preschool teachers and examine the role of empathy in preschool teachers’ mental health. The sample in this study consisted of 4348 preschool teachers, who were divided into 4 groups according to their years of teaching experience (less than 2 years, 2 to 5 years, 5 to 10 years, and more than 10 years). The Chinese version of the Symptom Checklist 90 was used to measure the mental (...) health symptoms of the participants, and the Chinese version of the Interpersonal Reactivity Index was employed to assess various aspects of the participants’ empathy. The results indicated that preschool teachers scored higher than the controls for most mental symptoms, and most symptoms increased as teaching experience increased, independent of the effect of age. The study also found that the four dimensions of empathy showed different trends across the four teaching experience groups: fantasy remained stable, empathic concerns and perspective taking showed decreasing trends, and personal distress showed an increasing trend. Moreover, the present research found a relatively complex relationship between empathy and mental health in preschool teachers: while fantasy and personal distress positively predicted mental health symptoms in preschool teachers, perspective taking and empathic concern negatively correlated with most of the symptoms. It seems that empathy contains both risky and protective factors for individuals’ mental health, and these factors are affected by years of teaching experience. (shrink)

This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able (...) to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples? This volume addresses elements of reason, nonreason, becoming, dissipation, violence, uncertainty, transcendence, love, and death in order to come to a critical understanding of the relationship between knowledge and knower from these multiple perspectives. (shrink)

This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student–teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children’s recognition of (...) teacher importance as an authority figure has been seldom studied. Children aged 7–11 years were individually asked to draw themselves and one of their teachers in two situations ; the scale of Value from PAIR was used as a proxy of the importance attributed to teachers in each situation. Teachers completed the Student–Teacher Relationship Scale for Closeness, Conflict, and Dependency of each child; parents answered two items about their children’s School Adjustment. All the study variables were firstly analyzed to check gender and age differences. Boys valorized more than girls the teacher’s figure; however, teachers perceived more Closeness and less Conflict with girls. Dependency and Conflict decreased with age, as well as School Adjustment. To assess the links between pictorial valorization of the teacher in Wellbeing and Distress and teachers’ and parents’ evaluations, four separate hierarchical regressions were performed, namely, Closeness, Dependency, Conflict, and School Adjustment, controlling children’s sex and age. The teacher’s pictorial Value in Wellbeing appeared to be related to Closeness and School Adjustment, while a negative relationship emerged between Value and Dependency in Distress. In sum, the recognition of the teacher’s role as an authority figure does not hinder a warm student–teacher relationship and impacts positively on school adjustment. In situations of Distress, dependent pupils showed a diminished appreciation of the teacher’s importance, possibly as a result of a defensive stance. (shrink)

This paper contrasts the model of the teacher-pupil relationship implied by instrumental 'new' era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant 'poetic' dimension to the latter in which the learner's own engagement with things is celebrated and the teacher's role is essentially (...) receptive-responsive both towards the learner and the living traditions in which things receive their significance. It is suggested that the 'poetic' provides an important orientation, not just with respect to how teachers interact with children, but also with respect to the larger institutional context in which this interaction is situated. (shrink)

Recent developments in the field of education have led to a renewed interest in the mediating role of critical thinking abilities in the relationship between language learning strategies and the intermediate English as a Foreign Language learners’ writing performance. Oxford Placement Test was run to homogenize the participants, and 100 intermediate learners out of 235 were selected. Then, two valid questionnaires of Ricketts’ Critical Thinking Disposition and Oxford’s Strategy Inventory for Language Learning were administered. Having administered the questionnaires, the (...) researchers asked the participants to sit for a writing test. The data collected from the questionnaires and as well as the scores of their writing performances were analyzed through SPSS. The results showed a significant relationship between learning strategies and learners’ writing performances, the sub-sets of learning strategies and learners’ writing performances, and CTA and learners’ learning strategies. However, CTA did not play a mediating role in the relationship between intermediate EFL learners’ learning strategies and writing performance. Based on the results of the study, one might also conclude that strategies seemed to play a more important role in the performance of learners especially their writing performances. Therefore, this study had useful contributions for students, teachers, and curriculum designers. Findings of this research could assist teachers to be aware of learners’ strategies in learning writing and help their students to be responsive to using learning strategies in their learning process and create a satisfactory learning context for using learning strategies. Therefore, learners were able to become independent and feel responsibility for their own learning. Secondly, curriculum developers could take advantage of the findings to include learning strategies training into the curriculum. As a result, students were able to use strategies in their learning process more easily and finally, the results might pave the way for improving the research findings. (shrink)

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. (shrink)

Education in the twenty-first century witnessed a profound shift in emphasis from the teacher to the learner, or from pedagogical inputs to learner outcomes. According to neoliberal logic, the teacher is the primary value-add in a relationship that is best characterized as cause (instruction) and effect (learner outcome). As a result, the problem of teacher quality has emerged as the central question of our day. What is effective teaching? What does teacher quality (...) look like? Traditional music educators will posit that excellence in norm-governed forms is the most reliable measure of teacher quality. This essay makes a case for a richer and more varied conception, embracing diversity and openness as defining ideals. (shrink)

The implications of Globalization on education are multifaceted. However, roots of all these implications can be traced to the predominance of economic activity at the global level. The education and learning paradigm, around the world is under increasing pressure to meet the demands of the new knowledge and information-intensive global economy in a better way. This kind of pressure is challenging the traditional relationships between teachers and students and causing paradigm shifts in the process of learning. Especially, as noted by (...) KB Power (2002:i) ‘Higher education has undergone important paradigm shifts including the shift from teacher-centered to a student centered learning, and the replacement of the traditional practice of learning over a period of time by the concept of lifelong learning.’ Along with these there are major shifts in the modes of instructional technologies - from face to face oral instruction to print based instruction, and from Multimedia based videotapes and Television channels to E-learning systems. The present paper limits itself to the paradigm shifts in the concept of education with reference to learner. After a brief introduction on how education is understood in globalization the paper discusses the place of learner which is transforming according to the needs of global economy. (shrink)

Influenced by the flowering of positive psychology in the field of foreign language acquisition research in recent years, the present study aimed to explore the perceived functions of playfulness, as a personality construct, among English as a foreign language learners. To this aim, an initial sample of 38 EFL learners were selected randomly from the private language institutes of Mashhad, the second largest city in Iran. They were interviewed about any perceived functions of playfulness in the EFL learning context. A (...) qualitative content analysis of the collected data led to the extraction of four categories: Fun and laughter, creativity, mastery orientation, and cultivating relationships. A further in-depth analysis of the categories and comparison with the functions of adult playfulness in psychology revealed that these four categories can be subsumed under two of the four structural components of adult playfulness; namely, other-directed playfulness and intellectual playfulness. The ability of EFL learners to turn language learning situations, tasks, and environment into enjoyable ones via their playfulness can have implications for the quality of their interpersonal interactions in class and eventually their language proficiency. The findings of this study can pave the way for the translation of the adult playfulness construct from developmental and personality psychology and family relations into the second language acquisition domain and its conceptualization in future research in this domain. (shrink)

On Becoming an Effective Teacher presents the final unpublished writings of Rogers and as such has a unique historical value. It also documents the research results of four highly relevant, related but independent studies which comprise the biggest collection of data ever accumulated to test a person-centred theory in the field of education. This body of comprehensive research on effective teaching was accomplished over a twenty-year period in 42 States in the U.S. and in six other countries including the (...) UK, Germany, Brazil, Canada, Israel, and Mexico, and is highly relevant to the concerns of teachers, psychologists, students, and parents. The principal findings of the research in this book show that teachers and schools can significantly improve their effectiveness through programs focusing on facilitative interpersonal relationships. Teachers who either naturally have, or are trained to have empathy, genuineness (congruence), and who prize their students (positive regard) create an important level of trust in the classroom and exert significant positive effects on student outcomes including achievement scores, interpersonal functioning, self-concept, and attendance. The dialogues between Rogers and Lyon offer a unique and timeless perspective on teaching, counselling and learning. The work of Reinhard Tausch on person-centered teaching to counselors, parents, athletics, and even textbook materials, as well as research on the interactions of teachers and students, is among the most thorough and rigorous research ever accomplished on the significance and potential of a person-centered approach to teaching and learning. (shrink)

The way in which educators choose to engage with learners and to offer opportunities to share knowledge of both the physical world and the world of ideas is an ongoing area of international research interest but remains diffuse and difficult to systematise. This idiosyncratic quality underscores the privileged position of teachers as creative professionals. By exploring Claude Lévi-Strauss’s conception of how and for what purpose we share knowledge within society, this paper explores the relationship between perceptions of teachers’ professional (...) role and the challenges they face working within formal education systems. The artisan quality of teachers’ practice, gained through experience, association and personal commitment, makes possible a visualisation of teacher professionalism as bricolage that, when read alongside theories of teacher agency, generates an affirmative picture of how teacher professionalism may be reframed as creative and responsive rather than homogenous and mechanistic. (shrink)

This paper aimed at examining the related studies on the relationship between teacher empathy and learner engagement in English as a Foreign Language learning contexts. The positive and significant relationship between teacher empathy and learner engagement has been verified in the literature. Studies have shown the positive influence of teacher-learner rapport on learner engagement. Moreover, studies indicated that teacher empathy leads to learner self-confidence in educational contexts. The literature review (...) has also shown that teachers’ provision of a positive environment through empathy, sympathy, and kindness can trigger learner motivation and engagement. Moreover, teachers’ empathy can reduce the stress level which, in turn, positively affects learners’ engagement level. Eventually, the pedagogical implications to engage learners and teachers in academic contexts have been provided. However, some suggestions have been offered to expand the insights over the associations between positive psychological constructs and teachers’ emotions. (shrink)

Given the bond between emotion and cognition underlying the broaden-and-build theory of positive emotions, positive and negative emotions have critical roles in cognitive skills. The aim of this review was to probe into the triarchic relationship between L2 learners’ cognition, emotion, and language performance, reflected in the bond between self-efficacy, foreign language anxiety, and speaking skill, in light of the main emerging theories in the field of SLA underpinning this relationship. Moreover, the theoretical foundations, such as learners’ cognitive (...) performances, Bandura’s self-efficacy theory, control-value theory, and positive psychology theory, were explicated in order to justify the relationship between self-efficacy and oral communication skill. Furthermore, the underlying theories such as attentional control theory, complex dynamic system theory, affective filter theory, and cultural schema theory, which relate foreign language anxiety to speaking skill were scrutinized in this review. The review also expounded on the implications and future directions for EFL teachers, material designers, teacher educators, educational policy-makers, and advisors. The ideas can improve their awareness of learner self-efficacy, foreign language anxiety, and oral communication skill in educational contexts. (shrink)

Understanding the beliefs held by the learners about learning a language, and the way they utilize their thoughts about knowledge and learning seem essential for planning a constructive language program. Following this line of research, this paper aims at testing a hypothetical model of the relationship between epistemic beliefs and subscales of language-learning strategies through the mediating role of learners' self-efficacy. To this end, a sample of 300 Iranian high school students, taking regular courses, completed three survey questionnaires. At (...) this stage, correlational analysis and structural equation modeling were employed to probe the interconnections, analyze the model, and outline the conceptual framework. The results revealed that the LSE framework can adequately account for the learners' LLSs. In particular, the results indicated that efforts, persistence, and imitation positively and significantly influenced LLSs. However, EBs with the mediating role of LSE were known to be a significant factor in demoting the LLSs. Notably, knowledge and learning agents were the negative predictors of LLSs. This paper suggests that LSE has higher explanatory power than EBs in predicting LLSs. The findings of this study suggest that teachers and material developers should pay serious attention to the learners' self-efficacy as they were known to influence LLSs. (shrink)

Learners’ willingness to communicate in a foreign language is regarded as a critical issue in educational contexts, so the role of emotional factors in learners’ willingness to communicate has drawn the attention of investigators. This review investigated the studies on the relationship between English as a Foreign Language learners’ grit, foreign language anxiety, and willingness to communicate. This review showed a significant relationship between learners’ grit and willingness to communicate. The earlier studies showed that gritty learners with incessant (...) inspiring efforts are more likely to communicate in a foreign language. This review also indicated that lower anxious learners tend to have more willingness to communicate. Earlier studies also indicated that the theories, such as broaden-and-build, positive psychology, dynamic system, affective filter, and attentional control can justify the relationships between these constructs. Moreover, the study has some pedagogical implications and suggestions for teachers, learners, syllabus designers, material developers, teacher educators, policy-makers, and advisors. The ideas can improve their awareness of teachers’ willingness to communicate, grit, and foreign language anxiety in educational environments. (shrink)

Boredom is a psychological phenomenon that is defined as a state of hatred or incompatibility with any kind of repetitive experience in situations where liberation from instability is not possible and has several consequences. Boredom is one of the important causes of decreased motivation in EFL learners, and it is necessary to identify the factors affecting it. Therefore, this literature review addresses the state of boredom in relationship with teachers’ immediacy and professional commitment. Reviewing the literature has revealed that (...) while teachers’ immediacy and professional commitments affect EFL learners’ boredom, other factors such as individual differences and environmental factors are in action. However, many studies confirmed that teachers play the most important role in decreasing or increasing learners’ state of boredom. The findings are significant for teacher educators to design more appropriate teacher education programs. (shrink)

Case Learning for Teachers: Strategic Knowledge for Professional Experience is a unique resource for Australian pre-service educators that draws on the author's experiences as an education researcher, lecturer and classroom teacher. This textbook uses a case stories approach to support pre-service teachers in developing the skills of observation and reflective practice necessary for professional experience placements and the transition to the classroom. Part 1 introduces the case learning approach and outlines strategies for reading and writing case stories. Part 2 (...) is structured by the Australian Professional Standards for Teachers. The text includes case stories addressing topics like knowing your students, knowing content, planning for teaching, managing behaviour, diverse learners, assessment, and developing professional relationships in the school setting. Integrating threshold concepts and the case-learning model, the innovative approach taken by Case Learning for Teachers makes it an invaluable tool for pre-service teachers. (shrink)

Successful learning is based on a reciprocal relationship between instructor and student that, in turn, requires the instructor to have a deep understanding of the student’s background, interests, fears and resistances. In fact, many beginning philosophy instructors have a rather limited understanding of what their students bring to the educational interaction. The conclusion is that training in pedagogy must be more than teaching techniques but should also include more exposure to an understanding of the experience of contemporary college students. (...) An experimental graduate student teacher preparation at Villanova University is presented as a model to stimulate further thought. (shrink)

In _I Can Learn from You_, Michael Reichert and Richard Hawley—the authors of _Reaching Boys, Teaching Boys_—set out to probe deeply into the relational dynamics that help boys succeed as learners. Drawing on interviews with students and teachers in thirty-five schools across six countries, they examine the particular ways boys extend and receive empathy—modes of interaction that remain consistent across a wide range of schools, teachers, countries, and cultures. The book shows how teachers can help boys form productive learning relationships (...) and how schools can support the development of teachers’ relational capacities. At the heart of the book is the belief that educators must—and can—put relational teaching at the center of school life. (shrink)

Teachers’ emotions are explicitly and conceptually presented as part of an educational system that affects and is affected by learner upshots, namely, learners’ self-emotions, behaviors, and cognition since educators and learners are involved in the outcomes of the school setting. English as a foreign language educators recurrently experience emotional damages during involvement in their profession as burnout, stress, boredom, and anxiety. EFL teachers need to regulate their emotions when facing a multivariate class environment that provides each learner with (...) undeniable uniqueness. The subject of the relationship between emotion regulation and the teacher’s emotions is receiving increasing attention in research. EFL teachers should be provided with an emotional regulation strategy to have a positive learning-instructing effect in the entire school community as fun learning activities, energetic students, enthusiastic educators, and strong relationships between the board of education. To focus on the role of teachers’ emotion on the one hand and the mediator role of emotional regulation, on the other hand, the current study endeavored to review the role of emotional regulation strategies more intensely to decrease negative emotions. Finally, some educational suggestions of the study regarding the educators’ behaviors are pinpointed. (shrink)

The number of new “Special-post teachers” has decreased considerably, especially at China’s rural schools in recent years. This study applies the semi-structured interview data of new “Special-post teachers” in China’s rural schools to explore their perceptions on the rural new teachers’ problems and challenges at nine developing rural provinces in China. It finds that the new rural teachers were confronted with severe challenges and difficulties for their professional adaptability in rural areas, such as the interpersonal relationship, heavy workload (...) and dissatisfied salary, and unqualified teaching capacities. Those interviewed new “Special-post teachers” also learned lots from those challenges in reality, such as the diversified personality characteristics, professional beliefs and career motivation. It also suggested that, Chinese government should offer sufficient and diversified educational policies to stimulate rural teacher development, especially for new “Special-post Teachers” at rural areas. Chinese central government plays a significant role to guarantee the sustainable funding support for the development of new “Special-post teachers”. In addition, the principals in rural schools should pay close attention to new Special-post Teachers’ personability characteristics, hobbies and needs to create a supportive teaching environment for them to move toward successful rural teacher development. (shrink)

Mathematically gifted students are precious human resources, educators of which make a great difference in helping them realize their potential. The retention of qualified teachers of mathematically gifted students is an issue worthy of in-depth exploration. In China, mathematics competitions are an important part of mathematics gifted education, and the teaching of the Mathematical Olympiad is a challenging profession with a high attrition rate. This qualitative study takes four seasoned and outstanding Chinese teachers as cases, collects data through individual semi-structured (...) interviews, and uses the thematic analysis method based on Herzberg’s two-factor theory to analyze why they can persist in the field of Mathematical Olympiad teaching for more than 20 years. The results show that the motivation factors affecting retention are recognition, achievement, possibility of growth, work itself, and responsibility, and the hygiene factors are policy and interpersonal relationships. Motivation factors are the main reason for their long-term persistence, while hygiene factors are conducive to their persistence as a whole. Finally, enlightenment to educational policy and school management and suggestions for retention and development of teachers of the mathematically gifted are provided. (shrink)

On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for (...) the teacher to recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education. (shrink)

At present, there are so many learners in online classroom that teachers cannot master the learning situation of each student comprehensively and in real time. Therefore, this paper first constructs a multimodal emotion recognition model based on CNN-BiGRU. Through the feature extraction of video and voice information, combined with temporal attention mechanism, the attention distribution of each modal information at different times is calculated in real time. In addition, based on the recognition of learners’ emotions, a prediction model of learners’ (...) achievement based on emotional state assessment is proposed. C4.5 algorithm is used to predict students’ academic achievement in the multi-polarized emotional state, and the relationship between confusion and academic achievement is further explored. The experimental results show that the proposed multi-scale self-attention layer and multi-modal fusion layer can improve the achievement of ER task; moreover, there is a strong correlation between students’ confusion and foreign language achievement. Finally, the model can accurately and continuously observe students’ learning emotion and state, which provides a new idea for the reform of education modernization. (shrink)

The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g. teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing (...) underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do e.g. not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting e.g. that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show e.g. that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g. knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e. transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights. (shrink)

We exhibit a family of computably enumerable sets which can be learned within polynomial resource bounds given access only to a teacher but which requires exponential resources to be learned given access only to a membership oracle. In general, we compare the families that can be learned with and without teachers and oracles for four measures of efficient learning.

Due to the important role that students' grit plays in the effectiveness of their success in the educational system in which they are engaged, the current study scrutinized whether some factors regarding teachers such as their stroke and rapport can affect the learners' grit in one hand and on the other hand whether these factors can predict the learners' grit or not. To this end, a group of 316 Chinese university English as a Foreign Language learners from more than 30 (...) cities from nine provinces of China were asked to fill out the three scales, namely, teacher stroke, student rapport, and students' grit questionnaires. The foremost findings of the study, gained through running regression, indicate that there are positive relations between these variables as they affect learners' grit and also both variables were the predictors of grit, while teacher stroke was a better predictor, uniquely clarifying 45.5% of the grit's variance and teacher-student rapport similarly showed to be a predictor of grit, distinctively clarifying 4.6% of its variance. Accordingly, based on these findings, it can be concluded that both of these factors, as instances of positive teacher interpersonal behaviors, develop learners' grit in language learning. In addition, this study can provide further implications and recommendations for language teaching team members in academic circumstances. (shrink)

This paper aimed at investigating the related studies on educational technology and its effect on English as a Foreign Language learner self-efficacy. Earlier studies have proved the positive and significant relationship between learner self-efficacy and educational technology use. Investigations have revealed that improving learners’ dynamic mindsets, online interaction, self-assessment, academic knowledge, and positive affectivity can increase learner self-efficacy. Moreover, the provision of the encouraging context can help develop learners’ self-efficacy in technology-supported education. Furthermore, the study presented (...) the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of learner self-efficacy in technology-supported educational contexts and its role in L2 education. (shrink)

One of the new structures of positive psychology that has received special attention is academic self-regulation. It involves controlling one’s behavior, emotions, and thoughts to reach a long-term purpose. Learning how to self-regulate is an important skill that language learners learn both for emotional maturity and later social connections. There are various emotional factors that might be associated with the notion of self-regulation. Hope and joy are among the emotional factors that might influence language learners’ self-regulation; therefore, this literature review (...) addresses the state of academic self-regulation in relationship with hope and joy. Reviewing the literature demonstrated that hope and joy affect language learners’ self-regulation. Hope and joy increase vitality, health, life satisfaction, and promote psychological wellbeing in EFL learners. They influence mental and physical health that is positively correlated with various scales, such as mental health, positive mood, avoidance of stressful life events, vitality and happiness in life, and problem-solving skill. The findings revealed that self-regulation in language learners depends on various demographic and educational factors that can improve learner’ language performance, mental health, and vitality of language learners. Curriculum designers and language teachers need to focus the findings of the current study on creating a more adequate and efficient language teaching environment. (shrink)

This study combined conservation of resources theory with the job demands-resources model to explore the influence of leader mindfulness on the emotional exhaustion of university teachers Using a time-lagged research design, 388 paired data sets were gathered. Multiple regression and bootstrapping were used to test each hypothesis. The results showed that first, leader mindfulness significantly reduces the emotional exhaustion of university teachers. Second, the results showed that workplace telepressure partially mediates the relationship between leader mindfulness and the emotional exhaustion (...) of university teachers. Third, university teacher mindfulness positively moderates the relationship between leader mindfulness and workplace telepressure. Finally, the results of this study indicate that self-efficacy in managing negative emotions negatively moderates the relationship between workplace telepressure and the emotional exhaustion of university teachers. This study empirically examined the interpersonal influence of leader mindfulness and the initial resources effect of university teacher mindfulness and self-efficacy in managing negative emotions from the bilateral perspective of leaders and university teachers. (shrink)

Apologies have long been considered an important social action in many languages for dealing with frictions of everyday interaction and restoring interpersonal harmony in response to an offense. Although there has been an increasing amount of research on apologies in non-Western languages, little research involves children. Japan is an interesting case in which to examine apologies. In particular, Japan has been called a “culture of apology“ in the sense that speakers often `apologize' (ayamaru) in a wide range of communicative (...) contexts. This article examines children's socialization to a culture of apology as evidenced by a large corpus of audiovisual recordings made over the last decade in households, playgrounds, and a preschool in Japan. In particular, it examines ways Japanese caregivers (e.g. parents, preschool teachers) use the expressions Gomen ne and Gomen-nasai ([I'm/We're] sorry) when addressing third parties, including not only other people (e.g. children's peers) but also a range of entities in the surround (e.g. animals, supernatural objects, objects in the environment such as a stone), and ways they prompt children to say these expressions to such third parties. This analysis suggests that apology situations are an important site through which children are socialized to empathy and relationships in the social world. It also examines ways children use these expressions when addressing peers and inanimate objects, and ways they prompt others including peers and even on occasion adults to say them. These findings suggest that while children deploy strategies in ways that reflect the socialization process, they also deploy them in ways that construct this process in creative ways. (shrink)

In interprofessional clinical teams, the patients have interpersonal relationships with several practitioners. The aim of this study was to explore patients’ and practitioners’ perceptions of how such relationships may contribute to promote the whole team’s respect for the patient’s autonomy, as interpersonal patient–provider relationships may contribute to enhance patient autonomy. Sixteen qualitative in-depth interviews were conducted with 12 informants, including patients, nurses, physiotherapists, and physicians from three rehabilitation teams. Data were analysed according to Grounded Theory procedures. The informants (...) discussed interpersonal relationships as an integral and significant part of the team work. The practitioners tried to adjust their professional approach to the patients’ genuine opinions and let patients decide the teams’ goals. Close relationships with patients could be important to accomplish this, particularly described by nurses and physiotherapists, who could facilitate the communication with the rest of the team. (shrink)

The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The (...) purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs, controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13. Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context. (shrink)

Empathy and altruistic behavior are more crucial abilities for pre-service teachers to possess when compared with other study fields. The relationship between empathy and altruistic behavior in Chinese pre-service teachers and their underlying mechanisms, however, has received relatively little attention in the literature. Therefore, the goal of the current study was to examine the links between study fields, self-control, emotional empathy, and altruistic preferences among undergraduates and graduates in five Chinese universities with the Interpersonal Reactivity Index-C Questionnaire, the (...) Self-Control Scale, and the Chinese Self-Report Altruism Scale tests. The results showed a significant difference between pre-service and non-pre-service teachers in empathic concern and self-control. Furthermore, empathic concern and altruistic behavior tendency of pre-service teachers were significantly higher than those of non-pre-service teachers. Moreover, mediation analyses indicated that empathic concern partially mediated the relationship between study fields and altruistic tendency. Moderated mediation analysis further revealed that self-control buffered the relation between empathic concern and altruistic behavior tendency. These results demonstrate that altruistic tendency of pre-service teachers is influenced by empathic concern and self-control. (shrink)

This review explored the investigations on the role of teacher immediacy in English as a Foreign Language learners’ foreign language enjoyment. Earlier investigations have proved that teacher immediacy, such as posture, body language, vocal variety, gestures, and smile, can significantly affect learners’ positive emotions like foreign language enjoyment. It means that teachers should try both to control the feelings of their learners and manage their feelings to enhance enjoyment among learners. Moreover, studies have shown that teacher immediacy (...) is significantly related to learner motivation which is a basis for increasing foreign language enjoyment among learners. However, specific strategies can be employed to increase learner motivation, which in return increases learner foreign language enjoyment. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of teacher-student relationships, in particular, teacher immediacy and its role in learners’ foreign language enjoyment. (shrink)

The students’ silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students’ classroom silence are not mainly scrutinized. This construct has been regarded as a problem of the communication between the educator and the learners that not only impact completing the teaching objectives in the classroom but also affect the nurturing of learners’ achievement. In addition, teachers positively have a noteworthy function in learners’ growth and progress and its behavior (...) such as their immediacy remains a significant issue toward stimulating effective educational methods. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about its important effect on learners’ silence and hopelessness. This review tries to provide some considerations about the relationship between teacher immediacy, both verbal and non-verbal, and students’ active silence and hopelessness. Successively, some suggestions are offered to lighten the practice of educators, learners, and teacher instructors. (shrink)

St. Augustine's short treatise Instructing Beginners in Faith (De Catechizandis Rudibus) is one of his less well known works, but it provides some fascinating insights on pedagogy that are applicable to college teaching. For Augustine, education is best understood as a relationship of love, where teacher and learner function in a reciprocal system. If the teacher is enthusiastic, the students respond, drawing even more energy from the teacher. If the teacher is dull, or if (...) the students are unresponsive, the learning environment spirals downward. Augustine's relational analysis allows him to diagnose and prescribe cures for some of the problems contemporary college and university teachers often encounter in their classrooms. (shrink)