Browsing by Subject "teacher-student interaction"

Sort by: Order: Results:

Now showing items 1-2 of 2
  • Moreno Ramírez, Francisco (Helsingin yliopisto, 2017)
    As in many countries, education in Chile has been a huge problem for authorities and researchers. Over time, there have been many attempts to improve quality, but with little to no success. It is difficult to find the main reason why Chilean education faces many problems. One reason could be the way teachers understand the policy instruments; the national curriculum, and how clear it is. However, it also could be related to the way of using skills related to communication in general, and teacher-student interaction in particular. My assumption is they have been ignored or under considered as part of the teaching process. Some experts have recognized the relevance of communication and teacher- student interaction, because of the significance of reciprocity. It has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, & Butterfield, 2003). This is an in-depth research into both systems of education, a comparative and qualitative investigation that aim to analyse guidelines for teachers and principals. This research will collect data through the analysis of both national curriculums, to see how these terms are mentioned and described in them as part of the guidelines of every taught subject, and how many of these teaching methods include teacher-student interaction. For this reason, the purpose of my thesis is to analyse how the elements of communication and teacher-student interaction are presented in the official curriculums of Chile and Finland. Although the analysis of documents is the main source of data, this investigation considers also the observation to understand the dynamics in the classroom, despite being only an illustration.
  • Heikonen, Lauri; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina (2017)
    Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers' sense of professional agency was completely mediated by perceived inadequacy in teacher-student interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher's capacity for adaptive reflection and active transformation of instruction.