Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

Leite, Lais Oliveira; Go, Wooryeon; Havu‐Nuutinen, Sari

doi:10.1080/00313831.2020.1833237

Cited by 14 publications

(7 citation statements)

References 32 publications

(64 reference statements)

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“…Aspelin's (2019) study, for example, highlighted the importance of socio-emotional skills for teachers. This study's findings also confirm Leite et al's (2022) research, which demonstrated the importance of showing sensitivity, building a positive climate and taking students' perspectives into account. The findings corroborate Hankala´s (2013) study, which showed that teachers' socio-emotional skills are closely intertwined with intrapersonal skills, and these skills are important factors for well-being, coping and adaptability.…”

Section: Discussionsupporting

confidence: 87%

“…To build positive facilitation to support socio-emotional skills in the classroom, the most applicable strategy is to integrate activities into daily interactions (Thurlings & Brok, 2017). In addition, Leite, Go and Havu-Nuutinen (2022) found in their primary education teacher study that everyday activities of providing emotional support to students are important, such as showing sensitivity, building a positive climate, and considering students' perspectives.…”

Section: Socio-emotional Skillsmentioning

confidence: 99%

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Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago

Ruhalahti¹,

Cuenca²,

Rieble-Aubourg³

2023

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.

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Section: Discussionsupporting

confidence: 87%

Section: Socio-emotional Skillsmentioning

confidence: 99%

Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago

Ruhalahti¹,

Cuenca²,

Rieble-Aubourg³

2023

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“…The instructor guides students in understanding the course topic but also encourages students to ask questions and participate in discussions; Learners receive feedback and encouragement from the instructor, 70 , 71 which in turn influences learners’ self-perceived cognitive and affective learning and increases engagement in online learning. 72 …”

Section: Discussionmentioning

confidence: 99%

Transactional Distance and College Students’ Learning Engagement in Online Learning: The Chain Mediating Role of Social Presence and Autonomous Motivation

Chen¹

2023

PRBM

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Purpose Transactional distance remains an important issue in online education, which is an important indicator to evaluate the quality of teaching and learning in online courses and is closely related to the success of learners’ online learning. The purpose of this study is to evaluate the potential mechanism of transactional distance and its three modes of interaction on the impact of learning engagement of college students. Participants and Methods Online Education Student Interaction Scale, Online Social Presence Questionnaire, Academic Self-Regulation Questionnaire and Utrecht Work Engagement Scale-Student scales were used, revised questionnaire for cluster sampling of college students, 827 valid samples. SPSS 24.0 and AMOS 24.0 were used for analysis, and Bootstrap method was used to test the significance level of the mediating effect. Results Transactional distance (including the three interaction modes) was significantly and positively related to college students’ learning engagement. Autonomous motivation played a chain mediating role between transactional distance and learning engagement. In addition, social presence and autonomous motivation mediated the chain between student-student and student-teacher interaction on learning engagement. In addition, however, student-content interactions did not significantly impact social presence, and the chain mediating effect of social presence and autonomous motivation between student-content interaction and learning engagement was not supported. Conclusion Based on transactional distance theory, this study reveals the role of transactional distance on college students’ learning engagement and the mediating effect of social presence and autonomous motivation in the relationship between transactional distance (and three interaction modes of transactional distance) on college students’ learning engagement. This study supports the findings of additional online learning research frameworks and empirical studies to enhance our understanding of how online learning affects college students’ learning engagement and the important role of online learning in college student’s academic development.

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“…It addresses and contributes to the learning and teaching process that supports the teacher practices and strategies in professional development. Leite, Go, & Havu-Nuutinen, (2020).…”

Section: On the Significant Relationship Between The Teaching And Lea...mentioning

confidence: 99%

Teaching and learning intervention in the educational setting: adapting the teacher theory model

Mallillin

2022

Int. J. Edu. Inno. Res.

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The study aims to examine the teaching and learning intervention in the educational setting as implemented in terms of student interest, learning reflection, direct instruction, learning activities, and student performance. It also aims to identify the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting in the area of talented, enthusiastic, adaptability, creativity, honest, effective, and resourceful. The research employs the descriptive quantitative methods and designs to utilize and generalize the result of the opinion, attitude, behaviors of the variable defined in the study. Purposive sampling is also explored in the study since it refers to the expert sampling or judgmental. It is a sample of non-probability. The study comprised One Hundred (100) respondents only. Results show that it encourages, open communication and sincerity of teachers for students to be comfortable in sharing their knowledge and opinion inside the classroom in terms of student interest, provides learning reflection for students to gauge quickly in the understanding of the lesson and teaching content in terms of learning reflection, assesses the teaching concept to modify the lesson as needed in terms of direct instruction, provides a better brainstorming approach to learning activities for students to share their insights and ideas about the lesson in terms of learning activities, aligns the learning instruction and standard in the task to the measurable learning target of the subject in terms of student performance. On the other hand, contribution of teacher model theory shows being patient at all levels in the variety of classroom cultural background, intellectual abilities, and learning styles to balance their own expectations and unique abilities for the learners in the area of teacher as talented, shows that teacher improves classroom behavior, student performance, positive attitude, and lead better evaluation in teaching in the area of teacher as enthusiastic, focuses on the transformation and interdisciplinary learning that equips with technological advancement in the increased roles and functions of the learning process in the area of teacher as adaptable, shows that teaching empowers the opinion and ideas that express unique ways in teaching and active learning relevant for student learners in the area of teacher as creative, shows that teacher speaks the truth by avoiding giving false compliments and honestly correcting mistakes done by the students in the area of teacher as honest, shows that it explores student thinking in efficient learning and delivers the information that lasts for the students’ skills and knowledge in the area of teacher as effective, shows that teaches positive skepticism to students and the ability to look for the development and solution to the learning process in the area of teacher as resourceful. Findings show that there is no significant relationship between the teaching and learning intervention in the educational setting implementation and the contribution of the teacher theory model in adapting the teaching and learning intervention in the educational setting among the respondents.

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Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

Cited by 14 publications

References 32 publications

Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago

Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago

Transactional Distance and College Students’ Learning Engagement in Online Learning: The Chain Mediating Role of Social Presence and Autonomous Motivation

Teaching and learning intervention in the educational setting: adapting the teacher theory model

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