Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

Abstract

How teachers are best educated is a question that has been discussed for a long time. One perspective to this debate focuses particularly on dovetailing theoretical knowledge with practice. The present research is devoted to the specific exploration of this dovetailing: Three projects are presented that allow a direct transfer of knowledge into practice. The critical knowledge in the projects focuses explicitly on creating a supportive teacher-student-relationship. In the theoretical part of this contribution, the relevance of a supportive teacherstudent-relationship is discussed according to the background of teacher students' apprenticeship of observation. The research question is if the projects deliver strategies, ways and solutions to challenge the contents of apprenticeship of observation and accordingly to transfer empirically-based knowledge into action of teachers with regard to creating a supportive teacher-studentrelationship. Project 1 refers to accompanied sponsorships between teacher students and pupils (N = 15), project 2 combines classroom management knowledge with teaching social learning in a class (N = 13) and project 3 refers to the reintegration of mentally ill students back to school (N = 10). Qualitative analysis of knowledge transfer grounds on self-reports of teacher students and partly observation of teacher educators. The results hint to the value of action in academic education and are discussed in relation to their effects of gaining competencies and their feasibility.

Cross-Cultural Differences in Adopting Social Cognitive Career Theory at Student Employability in PLS-SEM: The Mediating Roles of Self-Efficacy and Deep Approach to Learning

“…Students are able to gain important knowledge from teacher's teaching process (Sin et al, 2019 ) and internalize this knowledge, and the concept is similar to knowledge transfer (Astorga-Vargas et al, 2017 ). Moreover, previous literature on knowledge transfer is oriented by knowledge provider and knowledge acquisition in terms of concept statements (Guldberg et al, 2017 ; Steins and Behravan, 2017 ), emphasizing the interaction between knowledge provider and knowledge gainer. Thus, teachers play a vital role in the process of student learning.…”

Student Voice and Participation in Intercultural Education

“…In line with the objectives and research questions, the present project followed a participatory approach, designed by the research team, as a community of practice, which included field researchers and university researchers. Participatory action research, as an emancipatory and critical approach (Carr & Kemmis, 1986;Kemmis & Mctaggart, 2005;Locke, Alcorn, & Neill, 2013), was adopted as the research strategy, due both to its research and formative potential, in line with the philosophy, ideals, and educational principles of the Project. These were to promote social justice (Ledwith, 2007) and agency (Somekh, 2006) through a creative and dialogical action, as an exercise of liberty and responsibility (Lovell, 2003) by educators and young people that would continue long after the action research study was completed.…”

Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

“…In general, the quality of student-teacher relations contributes to developing either "cycles of student engagement" or "cycles of disaffection" [1,14,16,19,20]. Teachers' emotional and instructional support is communicated to students and has a pervasive impact on the way in which students feel that their needs are met [4,[21][22][23][24][25][26]. In fact, teacher's support facilitates student engagement in learning [1,10,11,16,19,25].…”

“…In fact, teacher's support facilitates student engagement in learning [1,10,11,16,19,25]. This positive, motivating influence that teacher "launches" creates a cordial classroom atmosphere that draws students into learning, promotes their desire to learn [22,27], and fosters closer relationships [14]. Teachers, on their part, experience satisfactorily student engagement, and as a consequence, they tend to motivate and offer more support to the engaged students.…”

“…16% of the interviewees argue that disengaged preschoolers need more instructional support since they usually spend insufficient time-on-task, delay or even fail to complete a task and have difficulty in meeting the requirements of school life. (References in the interviews: 1,8,14,17,22,27,41,44,56,57,63,79 [N = 12, Σ = 77]).…”