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The education system plays a crucial role in providing equal and unrestricted access to education for individuals throughout their lives, considering their interests, abilities, and needs. In today's society, education is seen as a form of communication that involves a shared objective and guidance from teachers to help learners reach their goals. Cloud technologies are explored in this article as valuable tools in enhancing computer science education, along with examples of contemporary cloud-based services for educational purposes. [ABSTRACT FROM AUTHOR]

The teacher-student relationship may represent, in certain situations, the key of achieving didactic activities. Those, if carried out during the appropriate pedagogical time (course and / or seminar) could determine the existence of a new psycho-pedagogical attitude and behavior, aiming primarily at the teaching-learning method, but also the interactive participation and co-participation of the two actors directly involved in this stimulus-creative approach. In this context, the existence of applicative exercises/play in certain disciplines in socio-human behavior (specifically-medical psychology, medical sociology, doctor-patient communication) determines but also valorizes a new educational behavior, namely, teacher-student communication and interrelation vs student-teacher. Thus, by catching the student's attention, stimulating his / her thinking, imagination and volitional-emotional values we can make educational sequences that also enhance "freshmen" experience from year I, building up and defining the whole experience in VIth year, in most cases. [ABSTRACT FROM AUTHOR]

This research is qualitative descriptive research that aims to find out the teaching patterns of physics teachers and learning theories that support the teaching patterns of physics teachers. Physics teachers are selected from interviews with learners. There are three physics teachers in the target school, but the researcher only takes one teacher to observe the process of teaching. This teacher is a favourite teacher of learners in providing material on physics subjects. This type of research is case study research. Researchers conduct data collection techniques with three types of observations, namely observation, recording of processes at the time of learning, and interviews with the teacher concerned. The results of the study showed that the teaching patterns of students' favourite teachers are readiness, stimulus, explanation, reward, reflection, and recitation. Based on this pattern, the researcher explained the relationship between teacher behaviour and learning theory. The theory of learning supports the view of the theory of learning behaviourism, cognitivism, humanism, and gestalt theory. [ABSTRACT FROM AUTHOR]

The purpose of this study is to find out the application of web-based testlet-model in the measurement of achievement of mathematics students at the junior high school level. This research is a quality descriptive study, data sources in stinging come from teachers and learners from five schools. Data collection techniques are carried out using interview and observation techniques. Data analysis techniques are performed with interactive techniques. Based on the results of data analysis conducted, it is known that most teachers and first-time of new students use testlet-model let alone web-based ones. implementation of teslet model is located at the level of the user and has different access. The intended user level is central admin, school admin, teacher, and student. Constraints in the examination of this web-based testlet-model on network problems and students' ability to operate computers. This application helps teachers to know the level of understanding and can minimize the number of students doing guesses so that they can describe the actual ability of students. [ABSTRACT FROM AUTHOR]

The pandemic Covid-19 accelerated the evolution of education 4.0. The online teaching and learning activities are promoted by movement control which had been enforced globally. Teaching and learning in engineering, which very much relied on practical and face-to-face by nature, are challenged by rapid process of adoption and adaptation by both learners and teachers. In this paper, such process is reported on one of the most challenging subjects in engineering education – advanced calculus. The design and strategy of teaching, the teaching process, the tools, the assessment, and students' feedback are discussed. Majority of the students were able to accept the new norm of teaching and learning, with a few still opt to resume to face-to-face learning. As for teacher, multiple platforms and delivery methods, including interactive methods are suggested to retain the attention and maintain the performance of the students. [ABSTRACT FROM AUTHOR]

This paper underlines the importance of a frequent introduction of authentic communication elements in the everyday language classroom. It has been acknowledged by contemporary methodological approaches that linguistic proficiency is a direct result of lexical, grammatical and cultural competence. These three aspects are not exclusive but create a meaningful whole, which is a pre-condition for the development of communication competence. It entails understanding of both verbal and non-verbal elements of communication. This important aspect of language learning, however, is insufficiently highlighted in language course books. Therefore, teachers should draw on their own resourcefulness by selecting challenging material from different authentic resources. In the light of English language teaching, Business English respectively, TED talks serve as an excellent example for creative presentations. Their content definitively gives birth to a wide range of activities that foster verbal communication, which is discussed in the first part of the paper. The second part of the paper revolves around the didactic role of gestures in the Italian language classroom. Gestures are integral part of Italian cultural non-verbal expression. Therefore, it is necessary to raise awareness of their significance for everyday communication. Since there are numerous communication functions that can be expressed by them, the most common gestural forms are listed with their meaning and examples of use. In addition, a variety of teaching activities that are specifically designed to facilitate their acquisition are presented. Reasons for creating the right conditions for the development of authentic communication skills are many: active interaction between teachers and students, promotion of critical thinking through discussions, familiarising with important cultural aspect of language, etc. Furthermore, all communication-related didactic activities are highly motivating and motivation is the key to both successful teaching and learning. [ABSTRACT FROM AUTHOR]

The issue of rationalization of the learning process, taking into account academic mobility and formed, meeting the needs of production, practical skills of graduates, is becoming more and more relevant. Cognitive-pragmatic technologies within the framework of practice-oriented training allow optimizing the educational process without losing the quality of training of engineering specialists. With the advent and introduction of cognitive-pragmatic technologies in the educational process, the student has become an active subject of the educational process. The teacher-student relationship has reached a qualitatively different level, where the teacher is required to have managerial competence rather than didactic competence. Cognitive technologies simultaneously with the analysis of the current situation search for knowledge, skills and abilities acquired and formed by students in the process of theoretical and practical training. As a result of the introduction of these technologies in the training of engineering personnel, we get a qualitatively different specialist, excellent performance and efficiency in the performance of tasks. The article substantiates the principles of the implementation of cognitive technologies in the training of mining engineers in the specialty "Mining" of the orientation "Technological safety and mountain rescue". [ABSTRACT FROM AUTHOR]

The didactic strategy is given by the set of methods and techniques by which the cooperation between the teacher and students, between students and teacher, between students and students is achieved to obtain the anticipated results. For a positive result of the didactic approach, there must be a good didactic strategy capable of leading to the achievement of the proposed objectives and competencies. Didactic methods and procedures take the main place because they contribute to stimulating the student's thinking and feelings and lead him to develop learning techniques capable of increasing his chances of success in the profession for which he is preparing. In the didactic process, a multitude of methods are used, either traditional or modern. The multitude of methods forces the selection of the appropriate ones for the types of lessons, the proposed objectives and competences, the established learning methods. The category of traditional methods cannot be abandoned, nor can only modern methods be used. Each of these has their role in the learning paradigm that cannot be ignored but, on the contrary, considered. Following the pandemic, communication and teamwork problems appeared in student lives. In the present work, some modern methods adapted to university education are presented. [ABSTRACT FROM AUTHOR]

The process of amalgamating multicultural, global or international dimensions according to a purpose, functions, or conveyance of education at a higher level is known as internationalization. Internationalization has always been the result of students visiting other countries for completing higher education but with the emergence of information and communication technology (ICT) in the system of education, technological advancement gave rise to internationalization at home. The international officers must help make sure the policies regarding this are properly implied and there is the continuous development of the teachers and learners. This review paper analyses the utilization of ICT tools and techniques by the international officers in India for implementing the concept of internationalization at home. [ABSTRACT FROM AUTHOR]

This article is an attempt to analyse the inevitability and confinement of teaching and learning online: a survey. Conventional way of teaching is invariably a welcomed choice among teaching and learning community. However, in times of crisis something which had been hitherto on the sideline has entered into the main stream of education and has mandated it to cope with the present pandemic scenario. Techno-lingual(ism) is the key to all walks of life in this 21 centaury of technology. Online, the third eye of teaching learning is more impactful than was ever before. Although it is said to be the key, it unlocks the question that whether it effects a positive or negative change in the minds of teachers and learners. To study this, a questionnaire was circulated among teachers and students of various colleges in and around the state to this effect which revealed that preparedness is the saga for both the teaching and learning community. [ABSTRACT FROM AUTHOR]

Evaluation or assessment is a gateway for EFL/ESL teachers to understand learners' language competence as well as strengths and weaknesses and allows them to modify their teaching strategies in order to enhance learners' language skills. When assessment is continuous, it provides a comprehensive report about learners' achievement also measures effectiveness of the teaching methods and material. The present study aimed at enhancing langue proficiency of the young ESL learners from basic level (A1) to A2 Key English proficiency. For that, the study used continuous assessment modus to improve the language proficiency of the learners and it is also beneficial for the teachers to understand their learners' language barriers and to change teaching strategy. The study found that CCE has significant effect on the learners to enhance their language proficiency and the teachers to achieve their teaching targets. [ABSTRACT FROM AUTHOR]

Nowadays, teachers and learners are required to be able to apply mathematics learning interactively. The game as the media can create interactive mathematics learning. This study aimed at examining the feasibility of developed game media related to 1) material experts, 2) media experts, 3) education practitioners, and 4) student responses. The type of research was Research and Development. This research applied evaluative qualitative research. The research was conducted on the students at eighth-grade of Junior High School in MTs Negeri Salatiga. The data were collected using in-depth interviews and expert assessments. The data analysis technique used constant comparative. The results of the research were media assessment, 1) media experts was 97% in the very feasible category, 2) material experts was 77% in the feasible category, 3) education practitioners was 92% in the very feasible category, and 4) student responses was 92% in the very feasible category. Thus, it showed that the educational game media which developed was suitable to use in learning mathematics at school. [ABSTRACT FROM AUTHOR]

This study aims to (1) Develop of health biotechnology e-module through Kvisoft Flipbook Maker which enhance the analytical thinking ability of learners (2) Knowing the response of teachers and learners to the development of health biotechnology e-module through Kvisoft Flipbook Maker that enhance students' analytical thinking skills. This research is included in the type of Research and Development research (RnD). The research model used is 4D but adapted into 3D (Define, Design and Development). The study was conducted at SMA Negeri 2 Surakarta on April 5, 2021. The 3rd graders of high school are the subject. The validation stage is performed by 1 media expert, 1 material expert and 1 learning expert. Instruments used in the study include needs analysis questionnaires, teacher response questionnaires, student response questionnaires, and test questions (pretest and posttest). Data retrieval techniques are carried out by sharing questionnaires of teachers and students' responses after learning. Data analysis techniques using qualitative and quantitative analysis. The results of the research conducted was a e-modules health biotechnology which can be accessed by smartphones and PC. E-module has been validated by the material expert validator with a score of 81.5 % (feasible), media experts with a score of 88.63 % (very feasible), and learning experts with an RPP score of 88.42 % (very feasible) and a test question score of 76 % (feasible). The teacher's response showed a score of 92.10 % (very feasible), while for student's response score can be known through T paired test. The test results showed that there was an improvement in students' analytical thinking ability through T paired test sig. 0.00<0.05, so it can be concluded that the health biotechnology e-module media through Kvisoft Flipbook Maker is able to enhance students' analytical thinking skills. [ABSTRACT FROM AUTHOR]

Hybrid teaching has become a common approach, with its inclusive character being a main advantage. However, it also comes with problems such as increased attention requirements for teachers and a lacking social integration of both groups of students (remote, on-site). The present research aims to enhance the potential of hybrid teaching through innovative technology concepts that leverage the advantages while minimizing the disadvantages from a technical and experiential perspective. Based on a literature analysis and empirical insights from explorative interviews with teachers and students, we introduce the concept of the Fernstudent. It gives remote students a physical presence in the classroom, in the form of an anthropomorphic robot that sits in a row with the other students, transmits images and sound from the lecture hall, and can also signal to join the discussion. Retrospective interviews with teachers after nine-week field tests revealed that it could provide the main envisioned benefits but also showed points for further development. Limitations of the present research and more general implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

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This study aimed to determine the out-of-field teaching practices among English language teachers in select Higher Education Institutions (HEIs) of Iloilo City as perceived by the administrators, teachers, and students along the following dimensions, namely: (1) organization; (2) content knowledge and relevance; (3) presentation; (4) instructor-student interaction; (5) teaching strategies; and (6) assessment. Further, it explored how these participants regarded out-of-field teaching and what initiatives they had undertaken in the out-of-field teaching context. Participants were chosen using convenience and purposive sampling. Data were gathered using a validated modified--adopted questionnaire and interview protocols. This study used appropriate statistical tools to determine the teaching practices of out-of-field English language teachers. At the same time, inductive thematic analysis was employed to explore and generate themes from the interview. Results showed that the teaching practices were "highly practiced" in five dimensions, except for teaching strategies perceived by the administrators as "moderately practiced." From the interview, different themes emerged from how the participants regard out-of-field teaching and from the initiatives undertaken by the participants of this study. Out of the results and findings, this study created a monograph as an educational resource that would serve as a reference for researchers and educators interested in studying the context of out-of-field teaching. [ABSTRACT FROM AUTHOR]

The purpose of this research is to describe what is meant by humanistic mathematics learning in a scientific approach and how to implement it. This research uses a literature study. Researchers examine ideas/concepts about humanistic learning and combine them with a scientific approach. Humanistic mathematics learning in a scientific approach is a learning innovation that can create a comfortable learning atmosphere and enable students to study mathematics with enthusiasm. Researchers conclude that humanistic learning in a scientific approach has the following learning steps. First, the teacher provides motivates the beauty and usefulness of mathematics in everyday life. Second, in observing activities, students make observations based on a harmonious relationship between teacher-student and student-student. Third, in questioning activities, the teacher provides opportunities to all students, regardless of differences. Fourth, in gathering information, activities are carried out based on trust from teachers to students. Fifth, in the process of reasoning, activities are carried out with mutual respect for the opinions of group members and teachers to maintain the stability of the spirit of student discussion. Sixth, students present the results of the discussion and get appreciation from the teacher. [ABSTRACT FROM AUTHOR]

Recently, distance learning appears to be an opportunity for students who cannot attend classes in person for various reasons. The connection of information and communication technologies and especially the Internet with education provides new opportunities not only for teachers, but also for students. The work is devoted to the issue of comparing the advantages and disadvantages of distance and face-to-face education from the point of view of students of the second grade of elementary school, to start distance and face-to-face education in practice in biology classes in the 7th grade of elementary school and to compare the results in education. Research has pointed to various factors influencing distance and face-to-face education. Although the results of the knowledge tests pointed to differences in knowledge, the statistical evaluation of the hypotheses that there are better educational results in the classroom with face-to-face education than in the classroom with distance education did not confirm and there is no statistically significant difference in education (p = 0.217). Based on these findings, recommendations were made for pedagogical practice in connection with distance and face-to-face education, taking into account the social and economic conditions of students, using information and communication tools and software interfaces intended for education, encouraging communication between students and teachers, and relieving the burden on parents. from the supervision of education. [ABSTRACT FROM AUTHOR]

Mathematics has an abstract study concept. Teachers must have the ability to teach abstract concepts for students, especially for slow learners. This study aims to describe the mathematics pedagogical knowledge of pre-service teachers. This research is a survey research using quantitative methods. The subjects of this research were 340 students of the primary school teacher education department taking inclusive education courses at Universitas Ahmad Dahlan. Sampling technique based on Isaac & Michael table with a significance level of 5% as many as 172 respondents. Data were collected using a valid and reliable pedagogical knowledge test instrument. The results showed that mathematics pedagogical knowledge for slow learners teachers was in the High category. It shows that the pre-service teacher has a good understanding of teaching mathematics to slow learner students. Students obtained their ability from the theory in classes and observations in primary schools. [ABSTRACT FROM AUTHOR]

Mastering of even a simple nursing care skill to complex Nursing Process require Teachers as well as Learners Commitment. Learning nursing process is not a one-day task for any student. This study intended to meet the learning need of beginner Nursing student in drafting Nursing care plan by using mixed teaching methods during Coved 19 pandemic. 80 student nurses were registered for this study in traditional teaching group of classroom (control) and combined teaching method group (intervention) randomly. A planned program was developed named CLH.Com to teach nursing process and developing standard nursing care plan. This program was based on application of combined teaching methods. knowledge questionnaire was administered whereas practice was assessed by drafting of Nursing care plan individually. satisfaction of students was observed by 3 point Likeart scaling. Mean knowledge of both experimental and control group was compared after knowledge questionnaire and practice assessment. A huge enhancement in mean score was observed with combined teaching methods in mean knowledge 9.7±1.66 and practice score -In intervention group. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has enormous social and economic consequences and lasting effects on teachers, students, their parents and society. To prevent the educational crisis from degenerating into a disaster for an entire generation, all the actors involved must act together as effectively as possible. Education can thrive based on standard content created in the academic system, and especially on human, direct relationships between teachers and students. Educational policies have caused all the factors involved to modify their pedagogical activity and the teaching-learning process in the context of the COVID-19 pandemic, from face-toface teaching to distance education, thanks to digital technologies. A coherent vision of education during crisis can only be developed and implemented by calling on the 2030 Agenda for Sustainable Development, a program that includes a series of concrete objectives that OUN member states must meet in order to fully integrate the concept of sustainability in their actions. [ABSTRACT FROM AUTHOR]

This paper provides empirical evidence of a positive impact in the engagement of engineering students enrolled in a mathematical course when exposed to a learning methodology of real time interactive presentations and anonymous collaboration using the online platform Mentimeter. The study involved 51 first - year engineering students enrolled in a Mathematics course at Fall 2021, divided in an experimental group and a control group. Data about their course engagement was collected following the Student Engagement Questionnaire (SEQ) and compared using Mood's Median Test. Students in the experimental group were surveyed about their perception of the methodology with a 5 dimensions questionnaire. Results show that students felt more confident and supported by the teacher, appreciating anonymity and interaction within the proposed methodology. Moreover, results show a significant increase in key elements of engagement related to Teamwork, Teaching Methodologies, Teacher - Student Relationship, and Student - Student Relationship. [ABSTRACT FROM AUTHOR]

This research paper explores how Black engineering faculty translate their mentee experiences to develop deeper mentoring relationships with their students. While faculty mentoring is heralded as playing a vital role in advancing the careers of faculty, promoting equity in higher education, and ultimately diversifying the professoriate (Johnson, 2016; Zambrana et al., 2015), little is known about how faculty use their own experiences as mentees to inform their faculty-student mentoring relationships. Thus, this phenomenological study (Moustakas, 1994) explores how seven Black engineering faculty developed deeper student mentoring relationships due to serving as mentees in the Increasing Minority Presence within Academia through Continuous Training (IMPACT) mentoring program. The IMPACT program paired Black engineering faculty with primarily White emeriti faculty for career-focused mentorship, networking, and advocacy. Moustakas' (1994) four-stage process of phenomenological data analysis was employed to examine three rounds of interview data: epoché, horizontalization, imaginative variation, and synthesis. Two major themes emerged inductively relative to how the Black engineering faculty translated their mentee experiences with their students: (1) Vulnerability opened the door to personalized support; and (2) Authentically leading on equity, diversity, and inclusion. Thus, the phenomenon's essence was: As a result of serving as mentees in the IMPACT mentoring program, Black engineering faculty formed deeper mentoring relationships with students through vulnerability, personalized support, and authentically leading on matters of equity, diversity, and inclusion. These findings reveal the ripple effect on the student-faculty relationship when faculty engage in quality faculty mentoring programs. This study is sponsored by a National Science Foundation INCLUDES Design and Developments Launch Pilot award (14-44500). The preferred presentation method is a traditional lecture. [ABSTRACT FROM AUTHOR]

This study reviews the literature on teacher empathy. Our purpose in doing so is to develop a preliminary understanding teacher empathy and showing the evidence necessary for developing future research on teacher empathy in engineering education. This literature review was conducted in two phases. First, works from non-engineering disciplines were reviewed to identify popular threads and major areas of research related to teacher empathy. This phase was meant to establish specific themes of importance derived from the larger body of literature on teacher empathy. Second, a literature review identified engineering-specific research on teacher empathy. The results indicated that the term "teacher empathy" is infrequently applied in an engineering education context. Yet, in others educational disciplines the definition of teacher empathy involves cognitive, affective, and behavioral components. According to the findings, empathy in education plays a critical role in developing teacher-student relationships and positively impacting students' learning. Finally, we suggest that it would be beneficial to characterize teacher empathy in the engineering field and recommend employing a qualitative research approach to study how engineering faculty understand the role of teacher empathy, how students understand teacher empathy, the potential barriers to demonstrating teacher empathy to students, and how teacher empathy impacts student success. [ABSTRACT FROM AUTHOR]

This study aims to find out and analyze the influence of competencies and soft skills on teacher performance through the creativity of UPT Teachers of State Senior High School (SMA) in the Branch of The Regional Office III of the Gowa Regency. This research uses a quantitative approach at the State High School UPT at the Regional Office III Branch of Gowa Regency. The research population is all teachers at UPT SMA in the Branch of Regional Office III Gowa Regency, with 105 teachers using saturated sampling techniques. The entire population is a research sample. Data collection techniques through observation, interviews, questionnaires, and documentation, while data analysis uses path analysis. The results showed that competence is a variable that plays a big role in shaping teacher performance. Pedagogical and social competencies become a solution in developing the ability of UPT teachers of SMA Branch III Gowa Regency to understand what a learning need is and create effective learning and teachers with social competence to build good interaction in the classroom. In addition, soft skill variables also affect teacher performance with the ability of teachers to build good communication with teachers and learners. Also, teacher creativity variables highlight the ability to communicate so that it has an impact on teacher performance. Teachers are better at assessing/evaluating the learning process. Indirectly, teacher creativity as an intervening variable can moderate the relationship between competence and soft skills to teacher performance. [ABSTRACT FROM AUTHOR]

Often the dilemma of novice teachers is related to the quality of student-teacher relationship. A good teacher is one who creates a safe and creative environment for students, which allows them to become confident and eager to learn. Thus, students will have the courage to express their emotions, personal opinions, without fear of being labelled. When students show they are “angry about a low grade” or reactions of anger/frustration towards other colleagues, that creates a situation of challenge for the beginner teacher. She or he has the chance to capitalize on both personal and professional abilities. The study presented in this article aims to identify the perception of beginning teachers regarding the management of relations with the group of students. The results fundaments a mentoring program that aimed to optimize the interaction between the beginning teacher and the students. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has forced governments and educational institutions around the world to look for viable alternatives to campus-based education. However, pedagogical methods such as Visual Thinking Strategies (VTS) might need to be adapted to low-interactivity distance learning environments, such as datacasting. This paper describes VTS+, a version of VTS that, in addition to asking the three VTS foundation questions, involves getting the student to iteratively write down his or her answers to the three foundation questions of VTS until no further details could be observed, and finally writing down what the visual text is communicating to the student. These innovations were designed to increase the degree of learner-self conversation and, through prolonged engagement with the teacher-selected visual text, also the degree of learner-teacher conversation. Quasi-experimental results indicate the effectiveness of VTS+ and a surprising outcome: the conciseness of final interpretations. [ABSTRACT FROM AUTHOR]

Higher education has undergone a dramatic transformation during 2020 – 2021. The COVID-19 pandemic put forward a number of new requirements and demanded alternative mechanisms necessary for the life and work of universities. The experience has shown that distance learning format is becoming the most effective and relevant one. In such conditions, one of the crucial tasks of teacher education is the development of a creative, responsible, independent personality. The purpose of the research is to study the level of student teachers’ creative activity during the COVID-19 pandemic and justify the need to introduce the model of creative activity enhancement in distance learning format. The given research is a pilot experiment of Kazan Federal University and Vyatka State University (Russia) to reveal the components of student teachers’ creative activity, to develop criteria for assessing their creative activity; to identify the problems and challenges student teachers face when studying in a distance learning format; to propose ways to increase students’ creative potential by means of active methods and techniques through distance learning technologies at the Microsoft Teams platform. The authors consider the use of active teaching strategies will help focus on the inclusion of students in specially organized, increasingly complex educational online activities that ensure the development of creative abilities and personality traits: creative motivation, curiosity, desire to fantasize, divergent thinking, sensitivity to problems, ingenuity. [ABSTRACT FROM AUTHOR]

Turning to the analysis of risk and protection factors of the learning environment, the role of the teacher remains unexplored. Among various characteristics of the teacher, it is necessary to highlight the importance of a special class of phenomena - values and value orientations. Values form a holistic motivational structure and integrate into one system with other components, such as attitudes and behavior. The purpose of this study is to understand the influence of the values of the teacher on the socio-psychological safety of the classroom. The focus of the study is on the following questions: Do the teacher's value orientations affect the class's socio-psychological safety? If so, what particular values affect the safety of the class? In addition, how do they relate to each other? In the framework of the acmeological approach, we used quantitative research methods: structural equation modeling (SEM), comparative analysis. Technique: “Adolescence socio-cultural safety index”, the Schwartz Value Survey and the Portrait Values Questionnaire. The study sample consisted of 38 teachers and their 510 students at the age of 11-16 years. It was concluded that the values of the teacher influence the socio-psychological safety of the classroom, which determines the importance of the acmeological aspect of the teacher's personality analysis. The basis of a safe educational environment depends on self-transcendent and conservative values of the teacher. The results of the study can be applied to create a safe learning environment of the school. [ABSTRACT FROM AUTHOR]

Mathematics learning certainly involves interaction between teacher and students. The interaction can be teacher gives promoted-actions and students will give respons. When the teacher’s promoted-actions can stimulate students’ mathematical ideas, students will communicate their thinking verbally or non verbally. The way students communicate their ideas is called mathematical representation. Students’ representation becomes important thing to evaluate learning because mathematical representation indicates students’ understanding of mathematical concepts. This research aimed to describe student’s mathematical representation on accepting teacher’s promoted-action. This research was a qualitative research with two students in high and middle mathematical ability (HA-MA) as subjects. Data was collected through online observation and interview. The validity of the data was checked by using time triangulation. The results showed that HA-subject’s representation was appear when teacher stimulates students to answer verbally then subject pronounce mathematical object frequently and correctly, and when teacher gives an exercise then subject write the mathematical expression correctly. MA-subject’s representation was appear when teacher stimulates students to answer verbally then subject pronounce mathematical object correctly in several times, and when teacher gives an exercise then subject write mathematical expression. [ABSTRACT FROM AUTHOR]

This impact evaluation of entrepreneurship education in the Romanian higher education context demonstrates the positive effect that the radiant university-wide program model has on Bachelor students from various fields of study in Romania. Data were collected from 178 Bachelor students from 14 fields of studies (from all fundamental fields of study except Economics and Business Administration) enrolled in the “Entrepreneur for the future” (AntreV) project, financed by the European Social Fund, at University of Oradea, Romania, during 2019-2021. This paper presents the findings of research carried out to assess the impact of AntreV program from the students’ perspective. Based on a questionnaire applied at the end of the entrepreneurship program, there were measured aspects such as understanding the basic concepts, the relevance of courses, beliefs modeling, active learning, teacher-student relationship, motivation, course organization, flexibility, assessment of knowledge acquired, suggestions to improve courses and demographics. The results showed that the AntreV program has generated improvements in the students’ entrepreneurial knowledge and their entrepreneurial attitude. The students who took part in the AntreV program were more likely to start their own business in their field of study, which allows us to highlight some clear advantages of a radiant university-wide program model in entrepreneurship education not only from the perspective of entrepreneurship but also from the perspective of employability. The paper presents the students' assessment of the first radiant university-wide type program in entrepreneurship education applied in Romania for all fundamental fields of study. The research results are gratifying and open the perspective of a broad rethinking of entrepreneurship education in Romanian universities outside the Economics faculties and Business schools. [ABSTRACT FROM AUTHOR]

In 2020, the world is facing a major crisis caused by the COVID-19 pandemic. This pandemic has had a profound impact on the global economic, political, cultural and social situation and reversed the lives of all people. Many schools have to suspend operations, education services in the traditional model cannot be deployed, and public health is given the top priority of a country. Faced with such a practical situation, governments of countries all over urgent need to take measures to stabilize the country. In the field of education, universities make the transition from traditional teaching models to online learning models, although there are still many obstacles to practical modules due to the unreal interactive method. Virtual reality (VR) technology is a newly applied way that creates excitement for users, increases the efficiency of interaction between learners and teachers, allow more learners to participate in accessing the environment in 3D space built graphically. Virtual reality technology completely immerses learners in a virtual situation, eliminating all external distractions and focusing on learning activities. By the method of synthesis, statistics, analysis and comparison, in this research, we mention the limitations in the online teaching model. Thus, proposing the use of VR technology in online teaching to innovate the way of interaction between teachers and learners to improve learning efficiency. [ABSTRACT FROM AUTHOR]

The present study focuses on a comparative analysis between the perspective of teachers and the perspective of pupils' regarding the problematics of the emigrants' accommodation in a new educational context. The sample included a total of 102 Romanian migrant pupils, 40 male and 62 female pupils, between the age of 11 and 18, and 72 teachers within the Romanian Language Institute within the Ministry of National Education, teachers teaching the course on "Romanian language, culture and civilization" to migrant pupils in Italy, Spain, and Belgium. The pupils' adjustment was investigated by means of a questionnaire consisting of four subscales: linguistic adaptation, cultural adaptation, school adjustment and teacher-pupil relationship. The same questionnaire was applied both to the pupils and teachers. The findings confirm that, while Romanian migrant pupils have a satisfactory level of educational and linguistic adjustment, the social adjustment is less satisfactory. We also obtained a correlation between linguistic adaptation and school adjustment, linguistic adaptation and social adaptation, linguistic adaptation and teacher-student relationship, school adjustment and social adaptation, school adjustment and teacher-student relationship, social adaptation and teacher-student relationship. This comparative analysis was realized as a result of a larger research in which the empirical studies are interrelated. The first one investigates the adaptation of Romanian migrant pupils to the school abroad, through the teachers in the respective schools. The second study researches several dimensions of the Pupils' effective, real, situational adaption to a new educational context. This research resulted in a corpus of useful knowledge, most of which confirm the validity of the initial hypotheses and may become a supporting material for all the players involved in the proposed issue - pupils, their parents, teachers, and the school in the host-country. [ABSTRACT FROM AUTHOR]

This paper focuses on critical mathematics education (CME) and its attention to children using mathematics to effect change and develop critical consciousness. Given these tenets, in CME common characterizations of agency as children's ability to act on the world according to their own choices are tautological. A poststructuralist perspective can strengthen and further specify a conceptualization of agency. Accordingly, I argue that in CME agency involves merging, reshaping, and relocating discourses available to the child. Recognizing these emergent discursive practices entails a paradigm shift from viewing children as incomplete individuals in transition to adulthood, toward recognizing the multiple ways in which children can transform their own lives and conditions. I draw on examples from a third-grade classroom to illustrate the analytical possibilities of this CME-aligned, poststructuralist conceptualization of agency. [ABSTRACT FROM AUTHOR]

360°(degree-)-videos inherit interesting potentials for teaching competence development. Reflecting on personal teaching performance from multiple perspectives potentially increases the depth in situated reflection and provides new learning insights for pre-service teachers. In this light, this paper describes a case study conducted at the University of St.Gallen where 360°-videos were used for reflection on personal performance of pre-service teachers in order to clarify, whether they add value to reflective observations compared to classical video recordings. Key findings are that (I): 360°-videos can add value to reflection processes in teacher education when combined with feedback and situated learning processes in a learning design and (II): 360°-videos offer advantages to follow teacher-student-interactions and to reflect upon personal teaching performance from multiple perspectives. [ABSTRACT FROM AUTHOR]

The current study underlines the main problems students deal with in the first academic year at University POLITEHNICA of Timişoara (UPT) while adjusting to the higher education environment. The adaptation challenges were investigated through 14 panel discussions. The topic assigned was "Students' adaptation problems in Romanian higher education". The target group included students in their first academic year, studying at the Faculty of Computer Science (CS), Electrical Engineering and Power Engineering (EE & PE); Electronics, Telecommunications and Information Technology (ETIT); Industrial Chemistry and Environment Engineering (ICEE); Mechanics (ME); Production Management and Transport (PMT); Architecture and Urbanism (AU), also doing the Psychological and Pedagogical Training Program. Each panel discussion was made up of 20 students, all 14 panel discussions summing up 280 students, out of which 158 female and 122 male students. The outcomes of the research show that students face different adaptation challenges that may result in a poor insertion into the academic system and education dropout. The adaptation problems identified by the students were diverse: accommodation and food; financial problems; school timetables and calendars (seminars, courses, laboratories and other instructional activities); teacher-student relationship; the teaching-learning-evaluation process, location of study; education for students with special needs and disabilities; administration and secretariats. The present study analyses these queries in order to facilitate the smooth insertion of students into the academic environment and increase student retention. [ABSTRACT FROM AUTHOR]

The pandemic context, that went off a year ago, has compelled all of us to adopt a new mode of working and communicating. The universities, at least in Romania, had to pass overnight to working exclusively online, which triggered changes at the level of interhuman relationships and behaviours of the students and teachers, as well as a transformation of the teaching and learning strategies. From a face-to-face type of instruction, where the activities mediated by technology had only a relatively limited place, to a kind of activity unfolding fully online, to which the types of teaching activities and techniques had to be adapted, as well as the learning ones. These are the two main aspects that we are going to approach in this paper, by analysing the challenges of working online in the higher education, from the point of view of the behaviour as to information, transmission of knowledge, creation of the know-how, as well as be-how, and from the viewpoint of the new student-teacher relationships. The analysis will focus on the teaching – learning strategies within the Covid-19 pandemic conditions, i.e. a fully online type of education, imposed by the special sanitary conditions, with a strong psychological impact, and not on the general didactic principles of turning digital, which have already been in current practice, in a sporadic manner, for some time now. We are going to study equally the interdependence relationship between the social, economic and psychological context, and the changing of the working methods with the students. [ABSTRACT FROM AUTHOR]

Education continues remotely rather than face to face due to coronavirus pandemic in the world. Distance education also revealed the impact and status of digital technologies in countries. The inequality - that is, the digital gap - in the access and use of information communication technologies (ICT) by individuals in different socio-economic conditions has become more visible. The experiences and habits that teachers have gained over the years are in the classroom. Education and training processes have been moved out of the classroom for the first time. It is especially important that the teacher-student relationship should not be broken in this process. In the process, teachers can keep their communication with their students alive by using the different possibilities of technology and have the opportunity to follow the academic development of the students. Insufficient and inexperienced teachers to distance education technologies have affected the success of education in this process. In our study, qualitative research method was used, and the difficulties the teachers encountered in teaching process, and solution suggestions for the teachers who had to do distance education were expressed. It is concluded that In-service education is extremely important for novice and inexperienced teachers to deal with online education. [ABSTRACT FROM AUTHOR]

Education is a very important aspect of a person's life. In Bangladesh, several different types of institutions are available for youth's education, including private schools, public schools, and religious schools called madrasahs. For these institutions to continue to run properly, teachers, students, and a curriculum must be present. A major aspect of the education system in Bangladesh is Islam and religious learning. The main objective of this study is to identify the effect of the teacher-student relationship in public schools, private schools, and madrasahs in Bangladesh. The research methods, including document review, observation and survey, were used to collect information from the target respondents in public, private, and madrasah schools in Bangladesh. The results show that teachers have a different kind of relationship with their students, depending on the school in which they are teaching. This is strongly determined by the number of students in the school, the degree of accessibility to each school, and social perceptions of the teacher-student relationship. The main purpose of this study is to understand how teacher-student relationships impact student's grades since these relationships have a great effect on the learning environment in all three types of institutions. Positive relationships help students feel loved and acknowledged, consoled and secure. This research, concentrated on three schools to perceive how educators' relationships with students have impacted their school life and how it has affected their studies. [ABSTRACT FROM AUTHOR]

I propose a model of student-teacher interaction with attention to teachers’ construction and enactment of knowledge of students’ mathematics. I adopt the theoretical perspective of radical constructivism to discuss how it enables us to simultaneously account for individual teacher cognition and the dynamics of student-teacher interaction. Specifically, I characterize a mechanism by which student-teacher interaction is generative to teachers’ mathematical learning at a cognitive level. I close the paper by discussing the implications for research on teacher decentering and teacher knowledge, and the potential methodological challenges. [ABSTRACT FROM AUTHOR]

While previous studies have demonstrated that teacher-student relationship influenced students’ school learning, few studies compared the mechanism which teacher-student relationship influenced mathematical problem solving in the urban and rural regions. Structural equation modelling and Multi-group latent variable modelling were used to determine the effect that the teacher-student relationship influences mathematical problem solving by the mediation effects of motivation factors in the urban and rural regions. The results showed that (1) interest and self-efficacy can significantly mediate the link between teacher-student relationship and mathematical problem solving in the urban and rural regions; (2) the mediating effects of interest and self-efficacy are significantly better in the rural region than in the urban region, except for one path. [ABSTRACT FROM AUTHOR]

This report describes the preliminary results of a study that aims to acquire new insights about using lesson plays for examining prospective teachers’ pedagogical understandings in an online mathematics methods course. In a lesson play, prospective teachers imagine that they are teachers and are interacting with a group of students about a mathematical problem. They write a script between a teacher and the students and provide commentary. Pre-post lesson plays allowed us to chronicle the influence of the activities in the methods course on prospective teachers images of teacher-student interactions. We intend to refine the pre-post lesson play method so that other instructors of prospective teachers can more effectively implement this method in their courses. [ABSTRACT FROM AUTHOR]

This study investigates teachers’ understandings of teacher student relationships (TSRs), and mathematically productive relationships (MPRs). Seven elementary teachers were coached to increase their teaching quality. Semi-structured interviews were conducted at the end of the coaching program to find out how teachers described the core features of TSRs and MPRs, and the factors that influenced students’ mathematics achievement. Safe, mistake-friendly environment, trust and respect, establishing and maintaining clear and high expectations, and consistency were considered as core features of TSRs and MPRs across teachers. However, these features did not align with what teachers considered important for deep mathematics learning. [ABSTRACT FROM AUTHOR]

In this paper, I describe a process used in professional development sessions to leverage participating teachers’ mathematical ideas as a means to further develop their mathematical knowledge and potentially modify beliefs teachers may hold about instruction and their students. I use an integrated theoretical framework that incorporates noticing, Whiteness and positionality. Sample instructional vignettes are provided that demonstrate how I employ teachers’ solutions to mathematical problems as a means to support their mathematical thinking, challenge beliefs they may hold about teaching and their students, while also validating the mathematical ideas that they bring to the learning process. [ABSTRACT FROM AUTHOR]

Our study investigates three specific factors hypothesized to affect the transition period from third-grade Montessori math to fourth grade non-Montessori math experiences. These aspects are 1) the change in pacing and structure of the classroom, 2) the removal of manipulatives in favor of handwriting methods, and 3) the reversal of roles that teachers and students occupy. The effect of this transition on problem-solving skills of students is analyzed through personalized math metacognitive tools. Overall results show that students identify alternatives strategies when uncertain on unfamiliar problems, often reverting to object-centered methods such as manipulatives, drawings, or finger-counting. The declining use of manipulatives in the classroom is a strong influence in the transition, followed by a clear shift in student and teacher roles. Meanwhile, while pacing and structure of the classroom has minimal effect. [ABSTRACT FROM AUTHOR]

The aim of the present study is to investigate through a van Hiele theory lens the difference between Common Core State Standards of Mathematics (CCSSM, 2010) and Chinese mathematics standards—Compulsory Education Mathematics Curriculum Standards (CMCS, 2011) in descriptive geometry. A descriptive learning expectation (DLE) is defined as a standard which focuses on properties of figures and relationships between figures without considering the exact quantity. Based on the DLEs in CCSSM and CMCS, Different types for each van Hiele levels were developed and each DLE was identified into a van Hiele level and a particular type. Through examining DLEs distributions of van Hiele types, this study investigated how CCSSM and CMCS portray the development of students’ geometric thinking. The findings suggest that CCSSM and CMCS emphasize different approaches in geometry teaching and learning. [ABSTRACT FROM AUTHOR]