جستجوی مقالات مرتبط با کلیدواژه « teacher-students interaction » در نشریات گروه « علوم تربیتی »

The problem of student indiscipline and the proper teacher-student interaction are issues that all teachers, including teachers in special schools, deal with them. The Purpose of this study was to investigate the effectiveness of teacher communication skills training on student indiscipline and teacherstudents interaction.

A quasi experimental design was employed with pretest, posttest and control group. The population of this study included all female primary school teachers in exceptional schools in Zahedan city (Sistan and Baluchestan province) in the academic year 2021-2022. The sample consisted of 30 teachers which were randomly selected in two groups of 15 experimental and control. The data collection instrument was questionnaires of student indiscipline and teacher-student interaction that all participants completed as the pre-test. Then, the communication skills training were conducted in the experimental group for eight sessions. Finally, the same questionnaire was completed by both experimental and control groups. Then, the data was analyzed using covariance analysis.

The findings indicated communication skills training can affect student indiscipline and teacherstudents interaction.

Communication skills training should be considered as one of the prerequisites for the teaching profession for teachers.

The purpose of this study was to evaluate the role of new teaching methods on interactive communication between teacher and students. In the traditional educational system, teaching and learning methods are based on listening, verbal expression and memorization of educational content and the emphasis is on passive methods. Consequently, students' motivation and interest in learning is lost, which leads to academic failure.This descriptive research is conducted via mixed method. The research community was made up of knowledgeable and expert in the field of research with at least 5 years of experience in teaching and educating students as well as a master's degree. 40 people were selected out of the community through judgment and data saturation criteria. Collected data from semi-structured interviews were coded using content analysis method. In addition, Semi-structured interview tools were used in the qualitative section. A quantitative section questionnaire was prepared based on the variables identified in the qualitative section, including new teaching methods, traditional teaching methods, barriers to new teaching methods and teacher-students interactive communication, and distributed among primary school teachers using the available method.In total, 247 compete questionnaires were returned. Quantitative data were analyzed by Spearman correlation coefficient test. The results showed that traditional teaching methods do not play a role in teacher-student interactive communication, but new teaching methods as well as the barriers play a role in interactive communication between teacher and students.