scholarly journals Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

10.28945/4256 ◽  
2019 ◽  
Vol 15 ◽  
pp. 059-080
Author(s):  
Alona Forkosh Baruch ◽  
Arnon Hershkovitz
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Classroom Environment ◽  
Social Networking Sites ◽  
Instant Messaging ◽  
School Context ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teachers Perspectives

Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of teacher-teacher communication via Facebook, as perceived by teachers in secondary education. Background: Teacher-student relationship is key to teachers’ wellness and professional development and may contribute to positive classroom environment. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways teacher-student relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing responses to open-ended questions about this topic by middle- and high-school teachers’ all across Israel (N=180). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on teachers’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: Overall, teachers who were connected to their students de facto, as well as teachers who expressed a wish to be connected to their students, acknowledged the advantages of befriending their students on Facebook, in terms of both teacher- and student benefits. Teachers’ overall viewpoint on the negative aspects of Facebook-connections with students is multifaceted. As such, our findings highlight the complexity of using social networking sites by teachers. Recommendations for Practitioners: We recommend that educators who wish to extend the relationship with their student to online platforms do so wisely, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential draw-backs. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend that education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend that researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. The issues studied here should also be studied in different cultural contexts. We recommend broadening the research and making results available to policymakers when making decisions regarding social media in educational contexts. Impact on Society: Understanding teachers’ perspectives of their relationship with their students in today’s digital, networked world gives us a better understanding of the changing role of teachers; hence, it may assist in planning teacher training and professional development, with the ultimate goal of realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

scholarly journals Teacher-student Relationship and SNS-mediated Communication: Perceptions of both role-players

10.28945/2329 ◽  
2015 ◽  
Vol 11 ◽  
pp. 273-289 ◽  
Author(s):  
Alona Forkosh Baruch ◽  
Arnon Hershkovitz ◽  
Rebecca P. Ang
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Personal Development ◽  
Quantitative Research ◽  
Personal Characteristics ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Student Relationship ◽  
Teaching Learning

Teacher-student relationships are vital for academic and social development of students, for teachers’ professional and personal development, and for having a supportive learning environment. In the digital age, these relationships can extend beyond bricks and mortar and beyond school hours. Specifically, these relationships are extended today while teachers and students communicate via social networking sites (SNS). This paper characterizes differences between teachers (N=160) and students (N=587) who are willing to connect with their students/teachers via Facebook and those who do not wish to connect. The quantitative research reported here within is based on data collection of personal characteristics, attitudes towards Facebook, and perceptions of teacher-student relationship. Findings suggest differences in characteristics of the two groups (willing to connect vs. not willing to connect) within both populations (teachers and students). Also, in both populations, those who were willing to connect, compared to those who were not willing to connect, present more positive attitudes towards using Facebook for teaching/learning and are more opposed to a banning policy of student-teacher SNS-based communication. We also found that students who were willing to connect showed a greater degree of closeness with their teachers compared to those who were not willing to connect. This study may assist policymakers when setting up regulations regarding teacher-student communication via social networking sites.

scholarly journals Exploring Positive School Attributes: Evidence From School Leader and Teacher Perspectives

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110615
Author(s):  
Avinash Auliah ◽  
Lei Mee Thien ◽  
Siaw Hui Kho ◽  
Nordin Abd Razak ◽  
Hazri Jamil ◽  
...  
Keyword(s):  
School Context ◽  
Case Study Research ◽  
Positive Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Positive Meaning ◽  
Student Relationship ◽  
Teachers Perspectives ◽  
Positive Engagement

The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers’ perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.

scholarly journals The Dimension of the Teacher-Student Relationship: Frequent Language and its Conditioning Factors

2021 ◽  
Vol 10 (1 (19)) ◽  
pp. 83-99
Author(s):  
Marta Blanco Navarro
Keyword(s):  
School Context ◽  
Pedagogical Knowledge ◽  
Conditioning Factors ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Interdisciplinary Methodology ◽  
Student Relationship ◽  
Interpersonal Dimension ◽  
The Relationship

In our paper, we approach the question of the relationship between a teacher and a student from an interdisciplinary methodology that integrates philosophical, ethical, and pedagogical knowledge. Starting from a notion of a person as being open to reality and constitutively religated to it, we wish to discern how to establish adequate relationships with each of the individuals existing within it. Specifically, we focus on the interpersonal dimension that can be established in a school context. As a result of this reflection, we propose a series of guidelines in relation to some linguistic expressions, to be carried out according to the student’s own understanding.

scholarly journals How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

2021 ◽  
Vol 11 ◽  
Author(s):  
Yan Dong ◽  
Hongfei Wang ◽  
Fang Luan ◽  
Zheneng Li ◽  
Li Cheng
Keyword(s):  
Social Adjustment ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Interpersonal Trust ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teachers Perspectives

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship.

scholarly journals Teacher-student relationship and Facebook-mediated communication: Student perceptions

Comunicar ◽  
2017 ◽  
Vol 25 (53) ◽  
pp. 91-101 ◽  
Author(s):  
Arnon Hershkovizt ◽  
Alona Forkosh-Baruch
Keyword(s):  
Student Perceptions ◽  
Social Networking Sites ◽  
Redes Sociales ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Effective Implementation ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Students Attitudes ◽  
Student Relationship

Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teachers (or the lack of such a connection); their attitudes towards a policy that prohibits Facebook connection with teachers; and their perceptions of using Facebook for learning. Regarding students' attitudes towards banning studentteacher communication via SNS and towards using Facebook for learning, we found significant differences between three groups of students: those who do not want to connect with their teachers on Facebook, those who are connected with a teacher of theirs on Facebook, and those who are not connected with a teacher of theirs but wish to connect. Also, we found significant associations between studentteacher relationship and studentteacher Facebookmediated communication. We argue that in the case of studentteacher Facebookmediated communication, there is a gap between students' expectations and inpractice experience. The key to closing this gap lies in both policy and effective implementation. La relación profesoralumno es crucial para un aprendizaje y una enseñanza exitosos. Actualmente, la comunicación entre alumnos y profesores –factor esencial que facilita estas relaciones– sucede a través de las redes sociales. En la presente investigación examinamos las asociaciones entre la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por las redes sociales. La muestra incluyó a alumnos israelíes de educación media y secundaria de 1219 años de edad (n=667). Se comparó la relación alumnoprofesor entre subgrupos de alumnos de acuerdo al tipo de conexión con sus profesores en Facebook (o la falta de conexión), sus actitudes hacia la prohibición de conexión por Facebook con los profesores, y sus percepciones acerca del uso de Facebook para el aprendizaje. Con respecto a las actitudes de los alumnos en relación a la prohibición de comunicación alumnoprofesor vía redes sociales, así como el uso del Facebook para estudiar, encontramos diferencias significativas en tres grupos de alumnos: aquellos que no se interesan por conectarse con sus profesores en Facebook, aquellos que se conectan con sus profesores en Facebook, y aquellos que no están conectados con sus profesores, pero que desean hacerlo. Encontramos asociaciones significativas en la relación alumnoprofesor y la comunicación alumnoprofesor mediatizada por Facebook. En esta última existe una brecha entre las expectativas del alumno y la experiencia práctica. La clave para cerrar esa brecha se basa en las normas y la implementación efectiva.

scholarly journals Students’ Perceptions of Benefits and Drawbacks of Facebook-Connections with Teachers

10.28945/4180 ◽  
2019 ◽  
Vol 15 ◽  
pp. 001-020 ◽  
Author(s):  
Arnon Hershkovitz ◽  
Alona Forkosh Baruch
Keyword(s):  
High School Students ◽  
Social Networking ◽  
Student Teacher ◽  
Social Networking Sites ◽  
Instant Messaging ◽  
School Context ◽  
Deep Understanding ◽  
Future Research ◽  
Teacher Communication ◽  
Student Teacher Relationship

Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of student-teacher communication via Facebook, as perceived by students in secondary education. Background: Student-teacher relationship is key to students’ cognitive, social and emotional development. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways student-teacher relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing middle- and high-school students’ responses to open-ended questions about this topic (N=667). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on students’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: We found that student-teacher communication is mostly practical, although students who are not connected de facto but wish to connect romanticize it as more appealing. Furthermore, we found that students’ perceptions of negative aspects of such communication is complex, reflecting a deep understanding of the social media. Students were mostly concerned with privacy issues, and much less with other pedagogical, technological and social concerns. Altogether, it seems that the students acknowledge the benefits of connecting with their teachers online and implement this communication rather responsibly. Recommendations for Practitioners: We recommend that educators who wish to do so wisely use social networking sites and instant messaging services as part of their professional conduct, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential drawbacks. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. We also recommend studying what types of resources are available to education policymakers when making decisions on relevant policies. Impact on Society: Understanding teens’ perspectives of their relationship with their teachers in today’s digital, networked world gives us a better understanding of this generation, hence may assist in planning and realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

scholarly journals Experiencias de diálogo entre maestro y estudiante: encuentros y desencuentros.

Katharsis ◽  
2015 ◽  
pp. 39
Author(s):  
Sofía Fernández Fuente ◽  
Marlon Yezid Cortés Palomino ◽  
Sammy Yhow Guerra ◽  
Eliud Hoyos Almario
Keyword(s):  
Student Teacher ◽  
School Context ◽  
Interesting Aspect ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Palabras Clave ◽  
Teacher Student Relationship ◽  
Teachers Experiences ◽  
Student Relationship ◽  
The Relationship

ResumenEl presente artículo hace parte de los resultados de la investigación “Concepciones de diálogo que tienen los maestros y maestras del Valle de Aburrá en la relación con sus alumnos en el contexto escolar”, en la que, luego del análisis de ocho entrevistas a profesores en todos los niveles de escolaridad, emergieron como producto, entre otras, tres categorías: Dialogamos para ayudar a los estudiantes, rostros del estudiante en el maestro, y el estudiante que sorprende al maestro. Categorías alrededor de las cuales gravitan las experiencias que estos profesores cuentan sobre los momentos de diálogo con sus estudiantes. Lo primero y más interesante de la investigación es evidenciar, de manera clara, que en muchas ocasiones en el vínculo maestro-alumno hay un supuesto: todos estamos de acuerdo en relación a qué es dialogar con los estudiantes. Desnaturalizar este supuesto es lo que se pretendió en esta investigación, al emerger de manera clara que en el vínculo maestro-alumno es necesario contar con que hay dos sujetos, y que, por lo tanto, la armonía no es precisamente lo que más se experimenta. Palabras clave: Diálogo, maestro, estudiante, psicoanálisis, experiencias,psicologización de la enseñanza. AbstractThis paper shows the finding of the research “Conceptions of dialogue with the teachers of Valle de Aburrá in the relationship with their students in the school context”, the analysis of the interviews conducted to eight teachers at all levels of education showed as a result, among others, three categories: Let´s engage students in dialogue, Student’s faces on the teacher and The student who surprises the teacher. Categories that tell teachers ´experiences about moments of dialogue with their students. The first and most interesting aspect of this research is to make clear, that in the student-teacher relationship exists a frequent assumption: We all agree in what dialogue with students is. This research was aimed to denature this assumption, showing in these findings that in the teacher-student relationship there are two subjects, and harmony is not precisely present in this relation. Keywords: Dialogue, teacher, student, psychoanalysis, experiences, teaching psychologizing. 

scholarly journals Teacher-student interaction in the context of higher education

2021 ◽  
Vol 99 ◽  
pp. 01041
Author(s):  
Elena Makarova
Keyword(s):  
Higher Education ◽  
Teacher Development ◽  
Classroom Environment ◽  
Student Interaction ◽  
University Teaching ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Teacher Student Interaction ◽  
Student Relationship

The article addresses the issue of teacher-student relationship in Russian higher education environment. The aim of the study is to identify challenges and problems faced by first- and second-year Russian students in interaction with university teaching staff and consider ways of solving them. The paper presents the analysis of student survey results, which contained closed and open-ended questions. Quantitative and qualitative research methods, applied in the study, allowed to confirm students’ needs for respectful attitude and teacher’s support. Respectful teacher’s attitude was found to be more significant for harmonizing classroom environment than teacher’s ability to effectively transfer subject-related knowledge. Recommendations on establishing balanced teacher-student relationship and minimizing anxiety in higher education settings are given. The findings are in relation to teacher development programmes and their potential in providing teaching staff with pedagogical and psychological knowledge for establishing cooperative teaching and learning. Suggestions for further research including teacher-student interaction from teacher’s perspective are outlined.

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