{"title":"Teacher-Students Relationship and its Potential Impact on Mathematics Learning","authors":"Niroj Dahal","doi":"10.3126/mefc.v4i4.26357","DOIUrl":null,"url":null,"abstract":"This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"16","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Forum Chitwan","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3126/mefc.v4i4.26357","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 16
Abstract
This article portrays lived experiences, and is an exploration of pedagogical practices as learners, as teachers, as teacher educators and educational researcher focusing on the relationship between teachers and students shifting from traditional to transformative approach in teaching and learning. Based on lived experiences as students of mathematics from school level to university, and as teachers of mathematics in different institutions in different time, the aim of this article is to examine and explore deep settled behavioural practices and seek to change towards transformative/constructive approach of learning and teaching in terms of teacher-student relationship to maintain quality of instruction for future generation in Nepal. Subscribing interpretive, critical, and postmodern research paradigms to embrace multi-paradigmatic research design (Taylor, Taylor & Luitel, 2012), we used auto-ethnography as a fusion research methodology in this study. Further, the auto-ethnographic inquiry also helped us to examine the pedagogical, cultural and contextual learning from different perspectives as students, teachers, teacher educators and educational researchers thereby offering space for interpretation, transformation and envisionary. We landed with the ideas that students’ active participation in learning, social and cultural enactment and transformative pedagogy promote our practice to be more meaningful, and learner centered which, in turn, develops a cordial relationship. Our vision to develop the cordial relationship between teacher-students is focused a bit differently in this article.
这篇文章描绘了生活经验,是作为学习者、教师、教师教育者和教育研究者的教学实践的探索,重点关注教师和学生之间的关系,从传统的教学和学习方法转向变革的方法。基于从中学到大学的数学学生的生活经验,以及不同时期不同机构的数学教师,本文的目的是研究和探索根深蒂固的行为实践,并寻求在师生关系方面朝着变革/建设性的学习和教学方法转变,以保持尼泊尔下一代的教学质量。采用解释性、批判性和后现代研究范式来拥抱多范式研究设计(Taylor, Taylor & Luitel, 2012),我们在本研究中使用自动民族志作为融合研究方法。此外,自动民族志调查还帮助我们从不同的角度审视教学、文化和语境学习,作为学生、教师、教师教育者和教育研究者,从而为解释、转换和设想提供了空间。我们的想法是,学生积极参与学习,社会和文化的制定和变革的教学法促进我们的实践更有意义,并以学生为中心,从而发展亲切的关系。在这篇文章中,我们对发展师生友好关系的看法略有不同。