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Social Cognitive and Affective... Apr 2022Human communication is remarkably versatile, enabling teachers to share highly abstracted and novel information with their students. What neural processes enable such...
Human communication is remarkably versatile, enabling teachers to share highly abstracted and novel information with their students. What neural processes enable such transfer of information across brains during naturalistic teaching and learning? Here, a teacher was scanned in functional magnetic resonance imaging while giving an oral lecture with slides on a scientific topic followed by a review lecture. Students were then scanned while watching either the intact Lecture and Review (N = 20) or a temporally scrambled version of the lecture (N = 20). Using intersubject correlation, we observed widespread Teacher-Student neural coupling spanning sensory cortex and language regions along the superior temporal sulcus as well as higher-level regions including posterior medial cortex (PMC), superior parietal lobule, and dorsolateral and dorsomedial prefrontal cortex. Teacher-student alignment in higher-level areas was not observed when learning was disrupted by temporally scrambling the lecture. Moreover, teacher-student coupling in PMC was significantly correlated with learning: the more closely the student's brain mirrored the teacher's brain, the more the student improved their learning score. Together, these results suggest that the alignment of neural responses between teacher and students may reflect effective communication of complex information across brains in classroom settings.
Topics: Communication; Humans; Learning; Students
PubMed: 34450637
DOI: 10.1093/scan/nsab103 -
Frontiers in Psychology 2022In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed... (Review)
Review
In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners' educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners' academic achievement. Learners are required to have some sense of belonging to improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners' academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners' foreign language learning.
PubMed: 35783768
DOI: 10.3389/fpsyg.2022.921832 -
Cureus May 2022Medical education is a systematic process wherein interested and eligible individuals are trained to become physicians/surgeons. It is assumed that a person who...
Medical education is a systematic process wherein interested and eligible individuals are trained to become physicians/surgeons. It is assumed that a person who completes the Bachelor of Science and Bachelor of Medicine (MBBS) degree will be competent enough to perform the duties of a physician of first contact. However, it is not the case with graduates from India. Most MBBS graduates prefer to pursue a postgraduate degree and become unavailable to people or governments. The doctor-to-patient ratio in India (1:1,655) does not currently satisfy the World Health Organization's prescribed ratio (1:1,000). The Government of India, therefore, has been taking initiatives to increase the number of MBBS graduates. Moreover, there are several doubts over the quality of medical education and the competency of medical students. In addition, the National Medical Commission, the epic body that regulates the medical education and practice in India, has recently been conducting medical education technology workshops to improve teachers and has devised a new curriculum to elevate the standards of medical education in India. This editorial attempts to provide readers with the current status of medical education and research in India.
PubMed: 35663700
DOI: 10.7759/cureus.24680 -
Sensors (Basel, Switzerland) Apr 2021Knowledge Distillation (KD), which transfers the knowledge from a teacher to a student network by penalizing their Kullback-Leibler (KL) divergence, is a widely used...
Knowledge Distillation (KD), which transfers the knowledge from a teacher to a student network by penalizing their Kullback-Leibler (KL) divergence, is a widely used tool for Deep Neural Network (DNN) compression in intelligent sensor systems. Traditional KD uses pre-trained teacher, while self-KD distills its own knowledge to achieve better performance. The role of the teacher in self-KD is usually played by multi-branch peers or the identical sample with different augmentation. However, the mentioned self-KD methods above have their limitation for widespread use. The former needs to redesign the DNN for different tasks, and the latter relies on the effectiveness of the augmentation method. To avoid the limitation above, we propose a new self-KD method, Memory-replay Knowledge Distillation (MrKD), that uses the historical models as teachers. Firstly, we propose a novel self-KD training method that penalizes the KD loss between the current model's output distributions and its backup outputs on the training trajectory. This strategy can regularize the model with its historical output distribution space to stabilize the learning. Secondly, a simple Fully Connected Network (FCN) is applied to ensemble the historical teacher's output for a better guidance. Finally, to ensure the teacher outputs offer the right class as ground truth, we correct the teacher logit output by the Knowledge Adjustment (KA) method. Experiments on the image (dataset CIFAR-100, CIFAR-10, and CINIC-10) and audio (dataset DCASE) classification tasks show that MrKD improves single model training and working efficiently across different datasets. In contrast to the existing fancy self-KD methods with various external knowledge, the effectiveness of MrKD sheds light on the usually abandoned historical models during the training trajectory.
PubMed: 33921068
DOI: 10.3390/s21082792 -
Frontiers in Psychology 2021The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the... (Review)
Review
The emergent respect for the prominence of engagement in the present education has made it one of the most widespread inquiry issues that it has been regarded as the ultimate target of learning. In the language teaching field, the idea of student activities for learning is intensely rooted in the prevailing standards of effective language learning, which considers language communication and interaction as analytical for language improvement. Moreover, teachers as center of learning process is the most prominent research attention, and teachers play a key role in regulating the education process as well as students' learning achievement. However, there is an absence of research which have considered teachers' care and praise among all positive interpersonal behavior and its significant effect on students' engagement. So, the present review attempts to focus on teacher care and praise, and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to clarify the practice of teachers, students, teacher educators, and materials developers.
PubMed: 34594287
DOI: 10.3389/fpsyg.2021.746871 -
PloS One 2021Fostering students' classroom engagement is a research hotspot in classroom teaching management. Enhancing classroom engagement requires consideration of the interactive...
Fostering students' classroom engagement is a research hotspot in classroom teaching management. Enhancing classroom engagement requires consideration of the interactive effects of physical and interpersonal environments. Considering the characteristics of physical space, the teacher gives feedback on student engagement in terms of different seating positions. Further, near-seated peer group engagement has an impact, though previous research has found this to be inconsistent. The teacher and near-seated peer groups have different paths of influence on classroom engagement, and there is interplay between them. However, based on realistic classroom scenarios, it is difficult for traditional research methods to reveal how spatially heterogeneous and non-linear micro-interactions among teachers, students, and near-seated peer groups evolve into dynamic changes in macro-classroom engagement. Hence, this study utilized agent-based simulation to explore the non-linear dynamic mechanism underlying how teacher-student proximity, teacher feedback, and near-seated peer groups affect classroom engagement, thereby shedding light on the evolutionary features of classroom engagement. According to the results, the teacher's positive feedback promoted an S-shaped increase in classroom engagement, and the closer a student sat to the teacher, the greater the increase was. The level and homogeneity of near-seated peer group engagement were predictors of changes in classroom engagement. Moreover, the proximity of students to the teacher, teacher feedback, and near-seated peer groups had a joint effect on student engagement. The compensation effect of the teacher's positive feedback on the impact of low-engagement, near-seated peer groups was weaker than that of highly engaged, near-seated peer groups on the effects of the teacher's negative feedback. This suggests that the model of teacher-student proximity and teacher feedback effects differed from that of near-seated peer group influence, and the two interacted and showed asymmetry.
Topics: Academic Success; Humans; Interpersonal Relations; Knowledge of Results, Psychological; Models, Theoretical; Peer Group; School Teachers; Schools; Spatial Analysis; Students
PubMed: 33411723
DOI: 10.1371/journal.pone.0244935 -
Advanced Biomedical Research 2018In this paper, a novel model of clinical teachers with social and emotional competency which is emphasized on the importance of clinical teacher's social and emotional... (Review)
Review
In this paper, a novel model of clinical teachers with social and emotional competency which is emphasized on the importance of clinical teacher's social and emotional competence is presented. In this model, we supposed that a teacher with social and emotional competence can manage her/his emotions and has the ability to personal development and well-being. Such teacher has the competency of empathy, communication with the patients, teamwork, and collaboration to provide successful patient-centered care and relationship-centered care. He/she will be success in clinical supervision, role modeling, and mentoring by providing appropriate relationship with students. This teacher can influence and build bonds that will be effective for clinical management and leadership. In addition, it will affect the hidden and informal curriculum with the awareness of the context. These factors establish an appropriate learning environment to achieve students' academic, professional, social, and emotional outcomes and create an appropriate health care environment that influences the successful care of patient and patient's satisfaction. We reviewed a broad body of research to support our proposed model and finally proposed agendas for future research.
PubMed: 29531930
DOI: 10.4103/2277-9175.225926 -
International Journal of Environmental... Jan 2021School violence is a serious social and public health problem prevalent worldwide. Although the relevance of teacher and classroom factors is well established in the...
School violence is a serious social and public health problem prevalent worldwide. Although the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the potential mediational role of classroom climate in this relationship. A total of 2399 adolescents (50% girls), aged between 11 and 18 years (M = 14.65, SD = 1.78) and enrolled in five Spanish Secondary Compulsory Education schools completed measures of classroom climate, school violence towards peers and perception of peer victimisation, and their teachers informed about their academic competence and the teacher-student relationship. Correlational analyses revealed that whereas academic competence perceived by the teacher was negatively related to overt violence and victimisation, its relationship with pure relational violence was positive. Structural equation modelling analyses showed that variables of classroom climate (involvement, affiliation, and teacher support) perceived by the students functioned as partial mediators between teacher perceptions of academic competence and of teacher-student relationship and violence and victimisation. In the mediational model, teacher perception of academic competence acted as a direct protective factor against violence and victimisation, and teacher perception of teacher-student relationship acted as a direct risk for violence, as well as an indirect protective factor through classroom climate for victimisation. The interpretation of these results points to the importance of the teacher's subjective perceptions in the prevention of violence and victimisation problems and their practical implications for the classroom climate perceived by students.
Topics: Adolescent; Bullying; Child; Crime Victims; Female; Humans; Schools; Students; Violence
PubMed: 33525687
DOI: 10.3390/ijerph18031163 -
Frontiers in Psychology 2021The students' silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students' classroom... (Review)
Review
The students' silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students' classroom silence are not mainly scrutinized. This construct has been regarded as a problem of the communication between the educator and the learners that not only impact completing the teaching objectives in the classroom but also affect the nurturing of learners' achievement. In addition, teachers positively have a noteworthy function in learners' growth and progress and its behavior such as their immediacy remains a significant issue toward stimulating effective educational methods. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about its important effect on learners' silence and hopelessness. This review tries to provide some considerations about the relationship between teacher immediacy, both verbal and non-verbal, and students' active silence and hopelessness. Successively, some suggestions are offered to lighten the practice of educators, learners, and teacher instructors.
PubMed: 35153936
DOI: 10.3389/fpsyg.2021.819821 -
Frontiers in Psychology 2023Foreign language teaching is a demanding and challenging profession, and teacher burnout is a common issue in this field. There is a growing research interest in...
INTRODUCTION
Foreign language teaching is a demanding and challenging profession, and teacher burnout is a common issue in this field. There is a growing research interest in exploring the factors that can protect teachers from burnout and promote their well-being, as well as their effectiveness in the classroom. One such factor might be loving pedagogy, which refers to a teacher's positive and compassionate attitudes and behaviors toward their students. This study aimed to examine the association between Dispositions toward Loving Pedagogy (DTLP), teacher self-efficacy, and teacher burnout among a sample of Chinese English as a foreign language (EFL) teachers.
METHODS
The participants included 428 English teachers from various parts of China. Data on the three constructs were gathered using an electronic survey which comprised three valid questionnaires for these variables. Structural equation modeling (SEM) was used to test the hypothesized relations among the latent constructs.
RESULTS
The results indicated that loving pedagogy dispositions negatively affected teacher burnout and that teacher self-efficacy mediated the effect of loving pedagogy on burnout. More precisely, higher levels of loving pedagogy were associated with greater levels of teacher self-efficacy, which is in turn negatively affected teacher burnout.
DISCUSSION
These outcomes shed more light on the importance of loving pedagogy dispositions for teachers' mental health and well-being. The findings have implications for theory and practice, as they suggest that fostering loving pedagogy dispositions among teachers can help prevent burnout and promote their well-being. Teacher training programs could integrate this construct into their curricula to support teachers in developing these attitudes and behaviors. Additionally, future research could explore ways to enhance loving pedagogy and self-efficacy among teachers and assess their impact on teacher well-being and effectiveness.
PubMed: 37251022
DOI: 10.3389/fpsyg.2023.1157324