11 SES 08 B, Paper Session
The aim of the presentation is to share results from research which was carried out in Spain and Latvia.
To carry out the research there was raised research question – what are the factors in teachers’ work which influence students behaviour and their willingness to follow the teacher’s instructions and rules?
Definitely, it is clear that the way in which learning process is organized affects student’s behavior and how they learn and how much they can learn. There are developed a variety of learning theories, motivation theories and the theories of the classroom managment. There are changes in the educational paradigm from teacher oriented teaching on pupil oriented teaching to promote learning, however, very often there are situations that teachers have to deal with a variety of behavioral offenses, which indicates that there are still issues that have to look for solutions to facilitate the students' desire to learn to increase their educational achievement. After graduating school students should be prepared to continue their studies in tertiary education, or successfully participate in the labor market, they need both -knowledge and competence to use these knowledge in accordance with the objectives of the 21st century challenges. All this puts more and more new requirements for school teaching environment to ensure improvement of pupils' learning achievements not only in the formal level, but also the ability to use specific knowledge. To achieve this, there is not enough with teachers' overall preparedness to teach a particular subject according to the latest findings of pedagogical researches. It is also necessary to understand the changes in students’ perception, learning habits, to understand the students' socio-emotional competence, important personal aspects of the student so that they would be ready to listen to the teacher to be able to learn all that is offered by the teaching environment and the ability to use these competencies.
To address these problems, it is important to find out which competences teachers need to improve to promote students' desire and willingness to follow the teacher's requirements, which is essential to the success of the learning process and student cognitive development according to their abilities and needs.
This study analyzes the students' opinion about above mentioned problematic to use the results in teacher training process planning and implementation in study process to prepare more competent student teachers.
Significance of this study is its extended dimension, in a study done in two European countries where each of them has a lot in common, but also different. The study shows do these national differences also affects what students expect from their teachers to follow the rules to learn better, to achieve more and to be competent and responsible European citizens.
Porter, 2007; Kersey, 2010; Balson, 1995; Canter, 1993; Coloroso, 2002; Dixon, 2001; Dreikurs&Cassel, etc., 2004; Eisenberg, Mussen, Shantz, 1989; Gage&Berliner, 1999; Glasser, 1998; Marzano, Pickering, Pollock, 2001
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.