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首页> 外文期刊>Behavioral Sciences >Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning
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Student Disaffection: The Contribution of Greek In-service Kindergarten Teachers in Engaging Each Preschooler in Learning

机译：学生不满：希腊在职幼儿园教师在学习中参与每个学龄前儿童的贡献

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摘要

Engaging each student in learning comprises a continuous challenge and concern for the contemporary teacher. Educational research confirms the alarming increase of the disengaged students, relating student disaffection to adverse effects on students’ academic development. In the present research through one-on-one, semi-structured interviews, we investigate 80 Greek in-service kindergarten teachers’ opinions with regards to the significance of engaging the disengaged students in learning activities in preschool environments. The interviews based on Creswell’s (2009) interview model, incorporate open-ended and close-ended questions that offer a well-rounded view of the subject. Qualitative and quantitative data analysis of teachers’ opinions show that engaging each disengaged preschooler has multiple benefits on students’ academic development, class climate, and cohesion, and teacher’s self-efficacy, as well. Specifically, teachers’ engaging actions offer students the opportunity to develop their abilities, self-efficacy, and sense of belonging. The interviewees also recognise that increased student engagement levels decisively affect teachers—students’ interactions, offering at the same time clear feedback to the teacher.
机译：参与每个学生的学习都包括对当代老师的持续挑战和关注。教育研究证实了脱离学生的惊人增加，与学生对学生的学术发展的不利影响有关。通过一对一的半结构性访谈，我们在目前的一对一，我们在幼儿园的幼儿园教师的意见中调查了80个希腊语在职幼儿园教师的意见，以了解脱离学生在学龄前环境中学习活动中的意义。基于Creswell（2009）的访谈模式的访谈，并入开放式和近端的问题，提供了一个圆满的主题的圆满观点。教师意见的定性和定量数据分析表明，参与各自脱离的学龄前儿童对学生的学术发展，阶级气候和凝聚力以及教师的自我效能，以及教师的自我效力。具体而言，教师的乐于生意行为为学生提供了发展他们的能力，自我效能和归属感的机会。受访者还认识到，增加的学生参与水平果断地影响教师 - 学生的互动，同时提供对老师的反馈。

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