THE CRUCIAL ROLE OF TEACHER PRESENCE IN THE CLASSROOM: ENHANCING PEDAGOGIC METHODS FOR EFFECTIVE LEARNING
Keywords:
Keywords: Teacher presence, pedagogic methods, student engagement, trust, meaningful connections, digital learning, virtual classrooms, critical thinking, flexibility, adaptability, education transformationAbstract
Annotation: This article explores the importance of teacher presence in the classroom for effective learning. The article emphasizes that beyond innovative pedagogic methods, the connection between teachers and students remains the foundation of successful education. The article discusses methods for building trust, engaging students, adapting to the digital environment, and fostering critical thinking. Research and practical examples demonstrate how active teacher presence contributes to increased motivation, academic achievement, and student development.
References
Brooks, J. G., & Brooks, M. G. (1999). “In search of understanding: The case for constructivist classrooms”. Alexandria, VA: Association for Supervision and Curriculum Development.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. “American Journal of Distance Education”, 15(1), 7-23.
Korthagen, F. A. J., Loughran, J., & Russell, T. (2006). “Developing fundamental principles for teacher education programs and practices”. Teaching and Teacher Education, 22(8), 1020-1041.
Richardson, V. (2003). Constructivist pedagogy. “Teachers College Record”, 105(9), 1623-1640.
Smith, K., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. “Journal of Engineering Education”, 94(1), 87-101.
Szeto, E., Cheng, A. Y., & Law, N. (2020). The role of teacher presence in supporting cognitive, social, and teaching presence in online teaching and learning. “Educational Technology Research and Development”, 68(5), 2275-2304.
Vygotsky, L. S. (1978). “Mind in society: The development of higher psychological processes”. Cambridge, MA: Harvard University Press.