Page 294 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 294
Both in relation to motivation for reading and fostering student achieve-
ment in general, a very important role is played by teachers’ competencies.
In her paper, Tina Vršnik Perše establishes teacher professional development
is not only limited to acquiring content-based and didactic-methodological
knowledge, but rather it is focused on wider professional competencies, which
also include self-evaluation competencies. Among the measures pointed out
by the author are: facilitating teachers’ critical thinking, reflection, acceptance
of changes and reshaping of their own teaching practice, which may, in the
context of changes in society and conception of knowledge, lead to improve-
ments in teaching practice and also the academic achievement of all students.
In order to achieve this, the author believes a suitable system of conditions for
the further professional development of teachers is needed, as is strengthen-
ing the awareness of the significance of process-orientation in teaching and
learning, and that of the different views teachers and students hold of teach-
ing, learning and achievement.
The significance of the relationship between teachers and students is
highlighted in the chapter by Tina Rutar Leban, wherein the author focuses
294 on the correlation between teaching styles (as well as parenting styles) and
student achievement. The two factors of teaching and parenting styles point-
ed out by the author as highly significant (in students’ home and school envi-
ronments) in relation to achievement in school are: a high level of student au-
tonomy and high expectations and demands of adults (teachers and parents)
in their attitude to students. As a logical measure with regard to this, the au-
thor highlights suitable and in-depth activities for raising parents’ and teach-
ers’ awareness of the significance of parenting and teaching styles for stu-
dent achievement, and the development of education and training, as part of
which they could be made familiar with practical means of fostering student
autonomy.
The significance of social and emotional learning and reducing students’
anxiety for academic achievement and general success in life is the focus of
the chapter by Ana Kozina. The author emphasises that social and emotional
learning not only enables better-quality and more efficient teaching and learn-
ing within schools, but by means of it schools also pursue their aim of educat-
ing caring, responsible students through quality and long-term knowledge. As
a universal prevention programme that would be advisable to be introduced
into Slovenian schools, without any substantial intervention into the existing
educational practice, the author proposes the FRIENDS programme, which is
based on the cognitive-behavioural approach and has been proven to have
positive impacts on both individuals and the school as a whole. In addition
to students’ greater social and emotional competence, social and emotional
learning also improves their views of themselves, others and school, and, at
a school level, also decreases the frequency of aggressive behaviour, encour-
student (under)achievement: perspectives, approaches, challenges
ment in general, a very important role is played by teachers’ competencies.
In her paper, Tina Vršnik Perše establishes teacher professional development
is not only limited to acquiring content-based and didactic-methodological
knowledge, but rather it is focused on wider professional competencies, which
also include self-evaluation competencies. Among the measures pointed out
by the author are: facilitating teachers’ critical thinking, reflection, acceptance
of changes and reshaping of their own teaching practice, which may, in the
context of changes in society and conception of knowledge, lead to improve-
ments in teaching practice and also the academic achievement of all students.
In order to achieve this, the author believes a suitable system of conditions for
the further professional development of teachers is needed, as is strengthen-
ing the awareness of the significance of process-orientation in teaching and
learning, and that of the different views teachers and students hold of teach-
ing, learning and achievement.
The significance of the relationship between teachers and students is
highlighted in the chapter by Tina Rutar Leban, wherein the author focuses
294 on the correlation between teaching styles (as well as parenting styles) and
student achievement. The two factors of teaching and parenting styles point-
ed out by the author as highly significant (in students’ home and school envi-
ronments) in relation to achievement in school are: a high level of student au-
tonomy and high expectations and demands of adults (teachers and parents)
in their attitude to students. As a logical measure with regard to this, the au-
thor highlights suitable and in-depth activities for raising parents’ and teach-
ers’ awareness of the significance of parenting and teaching styles for stu-
dent achievement, and the development of education and training, as part of
which they could be made familiar with practical means of fostering student
autonomy.
The significance of social and emotional learning and reducing students’
anxiety for academic achievement and general success in life is the focus of
the chapter by Ana Kozina. The author emphasises that social and emotional
learning not only enables better-quality and more efficient teaching and learn-
ing within schools, but by means of it schools also pursue their aim of educat-
ing caring, responsible students through quality and long-term knowledge. As
a universal prevention programme that would be advisable to be introduced
into Slovenian schools, without any substantial intervention into the existing
educational practice, the author proposes the FRIENDS programme, which is
based on the cognitive-behavioural approach and has been proven to have
positive impacts on both individuals and the school as a whole. In addition
to students’ greater social and emotional competence, social and emotional
learning also improves their views of themselves, others and school, and, at
a school level, also decreases the frequency of aggressive behaviour, encour-
student (under)achievement: perspectives, approaches, challenges
