How is Classroom Climate Affected by Teaching Support in a Master in Teacher Training?
10.20420/ElGuiniguada.2024.713
Keywords:
classroom climate, teacher support, peer relationships, higher education, classroom climate, teacher support, peer relationships, higher educationAbstract
The advantages of a favourable relationship between teachers and pupils are numerous, as it enhances their academic involvement, capacity for self-regulation, and commitment to academic pursuits. The primary aim of this investigation was to determine whether pedagogical interventions centred on interpersonal connections could have a bearing on the learning environment of postgraduate students pursuing a Master's degree in education. 183 participants, with 61.4% identifying as female, 61.4% as male, and 0.3% as other, took part in this study. Their ages ranged from 22 to 63, with a mean of 27.4 years and a standard deviation of 11.5 years. The study employed a quantitative, non-experimental, cross-sectional, descriptive correlational design. The tools used for data collection were the Teaching Support Questionnaire (MOCSE-TSQ) and the Teaching-Learning Process Questionnaire for Students (MOCSE-O-PRO4DStudent). Moderate to strong positive and statistically significant relationships were found between all factors. Furthermore, the classroom climate varies based on the field of knowledge from which the students enrolled in this master's degree originate. It can be inferred that the teaching aids used have an impact on predicting the classroom climate. Lastly, significant practical recommendations have been made for university lecturers to enhance their teaching practice.
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