Teacher’s Presence in the Classrom

dc.creatorAsqarova Ziyodaxon Elmurodjon qizi
dc.creatorMaksudova Shakhnoza
dc.date2023-11-19
dc.date.accessioned2024-10-12T12:14:24Z
dc.date.available2024-10-12T12:14:24Z
dc.descriptionThis article outlines a theory of "presence" in teaching, in order to provide a theoretical foundation for presence that might act as a platform for future research. It aims to clarify the crucial yet elusive component of teaching that we refer to as presence, as well as to confront the contemporary educational environment that views teaching as a check list of behaviors, dispositions, metrics, and standards. The ability to respond with the most thoughtful and caring course of action is known as presence. It is characterized by alert awareness, receptivity, and connectivity to the mental, emotional, and physical workings of both the person and the group in the context of their learning environments.en-US
dc.formatapplication/pdf
dc.identifierhttps://journals.proindex.uz/index.php/jiesr/article/view/181
dc.identifier.urihttps://dspace.umsida.ac.id/handle/123456789/36739
dc.languageeng
dc.publisherProIndex Publishing Houseen-US
dc.relationhttps://journals.proindex.uz/index.php/jiesr/article/view/181/147
dc.sourceJournal of Innovation in Education and Social Research; Vol. 1 No. 3 (2023): Journal of Innovation in Educational and Social Research; 31-33en-US
dc.source2992-894X
dc.subjectPresence; Relational theory/relationship; Self awareness; Reflection.en-US
dc.titleTeacher’s Presence in the Classromen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Articleen-US
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