The Role of Communication in Building the Pedagogical Relationship

Suciu, Lavinia

doi:10.1016/j.sbspro.2014.01.880

Cited by 9 publications

(9 citation statements)

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“…It is the primary tool through which education and upbringing is implemented (Assilkhanova, Tazhbayeva & Ilimkhanova, 2014). The relationship between teacher and student is built through communication that is through the transfer of knowledge and cultural content (Suciu, 2014). Interpersonal relationships can be defined as "a deliberate, direct, psychic connection based on complex interrelationships among two and more people."…”

Section: Introductionmentioning

confidence: 99%

Teacher-Students´ Interaction in Comparison of Teacher´s Self-perception and Students´ Point of View

Balagova¹,

Haláková²

2018

EUROPEAN J ED RES

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Building a teacher-student relationship is important for creating trust, mutual understanding and respect. The interaction of teacher and students can be found using the 48-item Questionnaire on Teacher Interaction. The result is the Model for Interpersonal Teacher Behavior, consisting of four dimensions, which are further divided into eight sectors to evaluate the teacher. The main goal of our study was to show how the teacher and students perceive the environment of the class, whether their views match, and whether it is a statistical significant dependence among different sectors of the model teacher-students interaction. The sample size consisted of 63 Slovak students of 12th grade and their teacher of biology. Our results have shown that the teacher has evaluated herself similarly to the students, but without a statistical significant difference. In monitoring of the relationship of scales in the whole group of respondents, in the group of male and female respondents we showed statistically significant differences between the sectors. Using of Questionnaire on Teacher Interaction can help mutual knowing of students and teachers and the creation of positive relationships.

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Section: Introductionmentioning

confidence: 99%

Teacher-Students´ Interaction in Comparison of Teacher´s Self-perception and Students´ Point of View

Balagova¹,

Haláková²

2018

EUROPEAN J ED RES

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Section: Introductionmentioning

confidence: 99%

“…Communicative capabilities of teachers are well known as a social distance by the type of existing relationship between teachers and students of verbal exchange, while adequate development of communication, perceived as a process of sending and receiving the information, requires the existence of a relational balance (Suciu, 2014). The context of educational communication is described by the presence of a vague relationship between the interlocutors, that is the sender (university lecturer) who owns the knowledge that should be sent to the receiver (teacher trainee), as defined by Suciu (2014). The teacher's cognitive superiority should be rewarded by leading an affective component to communicate with a view to accomplishing the balance of the relationship between the university lecturer and teacher trainees, and implicitly the success of the communication process according to the transfer of new knowledge within the specific situation of the educational system (Mohd Yusof & Halim, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Role of Project-Based Learning in Promoting Preservice Teachers’ Communicative Capabilities

Klinhom¹,

Wuttphan²

2022

JEL

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This research aimed to explore the impacts of project-based learning on promoting preservice teachers’ communicative capabilities. A survey research design was employed to collect data, using an online questionnaire consisting of seven closed-ended and four open-ended questions. There were two target groups of preservice teachers who were second-year teacher trainees and enrolled on the course of Teaching Chinese as a Foreign Language. The first target group consisted of 23 preservice teachers from the Faculty of Education, Khon Kaen University, Thailand, while the second target group consisted of 25 preservice teachers from the Faculty of Arts, Southwest University, China. Both target groups attended the project-based learning lessons for 15 cycles in the first semester of the academic year 2021. The quantitative results indicated that all participants’ Chinese language communicative capabilities in listening and speaking skills were increased, from a total score of 45.47 to 68.25. Besides, the quantitative results showed that their vocabulary acquisition and communication skills improved, from a mean score of 2.62 to 3.33 and 2.67 to 3.29, respectively. In addition, the qualitative results of the 25 preservice teachers from Southwest University revealed that project-based learning is a successful teaching approach, because it provides preservice teachers with an opportunity to develop their Chinese language knowledge and skills through the project engagement set around challenges and problems in the real world. Finally, the qualitative results of the 23 preservice teachers from Khon Kaen University revealed that project-based learning has improved their communicative capabilities in understanding questions and using modern media in their teaching management.

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“…The scientific community pays close attention to the formation of interpersonal interaction, studies and rethinks the pedagogical experience to solve this problem in educational practice (Bashkireva et al, 2020;Bodalev, 2002;de las Heras et al, 2021;Donker et al, 2021;Efimova & Belolipetsky, 2010;Hagopyan et al, 2021;Hsu, 2015;Kolominsky, 2003;Morozov, 2013;Peter, 2019;Suciu, 2014;Sun et al, 2019;Timmermans et al, 2019;Van der Lans et al, 2020;Zimnaya, 2010).…”

Section: Introductionmentioning

confidence: 99%

Optimization Of Pedagogical Interaction Of Subjects Of Educational Process In Primary Schools

Миронова¹

2021

European Proceedings of Social and Behavioural Sciences

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Educational actions in their totality form an educational process, and each educational action represents the influence of the teacher on the child's personality in order to form value orientations and personality qualities, change the style of his attitude to himself and others, behaviour and beliefs. Feedback that always accompanies pedagogical interaction informs the teacher about the nature of changes in the student under the influence of communication with him in various activities and, in addition, allows the teacher to change the nature of communication with the child, to correctly build their interaction with him. Despite the fact that there is already a large set of means of developing communication skills, the problem of developing means of developing communication skills, means of improving the effectiveness of pedagogical interaction between a teacher and children remains very relevant. The purpose of the study is to develop ways to optimize the interaction of a teacher with children in primary schools.

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The Role of Communication in Building the Pedagogical Relationship

Cited by 9 publications

References 0 publications

Teacher-Students´ Interaction in Comparison of Teacher´s Self-perception and Students´ Point of View

Teacher-Students´ Interaction in Comparison of Teacher´s Self-perception and Students´ Point of View

The Role of Project-Based Learning in Promoting Preservice Teachers’ Communicative Capabilities

Optimization Of Pedagogical Interaction Of Subjects Of Educational Process In Primary Schools

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