The Teacher-Student Relation

Follett, Mary Parker

doi:10.2307/2391484

Cited by 32 publications

(26 citation statements)

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“…The main prerequisite for this influence to occur is that the instruction helps students to internalize the unique and valuable experiences. The following methods of instruction are recommended as appropriate for teaching as constructive-developmental leadership based on Follett's (1970) and Helsing et al (2003) suggestions for experiential, reflective, and critical learning:…”

Section: Instructional Methods For Teaching As Constructive-developmementioning

confidence: 99%

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Teaching as constructive-developmental leadership

Novičević

Humphreys

Buckley

et al. 2013

Journal of Management History

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Purpose -The purpose of this paper is to derive practical recommendations from Follett's conceptualization of the student-teacher relations. Design/methodology/approach -The paper employs a narrative historical interpretation of Follett's speech, which was originally given at the Boston University in the late Fall of 1928, but for the first time published in 1970. Findings -Follett's conceptualization of the teacher-student relation resonated well with the contemporary conceptualization of constructive-developmental theory of leadership.Research limitations/implications -The findings of this study should be interpreted with recognition that the single case study has inherent limitations in terms of generalization. Originality/value -This paper offers unique practical recommendations for instructional methods of experiential learning based on reflection, problem solving and critical thinking, which are based on the authors' analysis of Follett's works and constructive-developmental scholarship.

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Section: Instructional Methods For Teaching As Constructive-developmementioning

confidence: 99%

“…Mary Follett deserves a special credit and recognition in the domain of management teaching and learning for her pioneering conceptualization of the teacher-student relation as a leadership phenomenon (Follett, 1970).…”

Section: Jmh 194mentioning

confidence: 99%

Teaching as constructive-developmental leadership

Novičević

Humphreys

Buckley

et al. 2013

Journal of Management History

View full text Add to dashboard Cite

show abstract

“…Graham (1998) states that this integration has more productivity with a fairer workplace. Follett (1982d) promotes the idea of a partnership between the leader and the follower resulting in "a reciprocal leadership" (p. 303) in which the "leader guides the group and is at the same time himself guided by the group" (Follett, 1998(Follett, /1918). In addition, Follett's leader has the key understanding to do the job (Follett, 1982b).…”

Section: Organizationmentioning

confidence: 99%

Mary Parker Follett: A Rediscovered Voice Informing the Field of Human Resource Development

Wheelock

Callahan

2006

Human Resource Development Review

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Human resource development (HRD) uses a wide variety of theories from multiple disciplines and fields of study to create its own unique field of scholarly practice. As with any field, however, we tend to get comfortable with familiar theories and theorists and fail to explore other possible sources of wisdom. One scholar whose work is worthy of study is Mary Parker Follett. Despite a dormancy of many decades, her thoughts are emerging as contemporary and innovative. This article concludes that Follett is an important influence on the field of HRD, not only because her ideas support concepts similar to other scholars whose work informs HRD but also because she introduces adult learning as paramount for the development of the individual and organization.

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“…Outro esforço nesse sentido é a Declaração Mundial para o Ensino Superior no Século 21, apresentada pela ONU no ano 1998 em Paris. O encontro que deu origem a esse documento definiu diversos artigos de maior urgência, entre Entretanto a despeito da crescente qualificação no nível de formação dos docentes de administração, resta saber se tem ocorrido também uma evolução nas práticas metodológicas de ensino e avaliação desses profissionais, que assegurem a qualidade nas caras interações instituição-aluno e ensino-aprendizagem (Follet, 1970;Mintzberg;Gosling, 2003;Vergara 2003).…”

Section: Introductionunclassified

A Relação Entre Perfil E Práticas Dos Docentes Dos Cursos De Administração

Hocayen-da-Silva

Castro

Maciel

2005

RECADM

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ResumoVoltado para a questão da qualidade no ensino superior o presente estudo busca investigar prováveis relações entre perfil profissional dos professores de administração e suas práticas de docência, mais especificamente as tecnologias de ensino e avaliação. Essas relações foram exploradas por meio de um levantamento com mais de duzentos docentes em Curitiba (PR). O artigo inicia com breve panorama da atual realidade do curso de administração e da qualidade do ensino. Discute ainda o perfil dos docentes e suas práticas. Com o uso de estatísticas descritivas e o teste Qui-quadrado realizou-se a perfilação dos especialistas, mestres e doutores e descrição de suas práticas de ensino e avaliação. Por fim, o artigo apresenta a existência de grande homogeneidade de tais práticas entre professores com diferentes níveis de formação e tece apontamentos mais gerais no que concerne à questão da qualidade do ensino superior na área de administração.Palavras-chave: Perfil; Práticas de Docência; Tecnologias de Ensino. AbstractInterested in the issue of quality in higher educations the present study attempts to inquiry the likely relations between the professional profile of the administration' professors with their current lecturing practices, more specifically the teaching and evaluation technologies. These relationships were explored through a survey with more two hundred faculty members in Curitiba (PR). The paper begins with a brief overview of the business administration programs and quality of education. Yet show professional profile' professors and your practices. With the support of descriptive statistics and the Chi-square test, a profiling of the specialists, masters and doctorates was made together with the description of the lecturing and evaluation practices. Finally, the paper shows that there is great homogeneity of such practices among teachers with different levels of training and suggest general guidelines regarding the quality of business administration teaching at college level.

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The Teacher-Student Relation

Cited by 32 publications

References 0 publications

Teaching as constructive-developmental leadership

Teaching as constructive-developmental leadership

Mary Parker Follett: A Rediscovered Voice Informing the Field of Human Resource Development

A Relação Entre Perfil E Práticas Dos Docentes Dos Cursos De Administração

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