Contributions to the Empirical Study of Immediacy in the Pedagogical Relationship through Self-Narratives

Autor/inn/en	Manarte, Joana; Lopes, Amélia; Pereira, Fátima
Titel	Contributions to the Empirical Study of Immediacy in the Pedagogical Relationship through Self-Narratives
Quelle	In: Journal of Pedagogy, 5 (2014) 2, S.209-225 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.2478/jped-2014-0010
Schlagwörter	Teacher Student Relationship; Nonverbal Communication; Personal Narratives; Psychological Patterns; Proximity; Elementary School Teachers; Music Teachers; Mathematics Teachers; Language Teachers; College Faculty; Secondary School Teachers + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Erlebniserzählung; Lebensnähe; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; Mathematics; Mathematik; Language teacher; Sprachunterricht; Fakultät
Abstract	Pedagogical communication is an action wherein the body, being a part of a relational whole, performs a fundamental role. A bibliographical survey of studies on the interaction between teacher and student confirms that there is a strong correlation between the teacher's nonverbal behavior and the students' level of motivation and proficiency. Nonverbal communication constitutes an indispensable vehicle for the teacher's affections, intentions and attitudes towards her students, and vice-versa. Nonverbal elements are potential promoters of immediacy, i.e., the sensation of proximity between interacting agents, which is created by the communicative behaviors. The goal of this paper is to explore some relevant aspects for the empirical study of immediacy in a pedagogical environment. It starts off from the researcher's self-narrative based upon reports of her pedagogical experiences and proceeds with an elaboration of communicative immediacy and its impact upon the pedagogical relationship and the narrator herself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01