Classroom Interactions: Teachers' and Students' Perceptions

Autor/in	Poulou, Maria S.
Titel	Classroom Interactions: Teachers' and Students' Perceptions
Quelle	In: Research in Education, 82 (2009) 1, S.103-106 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
Schlagwörter	Student Attitudes; Teacher Student Relationship; Teacher Attitudes; Emotional Intelligence; Social Cognition; Affective Behavior; Correlation; Measures (Individuals); Classroom Environment; Interaction Process Analysis; Foreign Countries; Social Psychology; Greece + Suchen Sie Ihr Suchwort? Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Emotionale Intelligenz; Soziale Kognition; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Messdaten; Klassenklima; Unterrichtsklima; Prozessanalyse; Ausland; Sozialpsychologie; Griechenland
Abstract	It is acknowledged that perceptions of self and others play a fundamental role in the effectiveness of social interactions (Rose-Krasnor, 1997). This is particularly true in elementary schools where teachers interact six hours a day with students. What accounts for poor teacher-student relationships and the breakdown of teaching and learning is a lack of intersubjectivity and shared meaning between teachers and students. This study aimed to investigate: (1) teachers and students' perceptions of social and emotional skills implementation in their classroom; and (2) discrepancies (if any) between teachers' and students' perceptions. This research aims to contribute to the exploration of the affective and social elements of classroom context. Much research on the interpersonal aspects of the learning environment has been conducted mainly at the secondary level. This study is one of the relatively small number of studies undertaken at the primary school level, comprising both students and teachers' perceptions. Such information could enhance teachers' awareness of their own and students' experiences and interactions, help them find effective ways of improving children's social and emotional learning, and enrich their curricula. (ERIC).
Anmerkungen	Manchester University Press. Oxford Road, Manchester M13 9NR, UK. Tel: +44-161-275-2310; Fax: +44-161-274-3346; e-mail: subscriptions@manchester.ac.uk; Web site: http://www.manchesteruniversitypress.co.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10