VERBAL INTERACTION BETWEN PUPILS AND TEACHERS IN THE TEACHING PROCESS

Authors

  • Semir Šejtanić Dr.sc., Teaching Faculty, University"Džemal Bijedić" Mostar, Bosnia and Herzegovina
  • Mile Ilić Dr.sc., Faculty of Philosophy Banja Luka, University of Banja Luka, Bosnia and Herzegovina

DOI:

https://doi.org/10.46827/ejes.v0i0.315

Keywords:

interaction, communication, pupil-teacher, verbal activity

Abstract

The teaching process is realized through communication and interaction between pupils and teachers. To what extent the educational process will be successful it is determined by the content and direction of verbal interaction and communication. Verbal teacher-pupil interaction is a multifaceted construct that involves a number of different components that are interconnected. The studies of teacher-pupil interactions clearly show that the type and the quality of established interaction in the classroom are related to learning outcomes. Teaching should include real learning, not just reproductive academic tasks in the traditional teaching which favoured role of the teacher as the subject of the teaching process, and placed pupils in the position of passive listeners and executors of teacher’s commands. The survey was conducted in primary and secondary schools in Bosnia and Herzegovina (Mostar region) through direct observation of verbal communication and interaction and their connection to the teaching outcomes of eight school subjects. The extent to which pupils are directly or indirectly involved in the process of executing instruction, and what is their interaction at a time, we examined by Flanders' interaction analysis protocols. The protocol we applied systematically observed 224 lessons (112 lessons in primary and 112 lessons in secondary school). The results we obtained suggest that the verbal activity of teachers is still dominant, and that verbal activity of pupils is neglected.

 

Article visualizations:

Hit counter

References

Azar, E.F., Teaching Methods and Skills, Tabriz University

Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. Stanford CA: Stanford University, Stanford Educational Leadership Institute

Flanders, N. A.(1970). Analyzing teacher behavior. Reading, Mass:Addison-Wesley

Flanders, Ned A.(1974). Interaction Analysis: A Technique for Quantifying Teacher Influence. Distributed by ERIC Clearinghouse:Washington, D.C

Hai, S.K. and L.S. Bee, ( 2006). Effectiveness of interaction analysis feedback on the verbal behavior of primary school mathematics teachers. Malaysian Journal of Educators and Education, vol. 21, pp. 115-128

Huitt, W. (2003). A transactional model of the teaching/learning process. Valdosta. GA: Valdosta State University.

Luk JCM. (2004). The dynamics of classroom small talk. Issues in Applied Linguistics, 14(2): 96-110

Mužić, V. (1986). Metodologija pedagoškog istraživanja. Sarajevo:Svjetlost.

Needels MC. (1988) .A new design for process- product research on the quality of discourse in teaching. American education Research Journal,25, 503-526.

Ožegović, D. (2006). Komunikacija u nastavi. Istočno Sarajevo: Zavod za udzbenike i nastavna sredstva RS

Saba F. (2007). Postmodern Theory of Distance Education, Distance Education systems of the Future. Journal of education Technology systems, 17(1):215-250

Wragg, E.C.,( 2002 ). An introduction to classroom observation, London: Routledge

Wubbels, T., Creton, H.A. i Hooymayers, H.P. (1985). Discipline problems of beginning teachers, interactional teacher behaviour mapped out. Chicago: Paper presented at the Annual Meeting of the American Educational Research Association

Downloads

Published

2016-11-04

Issue

Vol 2, No 8 (2016)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).