Year: 2014
Type: dissertation
Abstract: Teacher-learner classroom interactions are beautiful yet intricate.This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide.As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused.However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective.In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions.It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship.Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings.A qualitative study was undertaken by means of a collective case study research design.Observation was conducted in two grade nine classrooms at two different schools.In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects.The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being.Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society.
Author: Lizelle Pretorius
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2105425996