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ERIC Number: ED481218
Record Type: Non-Journal
Publication Date: 2003-Aug
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
What a Difference a Discipline Approach Makes? Constructing Performing Quality in Teacher-Student Relations.
Husu, Jukka
This study investigated and evaluated how and under what theoretical and practical conditions different pedagogical practices can succeed in real world school settings between teachers and students. The preliminary data included 36 primary school teachers from urban public schools in Helsinki, Finland. The study used two complementary methods: teachers performing portraits and performing case reports. Both were based on classroom observations, teacher interviews, and teachers interpretive comments. For picturing pedagogical encounters, the paper introduces a relational teacher-student behavior continuum. The results present conceptual tools to look at teachers professional practices in schools and the dependence of the respective student behaviors in the same situations. It is hoped that teachers can take advantage of them in order to examine different approaches in different situations and to find which approach best fits their own and their students value systems. (Contains 2 figures and 51 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland