NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ897334
Record Type: Journal
Publication Date: 2010-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1356-2517
Conceptualizing Teacher Immediacy through the "Companion" Metaphor
Sibii, Razvan
Teaching in Higher Education, v15 n5 p531-542 Oct 2010
Situated within the critical pedagogic scholarship that deals with the issue of "teacher immediacy", this study proposes an understanding of the practice of pedagogy through the metaphor of "companionship". A friendly individual but not a friend, the instructor is seen here as someone who can connect to college-age students without any visible effort and someone who makes explicit use of the power dynamics in a classroom to foster academic excellence. The companion model is first compared to other pedagogical models that are conceptualized through metaphors (e.g. in loco parentis, "teacher-as-entertainer") and is then evaluated in terms of its potential weaknesses. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A