Novice Teachers: Strategies for Establishing a Relationship of Pedagogical Authority
##plugins.themes.bootstrap3.article.details##
Building an effective pedagogical authority relationship is a challenge for new teachers. This research seeks to understand the strategies used by high school teachers during their first year of teaching and the teacher-student relationship during this stage. Observation records and interviews were examined. Six categories were detected, those that facilitated teacher-student relationships with a vertical tendency (greater teacher control), horizontal (greater student participation) or a combination of both. When comparing the strategies of the beginning and end of the year, a trend towards more horizontal teacher-student relationships was observed.
Secondary school teachers, educational strategies , classroom techniques, teaching, student teacher relationship, teacher authority, classroom environmentAutorité de l'enseignant; environnement de classe; relation professeur-enseignant; stratégie d'enseignement; processus d'apprentissage; gestion des cours; le leadershipAutoridade do professor; ambiente de classe; relação professor professor; estratégia de ensino; processo de aprendizagem; gestão de aulas; liderançaProfesores de secundaria, estrategias educativas, gestión de las clases, procesos de enseñanza, relación profesor-alumno, autoridad del docente, ambiente de la clase
Bourdieu, P. & Passeron, J. (1996). La reproducción: elementos para una teoría del sistema de enseñanza. Laia.
Brown, D. (2003). Urban teachers’ use of culturally responsive management strategies. Theory into practice, 42 (4), 277-282. http://www.jstor.org/stable/1477389
This work is licensed under a Creative Commons Attribution 4.0 International License.