Teachers' behaviour and practices in the classroom

Author: A dstrok alsteinsdóttir K.

Source: Scandinavian Journal of Educational Research, Volume 48, Number 1, February 2004 , pp. 95-113(19)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

The theory behind this study yielded the predictions that successful teacher-pupil interaction in the classroom is essential to the educational and social development of pupils and that teachers' understanding of their own behaviour is therefore of paramount importance. The study examined the behaviour and practices of 20 teachers, 10 in small schools and 10 in large schools. The teachers were grouped into three categories: empathetic teachers, non-empathetic teachers and uncommitted teachers. This study contributes several significant findings to the literature on teacher-pupil interaction in the classroom, most importantly that personal characteristics appear to be a good predictor of teacher competence and that there appear to be relationships between particular personal characteristics on the one hand and teachers' classroom practices on the other. These results seemed to be unrelated to class size and schools type.

Keywords: teacher-pupil interaction; empathy; teachers as persons; classroom practice

Document Type: Research article

DOI: http://dx.doi.org/10.1080/0031383032000149869

Affiliations: 1: Faculty of Education University of Akureyri Thingvallastraeti, 600 Akureyri Iceland

Publication date: 2004-02-01

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