OPEN ACCESS JOURNALS
|JournalsTopicsAuthorsEditor's Choice||For AuthorsAbout PsyJournals.ruContact Us|
Teachers' and Students' Views on Academic Interaction in Class at School 1355
The aim of this study was to identify characteristics of the academic communication between teachers and children on lessons with different subjects. We attribute the academic success of children to their psycholog ical comfort which is largely provided by teacher's behavior as well as by adequate substantial and emotional interaction between teacher and children in the classroom. In such conditions children's independence, initiative, and cognitive activity on the one hand, and focus on mutual understanding with the teacher, desire to collaborate with him/her and emotional acceptance of the teacher, on the other hand, develop increasingly. This article describes two questionnaires, developed by authors, the techniques for diagnostics of academic interaction. One is for teachers, the other one for primary school pupils, both developed on the same principles and based on the same scales and indicators. The basis of survey methods compose the humanistic principles of education organization, oriented on equality, partnership and development of participants of the educational process. Comparison of the results of both questionnaires may allow evaluation of the same psychological characteristics of the educational environment from adults and children's perspective, identification their degree of consistency and understanding to what extent the interaction and mutual understanding is achieved by the teachers and pupils in the academic activities. The comparison of data obtained from teachers and pupils allow characterize the disposition types of academic interaction of teacher and pupils and their mutual understanding in class.
Keywords: academic communication, interaction between teachers and pupils, comfortable atmosphere of the lesson, the type of teacher disposition on educational interaction, pupil representation of teacher's communicative behavior, consistency of teachers' and pupils' representations
Column: Psychological Practice