A teacher performing action research: capturing pupils’ perspectives of didactic relations

Niemi, Reetta

doi:10.12697/eha.2019.7.2.03b

Cited by 2 publications

(1 citation statement)

References 29 publications

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“…Understanding status expression is important for student teachers and teachers because the pedagogical relationship between the teacher and the student remains asymmetrical. This asymmetric quality of the relationship is emphasized because in the pedagogical relationship the teacher possesses something students do not yet have (Niemi 2019). However, it is important that the teacher also has abilities related to immediacy behaviors, that is, nonverbal actions signaling warmth, communicating their availability, decreasing distance, and promoting involvement between teacher and pupils.…”

Section: Improvisation and Teacher Educationmentioning

confidence: 99%

Effects of Improvisation Training on Student Teachers’ Behavioral, Neuroendocrine, and Psychophysiological Responses during the Trier Social Stress Test

Seppänen

Toivanen

Makkonen

et al. 2020

Adaptive Human Behavior and Physiology

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Objectives Teaching involves multiple performance situations, potentially causing psychosocial stress. Since the theater-based improvisation method is associated with diminished social stress, we investigated whether improvisation lessened student teachers' stress responses using the Trier Social Stress Test (TSST; preparatory phase, public speech, and math task). Moreover, we studied the influence of interpersonal confidence (IC)the belief regarding one's capability related to effective social interactionson stress responses. Methods The intervention group (n = 19) received a 7-week (17.5 h) improvisation training, preceded and followed by the TSST. We evaluated experienced stress using a self-report scale, while physiological stress was assessed before (silent 30-s waiting period) and during the TSST tasks using cardiovascular measures (heart rate, heart rate variability [HRV]), electrodermal activation, facial electromyography (f-EMG), and EEG asymmetry. Hypothalamus-pituitary-adrenal (HPA-axis) reactivity was assessed through repeated salivary cortisol sampling. Results Compared to the control group (n = 16), the intervention group exhibited less f-EMG activity before a public speech and higher HRV before the math task. The low IC intervention subgroup reported significantly less stress during the math task. The controls showed a decreased heart rate before the math task, and controls with a low IC exhibited higher HRV during the speech. Self-reported stress and cortisol levels were positively correlated during the post-TSST preparatory phase. Conclusions These findings suggest that improvisation training might diminish stress levels, specifically before a performance. In addition, interpersonal confidence appears to reduce stress responses. The decreased stress responses in the control group suggest adaptation through repetition.

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Section: Improvisation and Teacher Educationmentioning

confidence: 99%