The Normative Dimensions of Teacher/Student Interaction

Abstract

The asymmetrical structure of educational attainment has been documented widely. The main unresolved problem in educational research now is to explain the process by which this occurs (i.e. the process of social reproduction). In this research, all students in government secondary colleges in Tasmania were asked to nominate teachers who had been 'especially helpful or encouraging'. A teaching style questionnaire was issued subsequently to all teachers (n = 505) receiving two or more nominations. Also, the top 25 teachers were interviewed. The results show that the teacher/student relationship is critical in facilitating the 'educational process', that this relationship is based on the reciprocal expectations (norms) of students and teachers, and that 'effective' teachers use specific techniques in establishing their relationships with students. The research is based on an innovative technique of quantifying the qualitative aspects of these norms or 'working models'. The results suggest that training effective teachers requires more attention to the nature of the relationship between teachers and students. An effective relationship with students can be achieved using a variety of 'role destructuring' techniques.

Teachers' Perceptions of Classroom Competencies over a Decade of Change

“…The research discussed is part of a longitudinal investigation into the qualities and characteristics of the effective teacher (Abbott-Chapman et al, 1990;Holloway, 1994;Holloway et al, 1992). The research also focuses on the identi cation and implementation of classroom competencies and is related to the National Project on the Quality of Teaching and Learning (1996) and its national teacher consultations, in which the authors took a leading part (Abbott-Chapman et al, 1995).…”

“…It appears from the ndings discussed above, from a micro-analysis to test these concepts conducted in three selected high schools (Holloway, 1994), and from material from the many interviews and observations that the affective as well as cognitive attributes of teaching competence are consistently regarded as an intrinsic ingredient in successful classroom teaching, despite competing societal and organisational demands. Interviews revealed that policies or practices which are seen by teachers to threaten these affective aspects of the teaching/learning relationship (whether or not they are actually designed to do so) are resisted, and may produce stress.…”

“…The shared values and beliefs are evidence of the normative frameworks developed during the professionalisation process (Holloway, 1994). The method used is dealt with at greater length elsewhere (Abbott-Chapman et al, 1990, 1995Holloway et al, 1992).…”