Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Differences between Teacher and Students in Perceptions of Interactions
University of Borås, School of Education and Behavioural Science.
2008 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In a previous study student attitudes demonstrated the importance of management of deviancy and a safe and orderly classroom. Classrooms with structures accepted by the majority have been found to be beneficial also for students at risk. Characteristics include teacher enthusiasm, well known standards of behavior and mutual and sensitive esteem among students. It is still unrevealed in what way positive attitudes in student groups can be explained from their teacher perspective. Theoretically one can assume that an appreciated teacher explains positive student attitudes on group level. Here, a further attempt is made to explore students’ attitudes in classrooms from their teacher’s perspective. Four subjects were investigated: teachers’ judgments of students’ interaction and behavior, students’ appreciation of their teacher and students’ attitudes towards stress factors in school. 1540 students from 78 classes in grade 6 answered a 71 item questionnaire about school, teacher and peers using a five point scale. Simultaneously their 78 teachers responded to 45 background questions about themselves, their students and the conditions in classroom and school. The second part of the student questionnaire comprised of 31 items which were slightly reformulated to reveal teachers opinion of their class using a five point scale. Two teacher variables were constructed, Teacher Interaction Judgment and Teacher Behavior Judgment. According to teachers, qualities in relationships and behavior among students are dependent on long term familiarity among peers and with the teacher and amount of pair wise work (positive). Negative associations were found with amount of teacher negotiation with students, the frequency of plenary teaching and the existence of student groups avoiding each other. The explained variation was about 50% in the two teacher variables. The two student class variables were labeled Students´ appreciation of their teacher and Students´ attitudes towards stress factors. Student group appreciation of the teacher and students´ experience of stress factors are here shown to have a close positive connection, i.e. the most positive attitudes towards the teacher appear in classrooms with low levels of stress factors with an explained variation of 60 %. Teacher judgment of interaction and behavior in the classroom is not related to students´ appreciation of the teacher. Classroom interaction on group level is thus separated from the teacher popularity. However, the amount of stress factors according to students is somewhat more related to teacher judgment. This study demonstrates differences between teacher and students´ responses within the same classroom. Teacher capacity to create learning environments where students can cooperate without emotions of stress or fear is highly appreciated. The teacher responses give clues to representative conditions in differing classrooms.

Place, publisher, year, edition, pages
2008.
Keywords [en]
teachers, studenter, interactions, perceptions, Pedagogik
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hb:diva-6113Local ID: 2320/4584OAI: oai:DiVA.org:hb-6113DiVA, id: diva2:886797
Conference
Paper presented at the European Conference on Educational Research (ECER), Göteborg, sept 2008
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-09-27Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

http://www.eera-ecer.eu/fileadmin/user_upload/Publication_FULL_TEXTS/ECER2008_433_HolfveSabel.pdf

Authority records BETA

Holfve-Sabel, Mary-Anne

Search in DiVA

By author/editor
Holfve-Sabel, Mary-Anne
By organisation
School of Education and Behavioural Science
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 63 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf