PEDAGOGICAL IMPLICATIONS OF TEACHING AS AN INTERACTIVE PROCESS BETWEEN STUDENTS AND TEACHERS
Keywords:
interaction, learning outcomes, students' position in the teaching process
Abstract
Interaction and communication are essential features of education, so in interactive (communicative) pedagogy, education is defined as a kind of interaction between educators and learners - teachers and students. In an interactive educational environment that implies respect for the principles of pedagogical communication, the educational influences are more emphasized and focused on personality development, and the connections between the subjects of the educational process are firm and strong. In this sense, the paper discusses the implications of teaching as an interactive process on learning outcomes and the position of students in it.
In the conclusion, it is emphasized that active interaction between teachers and students conditions greater student autonomy, which increases the possibilities for the development of a flexible, resilient, creative, and above all, responsible and free individual. The prerequisites for creating more optimal conditions for learning and the application of more purposeful interactions that would serve the purpose of successful teaching and learning and personality development were also highlighted.
References
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Watkins, Wagner 2000: Chris Watkins, Pasty Wagner. Improving School Behavior. London: Paul Chapman Publishing.
Williams, Freedman & Deci 1998: Geoffrey Williams, Zachary Freedman, Edward Deci. Supporting autonomy to motivate patients with diabetes for glucose control. Diabetes Care. 21, 1644–1651.
Welsh 2000: Wayne Welsh. The effects of school climate on school disorder. Annals of the American Academy of Political and Social Science. 567 (1), 88–107
Zukorlić, Osmanlić 2017: Mirsada Zukorlić, Iljaz Osmanlić. Nivoi ineraktive povezanosti između učenika i nastavnika u nastavi , Inovacije u nastavi, 30(2), 172–181. UDC 37.064.2:371.3
DOI: 10.5937/inovacije1702172Z
Zukorlić, Popović 2018: Mirsada Zukorlić, Daliborka Popović. Povezanost školske klime i autonomije učenika, Inovacije u nastavi, 30 (4), ( 99–108). UDC 37.015:316.77 DOI: 37.064.2 http://www.inovacijeunastavi.rs/wp-content/uploads/Inovacije4-17/08-Zukorlic.pdf
Bratanić 1990: Marija Bratanić. Mikropedagogija-interakcijsko-komunikacijski aspekt odgoja, Zagreb: Školska knjiga.
Brekelmans, Levy i Rodriguez 1993: Mieke Brekelmans, Jack Levy i Rely Rodriguez. A typology of teacher communication style. U: T. Wubbels i J. Levy (Ur.), Do you know what you look like? (46-55). London: The Folmer Press.
Ćirić 2019: Marina Ćirić. Participacija učenika u različitim modelima učenja, Godišnjak za pedagogiju, 4(2), 59–71.
Đigić 2017: Gordana Đigić. Upravljanje razredom : savremeni pristup psihologiji nastavnika, Niš: Filozofski fakultet.
Flanders 1966: Adam Flanders. Analyzing Teaching Behaviour. Massachusetts: Addison-Wesley Publishing Company.
Flanders 1970: Adam Flanders. Analyzing teaching behavior. New York:Addison- Wesley.
Goleman 2014: Daniel Goleman. Socijalna inteligencija. Beograd:Geopoetika.
Gottfredson, Gottfredson, Payne & Gottfredson 2005: Gari Gottfredson, Denise Gottfredson, Payne Allison & Nisha Gottfredson. School climate predictors of school disorder: ressults from National Study of Delinquency Prevention in School. Journal of Research in Crime and Delinquency 42 (4), 412–444.
Grasha - Yangarber-Hicks 2000: Anthony Grasha, Natalia Yangarber-Hicks. Integrating teaching styles and learning styles with instructional technology. College Teaching, 48 (1), 2–10.
Havelka 1996: Nenad Havelka. Pitanje odnosa autonomije nastavnika i autonomije učenika. Nastava i vaspitanje, 45 (2), 293–308.
Đermanov, Kosanovič, Isak 2016: Jelena Đermanov, Marijana Kosanović i Dragana Isak. Razredna klima u osnovnoj školi: percepcije i očekivanja učenika, Pedagoška stvarnost, 62(1), 61-78.
Knеžеvić-Flоrić 2005): Olivera Knežević-Florić. Pеdаgоgiја rаzvоја. Novi Sad: Filоzоfski fаkultеt.
Kovačević, Blagdanić i Stojanović 2021: Zorica Kovačević, Sanja Blagdanić i Aleksandar Stojanović. Kooperativno učenje u oblasti upoznavanja i razumevanja sveta i u nastavi prirode i društva. Inovacije u nastavi - časopis za savremenu nastavu , 34(1), 14-29. https://doi.org/10.5937/inovacije2101014K
Kujundžić 1986: Nikola Kujundžić. Komunikacija – bit edukativne prakse, 19(4), Beograd:Nolit.
Lansdown 2004: Gerison Lansdown. Participation and young children. Early Childhood Matters – Young children’s participation: Rhetoric or groving reality? Vol. 103, 4–14.
Lihаčеv-Timofeević 2000: Boris Lihačev Timofeevič. Pеdаgоgikа. Моskvа:Kurs lеkciј.
Mariani 1997: Luciano Mariani. Teacher support and teacher challenge in promoting learner autonomy. Perspectives. 23 (2). Retrieved July 24, 2017. from: http://www.learningpaths.org/papers/papersupport.htm.
Popović 2019: Daliborka Popović. Porodica i škola u prevenciji vršnjačkog nasilja. Novi Pazar. Državni univerzitet u Novom Pazaru.
Potkonjak, Šimleša (ur), 1989: Nikola Potkonjak, Petar Šimleša.Pedagoška enciklpedija I i II . Beograd: Zavod za udžbenike i nastavna sredstva.
Potkonjak, Pijanović (ur). 1996: Nikola Potkonjak, Petar Pijanović. Pedagoški leksikon, Beograd:Zаvod za udžbenike i nastavna sredstva.
Richman-Bowen 1997: Jack Richman, Gary Bowen. School failure: an ecological interactional – developmental perspective. In: Fraser, M. (ed.). Risk and Resilience in childhood: an ecological perspective (95–116). Washington DC: NASW Press.
Rot 1982: Nikola Rot. Znakovi i značenja , Beograd:Zavod za udžbenike.
Sergejev 2004: Ivan Sergejev. Osnovy pedagogičeskoј dejatel’nostiy. Minsk.
Trnavac 2003: Nedeljko Trnavac. Tri epohe i tri teorijske koncepcije o komunkaciji u školskoj nastavi. U:Jovanović,B. (ur.). Komunikacija i mediji (51-61). Naučni skup sa međunarodnim učešćem Komunikacija i mediji, 17. I 18. 10.2003. Jagodina:Učiteljski fakultet u Jagodini, Institut za pedagoška istraživanja u Beogradu.
Timothy 1957: Leary Timothy. Interpersonal diagnosis of personality: A functional theory and metodology for personality evaluation. Eugene OR: Resource Publications.
Šimić-Šašić 2011: Slavica Simić Šašić. Interakcija nastavnik-učenik:Teorije i mjerenje, Psihologijske teme, 20. (2), (233-260), Zadar:Odjel za izobrazbu učitelja i odgojitelja Sveučilišta u Zadru
Vranješević 2007: Jelena Vranješević. Participativna prava deteta i pojam razvojnih mogućnosti. U: Radovanović, I., Trebješanin, B. (ur). Didaktičko-metodički aspekti promena u osnovnoškolskom obrazovanju (251–260). Beograd:Učiteljski fakultet.
Watkins, Wagner 2000: Chris Watkins, Pasty Wagner. Improving School Behavior. London: Paul Chapman Publishing.
Williams, Freedman & Deci 1998: Geoffrey Williams, Zachary Freedman, Edward Deci. Supporting autonomy to motivate patients with diabetes for glucose control. Diabetes Care. 21, 1644–1651.
Welsh 2000: Wayne Welsh. The effects of school climate on school disorder. Annals of the American Academy of Political and Social Science. 567 (1), 88–107
Zukorlić, Osmanlić 2017: Mirsada Zukorlić, Iljaz Osmanlić. Nivoi ineraktive povezanosti između učenika i nastavnika u nastavi , Inovacije u nastavi, 30(2), 172–181. UDC 37.064.2:371.3
DOI: 10.5937/inovacije1702172Z
Zukorlić, Popović 2018: Mirsada Zukorlić, Daliborka Popović. Povezanost školske klime i autonomije učenika, Inovacije u nastavi, 30 (4), ( 99–108). UDC 37.015:316.77 DOI: 37.064.2 http://www.inovacijeunastavi.rs/wp-content/uploads/Inovacije4-17/08-Zukorlic.pdf