Οι αντιδράσεις του δασκάλου στις απαντήσεις των μαθητών: διαπιστώσεις και υποδείξεις

Περίληψη

In teacher-centered classrooms verbal interaction usually develops according to the following scheme: teacher asks-student(s) answer(s)-teacher reacts. With his reactions to students' answers the teacher aims to offer (a) feedback and (b) probes to his students. By doing so he influences (a) the psychological climate of the classroom, (b) the self-concept of the students and (c) the course of verbal interactions. In spite of the important functions of teacher's reactions educational bibliography lends to emphasize the importance of the initial questions of the teacher and to overlook the importance of the former. This research paper (a) highlights the functions of the teacher's reactions, (b) presents empirical data about the way these functions actually occur and (c) suggests ways of improving teacher's reactions.