engleski

Can I ask a Question to Which I Do Not Know the Answer? University Professor's Authority Revised

Within the dominant transactional style of teaching, the professor’s position is defined by his/her status and expert authority, where any expression of his/her deficit of expertise, reasoning insecurities or doubts, which dialogic teaching in its unpredictability necessarily brings in, can be considered a threat to the professor's inviolable authority. This research explores some of the challenges of teaching, which makes professors' knowledge deficits or emotional burdens visible to students. The research methodological approach introduced several examples of pedagogical situations observed and collected during the author's teaching at the higher education level, and framed within the theoretical tradition of critical theory/pedagogy and the concept of emotional ecology. The main result of the undertaken analysis reveals that the professor’s revised authority, constructed on a more egalitarian basis, through a dialectical exchange of ideas, arguments and emotions with students, can be considered truly pedagogical ; but, in conclusion, also risky in the era of performativity in higher education, as well as demanding for all subjects involved in the process.

authority construction, higher education, dialectic nature of teaching, performativity

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