engleski

Teaching process analysis from the perspective of communication symmetry

Teaching process analysis is regarded by the authors of this work as a powerful tool in the changing of school didactic culture. The teaching process analysis is not approached only from the point of view of didactic and pedagogic diagnostics, but also with the goal of already agreed improvement of teaching practice. The theoretical basis for the analysis of the teaching process is made up of the synthesis of Jurić’s approach to the analysis of verbal behavior of the teacher and the four Jürgens’ elements of teaching observation, of which the two crucial ones are singled out for the problem area of the work: pupil behavior and teacher behavior. Pupil behavior is directed at the analysis of: their own decisions regarding the forms of work, self-determination in choosing teaching contents, teaching course and independence in planning, choosing and implementing teaching activities. Teacher behavior is directed at the analysis of processes in which the teacher: allows space for the pupils to be able to act and to responsibly create teaching process, to initiate (spontaneous) activities, abandons monopoly in the teaching process planning, creates symmetric communication structure, considers pupils’ interests, demands, wishes and abilities, as well as their life needs. The biggest attention in this work is directed to the symmetry of the communication structure. The relation between teacher speech and pupil speech is problematized, as well as the ratio between the time the teacher listens to pupils and the time he/she speaks. The empirical part of the work is to diagnose the structure of the teaching communication directed at the relation of symmetry – asymmetry. In this work the relation of symmetry in teaching communication has been researched in the segment of verbal and nonverbal communication in the category of asking questions. The segment of nonverbal communication has been directed exclusively at the category of teacher’s waiting time for pupil’s response. The research questions of the empirical part of this work are: •Is there symmetry in the number of questions asked by all the subjects of the education process in one teaching unit? •Are in the teaching process more frequent those questions that encourage convergent or divergent opinions? •How much time can the pupils take to reflect and answer the question asked? The teaching analysis sample consists of specialized teachers and their pupils. Elements for teaching process analysis consist of videos of teaching units lasting one teaching hour each.

teaching process analysis; teacher - pupil communication; asking questions

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