A three-dimensional account of teacher-student communication: an its application

• Tomasz Zarębski ^[1] ; Karolina Reinhard ^[1] ; Małgorzata Tomczyk ^[1]
  1. [1] University of Lower Silesia

     University of Lower Silesia

     Breslavia, Polonia

     
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 26, Nº. 2, 2024 (Ejemplar dedicado a: Teacher and technology), págs. 251-273
• Idioma: inglés
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• Resumen

  • Objective of the Article: The article develops a potentially comprehensive and philosophically informed model of classroom communication—whichis called three-dimensional—as well as to test its plausibility by conduct-ing tentative empirical research.Research Method: We draw on the hypothetico-deductive inquiry model(following Popper’s concept), according to which the research starts as a re-sponse to a problematic situation (P1) and assumes the form of a tentativetheory (TT) to be tested empirically. If it is not refuted, it can be accepted asbinding and its errors (EE) can be eliminated. In case it is falsified, a new prob-lematic situation (P2) appears. The empirical part of theory testing is basedon the technique of observation and the analysis of teachers’ utterances. A Short Description of the Context of the Presented Issue: We introducethe concept of three-dimensional communication in education, which in-volves (1) the transmissive dimension, where the teacher provides informa-tion and students receive it; (2) the constitutive dimension, which promotessocial bonds in the classroom; and (3) the interpersonal dimension, whichincludes individualization in communication and teaching and helps buildthe teacher–pupil relationship. Then, the empirical part of the article pres-ents the model being applied in research conducted in an elementary schoolin the Lower Silesia region of Poland.Research Findings: It is claimed that this model can be used as a referencefor analyzing actual communication processes, which is shown by the ex-ample of the empirical part. Conclusions and Recommendations: The plausibility test of the theory succeeded. However, questions are raised for further exploration: the nor-mativityof such a model, its context-sensitiveness, its referring to schoolswith student-centered and teacher-centered education, the effectivenessof a teacher’s communication within the three dimensions (which may vary),and different teaching styles being referred to advanced three-dimensionalcommunication between teachers and students.