Contributions to the empirical study of immediacy in the pedagogical relationship through self-narratives

Open access

Abstract

Pedagogical communication is an action wherein the body, being a part of a relational whole, performs a fundamental role. A bibliographical survey of studies on the interaction between teacher and student confirms that there is a strong correlation between the teacher’s nonverbal behavior and the students’ level of motivation and proficiency. Nonverbal communication constitutes an indispensable vehicle for the teacher’s affections, intentions and attitudes towards her students, and vice-versa. Nonverbal elements are potential promoters of immediacy, i.e., the sensation of proximity between interacting agents, which is created by the communicative behaviors. The goal of this paper is to explore some relevant aspects for the empirical study of immediacy in a pedagogical environment. It starts off from the researcher’s self-narrative based upon reports of her pedagogical experiences and proceeds with an elaboration of communicative immediacy and its impact upon the pedagogical relationship and the narrator herself.

Allen, M., Witt, P.L., & Wheeless, L.R. (2006). The role of teacher immediacy as a motivational fator in student learning: Using meta-analysis to test a causal model. Communication Education, 55 (1), 21-31.

Buber, M. (2000). I and thou. New York: Scribner.

Clandinin, D.J., & Connely, F.M. (2011). Pesquisa narrativa, experiências e história na pesquisa qualitativa. Minas Gerais: EDUFU.

Damásio, A. (2012). Ao Encontro de Espinosa. As emoções sociais e a neurologia do sentir. Lisboa: Temas e Debates, Círculo de Leitores.

Fiske, J. (2005). Introdução ao estudo da comunicação (9ª Ed.) Porto: ASA Editores.

Freire, P. (1983). Extensão ou Comunicação? (7ª Ed.) Rio de Janeiro: Paz e Terra.

Goodboy, A.K., Weber, K., & Bolkan, S. (2009). The effects of nonverbal and verbal immediacy on recall and multiple student learning indicators. Journal of Classroom Interaction, 44 (1), 4-12.

Hsu, L. (2010). The impact of perceived teachers’ nonverbal immediacy on student’s motivation for learning English. Asian EFL Journal, 12 (4), 188-204.

Levinas, E. (2008). Totalidade e infinito. Ensaio sobre a exterioridade (3ª Ed.) Lisboa: Edições 70.

Lopes, A. (2011). Las historias de vida en la formación docente: orígenes y niveles de la construcción de identidade de los professores. In F. Hernandéz, J.M. Sancho & J.I. Rivas (Orgs.), Historias de vida en educación: biografías en contexto (pp. 23-33).

Barcelona: ESBRINA.

Molina, D. (2011). Asumir la tensión entre lo social y lo humano al hacer historia de vida. In F. Hernandéz, J.M. Sancho & J.I. Rivas (Orgs.), Historias de vida en educación: biografías en contexto (pp. 90-98). Barcelona: ESBRINA.

Postic, M. (2008). A relação pedagógica (2ª Ed.) Lisboa: Padrões Culturais.

Richmond, V. (2002). Teacher nonverbal immediacy: use and outcomes. In J.L. Chesebro & J.C. McCroskey (Eds.), Communication for teachers (pp. 65-82).

Needham Heights, MA, USA: Allyn & Bacon.

Sibii, R. (2010). Conceptualizing teacher immediacy through the ‘companion’ metaphor. Teaching in Higher Education, 15 (5), 531-542.

Stonkuvienè, I. (2010). Communication as an essential element of pedagogical process. TILTAI, 4, 189-200.

Titsworth, S., Quinlan, M., & Mazer, J. (2010). Emotion in teaching and learning: development and validation of the classroom emotions scale. Communication Education, 59 (4), 431-452.

Torregrosa, A. (2011). Historias de vida y conectividades emergentes. In F. Hernandéz, J.M. Sancho & J.I. Rivas (Orgs.), Historias de vida en educación: biografías en contexto (pp. 126-131). Barcelona: ESBRINA.

Velez, J.J. & Cano, J. (2008). The relationship between teacher immediacy and student motivation. Journal of Agricultural Education, 49 (3), 76-86.

Watzlawick, P., Helmick, B., & Jackson, D. (2007). Pragmática da comunicação humana: um estudo dos padrões, patologias e paradoxos da interação. (16ª Ed.) São Paulo: Editora Cultrix.

Journal of Pedagogy

The Journal of University of Trnava

Journal Information


CiteScore 2017: 0.43

SCImago Journal Rank (SJR) 2017: 0.164
Source Normalized Impact per Paper (SNIP) 2017: 0.437

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 189 189 18
PDF Downloads 76 76 7