The role of verbal and nonverbal teacher immediacy: The perspectives from primary school teachers

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F19%3A63523820" target="_blank" >RIV/70883521:28150/19:63523820 - isvavai.cz</a>

Result on the web

<a href="http://dx.doi.org/10.21125/inted.2019" target="_blank" >http://dx.doi.org/10.21125/inted.2019</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2019" target="_blank" >10.21125/inted.2019</a>

Result language

angličtina

Original language name

The role of verbal and nonverbal teacher immediacy: The perspectives from primary school teachers

Original language description

The paper focuses on the construct of teacher immediacy, which has become an important component of classroom communication and has demanded a great deal of attention over the last decades. Teacher immediacy involves various communication behaviours that make sense of the interpersonal closeness between the teacher and the pupil. Many studies have dealt with the construct of immediacy in instructional communication, especially in the context of student learning. In the most research studies, the results indicate that teacher immediacy could significantly promote affective and cognitive learning and increase student motivation. The aim of this study is to describe the experience of primary school teachers with the use of immediacy in their classrooms. The first part of the study focuses on defining verbal and nonverbal immediacy. The results and conclusions of previous research studies are also presented. The second part presents the results of a qualitative study. Data was gathered through interviews with primary school teachers. The results of the study indicate that teachers actively influence interactions within the educational process through the use of verbal and nonverbal immediacy behaviour. However, teachers perceive some obstacles that reduce their degree of immediacy. This offers new questions related to the teacher&apos;s social and communication competencies.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50302 - Education, special (to gifted persons, those with learning disabilities)

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

INTED2019 Proceedings

ISBN

978-84-09-08619-1

ISSN

2340-1079

e-ISSN

2340-1079

Number of pages

5

Pages from-to

4239-4243

Publisher name

IATED Academy

Place of publication

Valencia

Event location

Valencia

Event date

Mar 11, 2019

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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