Communication in Educational Environments: A Basic Course

2014

This paper objective was a survey on current academic debates on teacher-student communication. The methodology used in this paper was the study of a range of published materials (articles, raports, research studies), which provide theoretical research on teacherstudent communication and ITC solutions in enhancing teacher–student communication and relations. Themes discussed ranged from: what is communication - dimensions and current theoretical delimitations, communication with and without words and dimensions of teacher-student communication. The paper provides information on each author’s perspectives on communication and accomplish to cover a gap in the literature regarding diffrent approaches to teacherstudent communication. The value of this paper is that it summarises recent developments in the field and provides a context-setting narrative within which the other papers that comprise this special issue can be situated.

Creative Education, 2014

The purpose of this study is to identify pedagogical formation students' (teacher candidates') communication skills based on their perceptions. The study sought answers to the following research question: What are the perceptions of pedagogical formation students (teacher candidates) related to their communication skills? Assessment of pedagogical formation students' (teacher candidates') perceptions regarding their communication skills was undertaken through qualitative research methods. Qualitative data collected with the help of semi-structured interview form were analyzed in terms of content. The study was conducted with the participation of 48 teacher candidates attending pedagogical formation classes at Düzce University during 2013-2014 academic year. According to the data obtained at the end of the study, teacher candidates are aware of the necessity and importance of communication. They are aware that the prerequisite for being contented, successful and social individuals and professionals is healthy and good communication with others. Teacher candidates know the importance and necessity of body language in effective communication and generally prefer to use it. They are also aware of the need for written and oral communication when required. Psychological situations such as anxiety, stress, lack of self-efficacy, timidity, fear and excitement are regarded as barriers that inhibit communication. These barriers are followed by being misunderstood, lack of feedback and language, culture, prior information and prejudices related to inappropriate context/environment and persons involved in communication. Teacher candidates express that they can develop communication skills by participating in social activities. They also state that they can develop communication skills by reading books/articles/research findings, participating in courses/seminars/conferences, meeting new and different people and taking training-expert support.

Journal of Integrated Sciences, 2021

The topic of instructional communication skills of educators is relevant to the learning process, yet the problem exists where many educators are not sufficiently trained in effective instructional communication skills. The outcomes of effective instructional communication skills of educators can enhance communicative cognitive processing, student-teacher relationships, and student motivation and achievement. After the implementation of an instructional eight-hour training session on eight lesson topics of instructional communication skills, two volunteer educator participants indicated a positive result of the training session intervention. The quantitative data gathered from the pre-and post-assessment indicates that educator knowledge of instructional communication skills increased from 50 percent on the pre-assessment to 75 percent on the postassessment, indicating an average increase of 25 percent. Through this result, the findings conclude that an instructional eight-hour training session has a positive impact, increasing educators' knowledge on the topic of instructional communication skills as a direct result of the instructional eight-hour training session. It can then be inferred that such training interventions on instructional communication skills can be recommended to increase educator's knowledge, potentially positively affecting communicative cognitive processing, student-teacher relationships, and student motivation and achievement.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Journal of Education and Practice, 2017

There is wide practice of attributing students’ achievement to teacher effectiveness. Some school authorities take this further by querying teachers over poor performances of their students. Although the teacher is just one factor among many that determine students’ performances, the teachers’ attributes and qualities are very important in the teaching and learning processes. Thus, it is important that teacher education emphasizes those qualities that will make the teacher more effective. The teacher has need of knowledge of content and communication skills to be effective. While several attributes have been used to describe an effective teacher, content knowledge and communication skills remain outstanding. This paper posits that teacher education should emphasize both content knowledge and communication skills instead of relegating communication skills because one cannot be achieved without the other. It follows up the contention by conceptualizing communication, exploring teacher...

Multidisciplinary Journal of Educational Research, 2017

Communication skills are considered vital in order to work as a professional teacher. This study evaluates the communication skills of students in teaching programs at two public universities of Spain. We developed a questionnaire based on consolidated theoretical knowledge in the field of educational communication: a) skills as a transmitter, b) skills as a receiver, c) skills as a classroom teacher, d) skills as a participant in meetings, and e) skills as a tutor; and gave it to 670 students who were in their first (start of their degree), second (middle of their degree) and third years (about to graduate) of a teaching degree in the academic year 2013/2014, so that the data reflected the participants' levels of experience. Through the use of cross-cutting research methods we obtained the data and performed quantitative analyses of a descriptive nature. The results revealed a certain inadequacy in the acquisition and development of teaching-related communication skills, which ...

International Journal of Communication Research, 2013

Starting from the definition of communication, its components, objectives and taxonomy, we will try to point out some of the most important characteristics of this process of delivering information and feelings that should be taken into account in a classroom environment. We will also discuss some of the problems that might appear in transmitting the message to students and their possible solutions. Thus, in our endeavour we will focus on the teachers and how they can use those communication principles in day-today activities, as well as in the related tasks that concern class management.

isara solutions, 2023

Classroom communication is very important in teaching-learning as it is the chief means by which the teacher and the students work together. Effective teaching and communication are synonymous, for, good teachers are clear communicators and good communicators are effective teachers. Our society today has a vast array of modern media of communication. These modern media are among the tools, the education profession uses to mould and shape human minds. Good teaching, in fact is intercommunication. There must be reaction and interaction with constant feedback.

European Proceedings of Social & Behavioural Sciences, 2016

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

2015

This study investigates the development of the classroom communication behaviours of Foundation Phase student teachers over the course of a B Ed degree programme at a South African university. It challenges the premise of conventional wisdom that classroom communication behaviours will develop through regular exposure to situated learning experiences. Whilst acknowledging that learning to teach is a long and challenging process of which the precise nature is seldom clear-cut and distinct, this study claims to make a humble contribution to teacher education curriculum development. Classroom communication from the perspective of this study involves communication at two levels: firstly, interpersonal communication behaviours, which are influenced by nonverbal immediacy, communication apprehension, willingness to communicate and self-perceived communication skills; and secondly, instructional communication behaviours, more specifically clarity and immediacy behaviours. There seems to be a general perception that effective classroom communication will develop naturally by exposure to situated learning experiences, such as teaching practice sessions. Although the relative importance of these specific classroom communication behaviours for quality teaching and learning is acknowledged, whether and how these develop is seldom explicitly monitored. This was the intention of this study. It utilised a longitudinal mixed methods approach to follow Foundation Phase students over the four years of the degree programme in order to answer the following research question: To what extent do perceptions related to the classroom communication behaviours of Foundation Phase student teachers change over the course of a B Ed degree programme? The quantitative phase collected data using various self-report surveys in order to investigate possible changes in the self-perceptions of Foundation Phase student teachers regarding their communication behaviours over the four-year period. The purpose of the qualitative phase was to investigate possible changes in the perceptions of external evaluators regarding the instructional communication behaviours of student teachers over the degree programme. The Stellenbosch University https://scholar.sun.ac.za iii qualitative data was obtained from the evaluation reports written by external evaluators on various aspects of the observed lessons. Although some changes occurred during the course of the B Ed degree programme, they were not as substantial as anticipated. From an interpersonal communication perspective, there was one particularly noticeable change: the self-perceived communication competence of the Foundation Phase student teachers improved between the first and second years of the programme, however, thereafter no further changes occurred. From an instructional communication perspective, more noticeable changes occurred: Foundation Phase student teachers improved in some aspects related to clarity, however other aspects still remained challenging. However, there was positive development related to immediacy: the fourth year Foundation Phase student teachers displayed higher levels of immediacy behaviours at the end of the four-year degree programme. Bearing in mind that neither interpersonal nor instructional communication theory was explicitly included in this particular B Ed degree programme; these findings are particularly noteworthy. This study advances the argument that if teacher education intends to address the quality of the teacher graduates entering the profession, classroom communication needs to be included in teacher education curricula. Stellenbosch University https://scholar.sun.ac.za onderwysersopleiding-kurrikulums. Stellenbosch University https://scholar.sun.ac.za vi ACKNOWLEDGEMENTS The following people deserve my heartfelt gratitude: I thank you sincerely and deeply: Stellenbosch University:  Prof Christa van der Walt, thank you for your feedback, kindness and ongoing support. Dit was 'n eer om hierdie pad saam met jou te loop.  Prof Rinelle Evans, thank you for your time, knowledgeable contribution and your enthusiasm.  Prof Martin Kidd, thank you for your invaluable assistance with data analysis and interpretation.  Mrs Lizanne Botha (USB biblioteek)dankie vir jou ondersteuning en belangstelling.