Teachers’ Understandings of their Relationships with Students: Pedagogic Connectedness

By Denise Beutel.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This paper reports on a doctoral study that explored the nature of pedagogic connectedness and revealed the ways in which teachers experience this phenomenon. Pedagogic connectedness is defined as the engagements between teacher and student that impact on student learning. In this study, twenty teachers in an independent college in South-East Queensland, Australia, were interviewed and the interview transcripts analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from the data. The findings of this phenomenographic-related study are instructive in developing a framework for changes to teachers’ pedagogic practices.

Keywords: Pedagogic Connectedness, Pedagogy, Teacher-student Relationships

The International Journal of Learning, Volume 16, Issue 3, pp.507-518. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.262MB).

Dr. Denise Beutel

Lecturer, Faculty of Education, School of Learning and Professional Studies, Queensland University of Technology, Brisbane, Queensland, Australia

Dr. Denise Beutel is a lecturer in education at Queensland University of Technology in Australia. Her research interests are teacher education, mentoring, teacher induction and middle years of schooling. Prior to commencing at QUT, Denise was a teacher with over twenty years experience teaching in secondary schools. Her doctoral studies were completed in 2006 and her thesis, “Teachers Understandings of Pedagogic Connectedness” interrogated the nature of teacher-student engagements in the middle years of schooling.

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