Nivoi interaktivne povezanosti ucenika i nastavnika u nastavi

Abstract

This paper presents the results of a theoretical analysis of the interdependence between the levels of the interactive relationship between students and teachers in the classroom and educational effects. The concept of interaction is considered to have a broader meaning than the concept of communication, as communication represents only a form of interaction mediated by signs. A significant feature of communication is that it is a process in which one individual influences the behaviour of the other. The significant features of pedagogical communication include: the fact that it is conditioned by educational goals; the flow and outcomes of pedagogical communication are professionally designed and programmed by educators; there is a high level of interaction and a possibility for mutual influences, this type of communication is open, interpersonal, encourages active listening, understanding, expression of emotions, empathy. Its influences are more pronounced and directed towards the development of personality. This is precisely why education is defined as a unique interaction between educators and students. The paper aims to identify and provide insight into the levels of the interactive relationship between students and teachers. The implications that certain aspects of interaction (teaching, management or support for student autonomy and social-emotional relationships) have on the outcomes of the teaching process are also considered. In the concluding remarks the emphasis is placed on the conditions that need to be provided for the accomplishment of the highest level of interactive relationship between the main actors in the classroom. In support of this, the recommendations are offered for enhancing teacher efficiency in the process of communication with students.