Patterns of control over the teaching–studying–learning process and classrooms as complex dynamic environments: a theoretical framework

Abstract

In this theoretical paper the role of power in classroom interactions is examined in terms of a dominance continuum to advance a theoretical framework justifying the emergence of three ways of distributing power when it comes to dealing with the control over the teaching–studying–learning (TSL) pattern of teacher domination, pattern of empowerment and pattern of student domination. It is argued that these patterns affect the nature of interactions in the classroom, and thus provide the initial conditions for the emergence of three complex dynamic classroom environments: classroom as an environment of order, classroom as an environment at the edge of chaos and classroom as an environment of chaos. In the conclusion the implications of these emerging patterns and environments for teachers, especially for student teachers’ reflective practice, and the need for teacher educators and researchers to be aware of them are advanced.