Teaching – An Act Of Efficient Communication

Abstract

Education seen as a communication relationship involves the interaction between teacher and student. The success of the teaching act is largely conditioned by the success of the act of communication. Didactic communication appears as a particular form, one that is obligatory in conveying certain contents and specific to a systematic, assisted learning act. The interlocutors of the didactic act are the teacher and the student, who assume alternate, successive, complementary roles of transmitting and receiving the message. The present research observes the didactic communication as it takes place when pedagogical objectives are being achieved (the transmission and assimilation of information, problem solving, the formation of skills and attitudes, the evaluation of results, etc.), when training-bearing content is circulated, when the learning takes place, together with the student’s development through active involvement in the act of communication. We focused in the current endeavour on teaching as an act of effective didactic communication which can be analysed through the prism of the model offered by communication theory. We performed an analysis of the barriers in didactic communication and presented ways to prevent or eliminate these barriers, through effective communication conditions and contexts