Paradigm of the student-teacher relationship in the modern educational environment
1 ISED RAE, Center of Philological Education, 105062, Moscow, Russia
2 MSU, Philological Department, Moscow, Russia
* Corresponding author: email@example.com
The authors of the article claim that the information age makes it crucial to reconsider the principles of the student-teacher relationship (teacher communication style). Traditionally the interaction of subjects of educational discourse in the pedagogical rhetoric is considered from the standpoint of communicative leadership of the teacher. The information age is changing the meaning of term “communicative leader”, which is described in this article with examples of interaction between research education subjects. The new communicative leadership supposes a three-level model of a teacher’s communicative competences: conscious rhetoric skills (the ability to manage creative interaction with students) and facilitation skills. Further in the article, the comparison of facilitative and conventional teacher communication styles is carried out. Facilitation is opposed to inefficient communication styles and is seen as different from efficient communication styles in the level of trust and respect for the student, as reflected in the provision of freedom of choice and independence in problem solving processes. The facilitative student-teacher relationship principle in the educational environment is demonstrated based on the example of grammar school No. 118 in Rostov-on-Don. It is stated in the article that case technology can be considered to be one of the efficient student-teacher interaction technologies corresponding to facilitation ideas. The teacher’s operating model for building this case is described.
© The Authors, published by EDP Sciences, 2016
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.