Pupil-teacher communication in secondary schools: Evidence from Latvia
Factulty of Social sciences Latvia University Latvia,
Research on education nowadays is mostly concerned with different quantitative macro measurements. This approach gives opportunity to compare data both from cross-national and longitudinal viewpoint. On the other hand such a methodology can be abstract and with no connection to real social processes at school. From quite meaningful processes it can produce abstract terms with no definition. Although results from such a macro research can be abstract, later they are generalised to micro level processes.
Different perspective can be found in some theoretical frameworks. For example, theories of P. Bourdieu, P. Freire, I. Illich support both macro level importance and micro level processes.
This paper by analysing teacher-pupil communication during lessons at school tries to analyse how educational processes emerges in micro level and to understand how observed communication attributes influences education processes in total. Analysis is based on empirical research conducted in Latvia were several in-depth interviews and observations in secondary school was held.
Data indicates that there are communication strategies which teachers and pupils use to influence processes in class. Teachers? communication strategies emphasize control of workflow, knowledge and time schedule. Pupils use different types of communication mainly to support the processes, defend themselves, ?hide? their knowledge level or even reschedule time. Although all communication at school is related, there are important differences between teacher-pupil communication during the lessons and breaks.