Development of pedagogical authority in the circumstances of the shift of educational paradigm

Author(s):

Sandra Smilga

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES C7, Pre Conf Parallel Session

Time:

2009-09-25

13:30-15:00

Room:

HG, HS 32

Chair:

Helene Miklas

Contribution

The topicality of the present research is determined by the gradual changes of the teacher’s role in the Latvian society along with the coming democracy. Most of teachers come from the authoritative background, where this style was typical in families and in schools. “Nowadays, when changes in the society occur, it is highly essential to study this problem”. (Frei, 2003) Rapid changes of stereotypes are not easy, teachers try to act in a democratic way, but nobody has taught them, what democracy means. “Often teachers fall out of one extreme –authoritative style- into another –over liberty” (Nīmante, 2008) “The concept of teacher’s authority is often mixed with the concept of “authoritarian”, education and comprehension of teacher`s authority are very closely interconnected concepts, but today the crisis of teacher`s authority takes place” (Arendt, 1994) “If a teacher does not have authority, he loses his value and significance as a teacher”. (Geissler, 2006) Therefore the main question of the present research is as follows: How can we develop successful pedagogical authority, which is not connected with “authoritative behavior”? The author of the present paper has studied a complex phenomenon of pedagogical authority which can be described through the following aspects: - Survival of society depends on education and upbringing of children. That is why we cannot leave these things only in hands of parents; they require action from the state. Pedagogical authority has to be legitimate only because it helps to reach the desirable results. (Foray, 2007) - Professional skills in didactics and methods. Here we mean an interesting lesson with the variety of methods applied, which satisfy pupils’ basic needs and develop mutual trust, free recognition of teacher’s role in a classroom and motivation for studies. - Suitable classroom management. To provide necessary conditions for learning, some of the most important factors are order and discipline in the classroom, which cause safety and positive atmosphere. A teacher has to choose the most suitable management model, which corresponds to his philosophy of discipline. - Friendly relations, faithfulness, and trustful voluntary obedience, recognition from pupils. The pedagogical authority is a well-grounded creator and maintainer of communication-based relations between generations. (Friederich, 1974) - Temporary character. Pedagogical authority loses its significance gradually with the growth of young people and the coming of age. (Geissler, 2006)

Method

Theoretical analysis of literature and explorative method has been used for the present research. The author wanted to clarify the role of pedagogical authority in the framework of modern situation in schools. The research consisted of 4 stages. 600 pupils from 8 schools have been surveyed at Stage 1; the objective of this survey was to determine the most respected teachers with the biggest authority. 3 teachers have been selected at Stage 1. At the next stage the researcher has surveyed the selected teachers, their colleagues and pupils from grades 10 to 12. The selected teachers and 9 pupils from grades 10 to 12 have been interviewed at Stage 3 (Focus group interview). At Stage 4 the expert interview has been conducted; 6 experts (principals of schools and experienced teachers) were interviewed about their understanding of teacher’s authority in schools.

Expected Outcomes

In the period of shift from schools with normative style to democratic one, a teacher keeps the authority if he has an appropriate democratic style of classroom management. Friendly and reliable relations with pupils and methodological implications satisfy pupils’ basic needs for motivation, pleasure of studies and develop their self-esteem. Having studied theoretical literature and conducted the explorative research the author has revealed 3 main issues on which teacher’s authority is based: • Democratic or human pedagogical style of classroom management. The choice of appropriate style in classroom management ensures order and discipline in a class and helps pupils to feel safe. • Successful use of didactic methods. If lessons are organized in a fascinating and interesting way by a creative teacher, this leads to perfect results in a teaching- learning process. • Trustworthy and reliable relationship. Relationship based on goodwill and recognition of teacher’s authority results in voluntary obedience, discipline and faithfulness.

References

1. Arendt, H. Zwischen Vergangenheit und Zukunft. München:1994, Piper, (Original 1968) 2. Brüggen, F. Autorität, pädagogisch.// Zeitschrift für Pädagogik, 2007, Heft 5, S.602-606 3. Curwin, R. L., Mendler, A. N. Discipline with dignity.Ohio: 2001, Merril Prentice Hall. 4. Doyle, W. Classroom Organization and Management. In: M. C. Wittrock (ed.), Handbook of Research on Teaching. New York: 1986, Macmillan S. 392-441 5. Dreikur, R., Cassel P. Discipline without tears. N.Y. : 1991, Plume book. 6. Fend, H. Entwicklungspsychologie des Jugendalters. Opladen: 2000, Leske und Budrich. 7. Fend, H. Qualität im Bildungswesen, Weinheim: 1998, Juventa. 8. Foray, P. Autorität in der Schule.// Zeitschrift für Pädagogik, 2007, Heft 5, S. 615 9. Frei, B. Pädagogische Autorität. Münster: 2003. 10. Friedrich, C.E. Tradition und Autorität. München:1974, List. 11. Geissler, E. E. Die Erziehung. Ihre Bedeutung, ihre Grundlagen und ihre Mittel. Würzburg, 2006, Ergon Verlag, S.113-132 12. Gudjons, H. Pedagoģijas pamatatziņas.Rīga:2007, Apgāds Zvaigzne ABC, 217.-219.lpp. 13. Herzog, W. Boni, Edi& Guldimann Joana, Partnerschaft und Elternschaft. Die Modernisierung der Familie. Bern: 1997, Hauptverlag. 14. Heymann, H.W. Pädagogik. Einführung in den Themenschwerpunkt: Autorität.// Pädagogik, 2006, Heft 2, S.5 15. Hobmair, H. ( Hrsg.) Pädagogik. Köln, 1996, Verlag H. Stam GmbH ( 2. Auflage) 16. Hoppe-Graff, S., Latzko, B., Engel, I., Hesse, I., Mainka, A., Waller, M. Lehrerautorität-aus Sicht der Schüler. In: N. Seibert (Hrsg.) Erziehungsschwierigkeiten in Schule und Unterricht. Bad Heilbrunn: 1998, Klinkhardt. 17. Leedy, P. D., Ormrod, J. E. Practical Research. Planning and Design. New Jersey: 2005, Pearson Education, Upper Saddle River 18. Lohmann, G. Mit Schülern klarkommen. Berlin: 2003,Cornelsen Verlag Scriptor GmbH&Co KG, S. 13-14 19. Neuhäuser, H. Autorität und Partnerschaft. Wie Kinder ihre Elten sehen. Weinheim: 1993, Deutscher Studien Verlag. 20. Nīmante, D. Klasvadība. Rīga: 2008, Apgāds Zvaigzne ABC, 33.-67.lpp. 21. Reichwein R., Autorität. In: D. Lenzen (Hrsg.) Pädagogische Grundbegriffe. Bd. 1. Reinbeck bei Hamburg: 1989, Rowohlts Enzyklopädie. 22. Skujiņa, V. u.c. Pedagoģijas terminu skaidrojošā vārdnīca. Rīga: 2000, Apgāds Zvaigzne ABC 23. Volmer, G. Autorität und Erziehung. Studien zur Komplementarität in pädagogischer Interaktionen. Weinheim: 1990, Deutscher Studien Verlag. 24. Ziehe, Th. Zeitvergleiche. Jugend in aktuellen Modernisierungen. Weinheim: 1996, Juventa (2. Auflage) 25. Skolotāja ētikas kodekss (projekts)// Izglītība.1996.08.08. 26. Žogla, I. Didaktikas teorētiskie pamati, Rīga, 2001, RaKa, 96.- 99.lpp.

Author Information

Sandra Smilga

School of business administration Turiba

Language department

Riga

128

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