Student teacher rapport

Med posameznimi disciplinami, pa tudi znotraj njih je medosebni stik opredeljen precej različno, kar velja tudi za področje visokošolskega izobraževanja. Učinkovito poučevanje je velik izziv in zahteva visoko pedagoško usposobljenost visokošolskih učiteljev. Učitelj naj bi bil, poleg obvladovanja različnih didaktičnih in pedagoških pristopov, zmožen ustvariti za učenje ugodno okolje in med drugim vzpostaviti stik s svojimi študenti. V tem kontekstu se pojavljajo številne nenatančne, slovarske in zato laične definicije, ki ne ponujajo možnosti jasne operacionalizacije ter razvoja kakovostnega merskega pripomočka. V prispevku smo predlagali novo opredelitev medosebnega stika med visokošolskimi učitelji in študenti, oblikovano na podlagi edinega obstoječega modela medosebnega stika ter na podlagi relevantnih dognanj. Medosebni stik smo opredelili kot interakcijski pojav med učiteljem in študentom oz. študenti. Poudarek je na subjektivnem doživljanju medosebnega stika, kljub temu da ga je moč oceniti tudi prek različnih besednih in nebesednih znakov. Izkušenjski vidik se izraža prek občutkov in misli oseb v interakciji. Ker je učitelj vodja procesa, nosi tudi odgovornost za vzpostavitev medosebnega stika s študenti. V novi opredelitvi smo uporabili enake strukturne komponente, kot avtorja edinega obstoječega modela medosebnega stika (Tickle-Degnen in Rosenthal, 1990), vendar smo jih priredili za visokošolsko izobraževanje in jih podrobno opisali. To so pozitivnost, vzajemna pozornost in koordinacija. Če pogledamo obstoječa pojmovanja medosebnega stika v visokošolskem prostoru z vidika omenjenega modela, vidimo, da se vsi elementi navezujejo bodisi na komponento pozitivnosti bodisi na komponento vzajemne pozornosti, medtem ko je komponenta koordinacije skoraj povsem odsotna. Po našem mnenju ravno ta loči medosebni stik od kakovostnega medosebnega odnosa - koordinacija v interakciji in koordinacija v procesu učenja. Nova opredelitev medosebnega stika predstavlja pomemben korak k poučevanju, usmerjenem na študenta, ki je že dalj časa teoretično izhodišče v šolstvu nasploh. Na koncu smo predstavili vprašanja, ki še ostajajo odprta, in začrtali smernice za nadaljnje raziskovanje.Various definitions of rapport can be found between different disciplines and also within a certain discipline, including higher education. Effective teaching is a challenging task and requires a skilled teacher. In addition to managing a variety of didactic and pedagogical approaches, teacher should also be able to create a positive learning environment, including creating a good rapport with his/her students. Unfortunately, numerous imprecise definitions of student-teacher rapport in higher education, usually taken from dictionaries, are used by researchers in this field. We belive this is the reason why they dont provide possibilities for clear operationalization and development of a proper instrument for measuring the quality of student-teacher rapport. In this paper we proposed a new conceptualization of student-teacher rapport in higher education, built on the existing model of general rapport and on the basis of relevant findings from the field of higher education. We defined rapport as an interactive phenomena and placed the emphasis on the subjective experience/insiders perspective, although the quality of rapport can also be estimated through various verbal and non-verbal clues. This experiental aspect is expressed in feelings and thoughts of interactants. Since the teacher acts as a leader of the teaching/learning process he/she is responsable for creating good rapport with his/her students. In the proposed conceptualization we\u27ve used same structural components as L. Tickle-Degnen and Rosenthal (1990) used in their model of rapport and adapted them for the context of higher education. These are positivity, mutual attention and coordination. Looking at the existing concepts of student-teacher rapport in higher education through the prism of the aforementioned model, it can be seen that all elements relate either to positivity or mutual attention, while the component of coordination is almost completely absent. In our opinion, it is coordination which differentiates rapport from a general good interpersonal relationship. With coordination we refer to coordinated and smooth interaction and also to coordination in the process of teaching and learning.The new conceptualization of student-teacher rapport in higher education represents an important step toward student-oriented approach to teaching and learning a current paradigm in education in general. Questions which remain open are presented anddirections for further research outlined. Keywords: higher education, teacher studen