Qualitative Transformations within the Student-Teacher Relationship. ASHE Annual Meeting Paper.

Autor/in	Grigoriu, Elizabeth C.
Titel	Qualitative Transformations within the Student-Teacher Relationship. ASHE Annual Meeting Paper.
Quelle	(1997), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Development; College Faculty; College Students; Constructivism (Learning); Developmental Stages; Epistemology; Higher Education; Interaction Process Analysis; Interpersonal Relationship; Teacher Student Relationship; Teaching Models; Theories + Suchen Sie Ihr Suchwort? Erwachsenwerden; Fakultät; Collegestudent; Erkenntnistheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prozessanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrmodell; Theory; Theorie
Abstract	This paper considers how establishing and maintaining the student-teacher relationship can be epistemologically transforming for both college students and faculty. The paper draws on a constructivist-developmental theory of self and cognitive development, knowledge construction, and the author's own teaching experiences. First, underlying constructivist assumptions, such as humans as experiencing cognitive and emotional states of disequilibrium and equilibrium, are identified. Constructivist-developmental theory is summarized as meaning-making through a process of increasing cognitive complexity in the context of multiple, and sometimes contradictory, systems. Robert Kegan's theory of meaning-making is specifically discussed especially the qualitative transformations within three stages of adult development: interpersonal, institutional, and inter-individual. These stages are related to the co-construction by teacher and student of knowledge and meaning-making and the changing dynamics of the relationship between student and teacher, and are illustrated by anecdotes of the author's teaching experiences. Suggestions for facilitating structural transitions in students' learning and teachers' practice are offered. (Contains 9 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC