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The role of verbal and nonverbal teacher immediacy: The perspectives from primary school teachers

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dc.title The role of verbal and nonverbal teacher immediacy: The perspectives from primary school teachers en
dc.contributor.author Matušů, Renáta
dc.relation.ispartof 13th International Technology, Education and Development Conference (INTED2019)
dc.identifier.issn 2340-1079 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-09-08619-1
dc.date.issued 2019
dc.citation.spage 4239
dc.citation.epage 4243
dc.event.title 13th International Technology, Education and Development Conference (INTED)
dc.event.location Valencia
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2019-03-11
dc.event.edate 2019-03-13
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED-Int Assoc Technology Education & Development
dc.relation.uri https://library.iated.org/view/MATUSU2019ROL
dc.subject communication en
dc.subject immediacy behaviour en
dc.subject primary school teacher en
dc.subject pupil en
dc.description.abstract The paper focuses on the construct of teacher immediacy, which has become an important component of classroom communication and has demanded a great deal of attention over the last decades. Teacher immediacy involves various communication behaviours that make sense of the interpersonal closeness between the teacher and the pupil. Many studies have dealt with the construct of immediacy in instructional communication, especially in the context of student learning. In the most research studies, the results indicate that teacher immediacy could significantly promote affective and cognitive learning and increase student motivation. The aim of this study is to describe the experience of primary school teachers with the use of immediacy in their classrooms. The first part of the study focuses on defining verbal and nonverbal immediacy. The results and conclusions of previous research studies are also presented. The second part presents the results of a qualitative study. Data was gathered through interviews with primary school teachers. The results of the study indicate that teachers actively influence interactions within the educational process through the use of verbal and nonverbal immediacy behaviour. However, teachers perceive some obstacles that reduce their degree of immediacy. This offers new questions related to the teacher's social and communication competencies. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009874
utb.identifier.obdid 43880733
utb.identifier.wok 000536018104055
utb.source S-wok
dc.date.accessioned 2020-09-01T10:09:22Z
dc.date.available 2020-09-01T10:09:22Z
utb.contributor.internalauthor Matušů, Renáta
utb.wos.affiliation [Matusu, Renata] Tomas Bata Univ Zlin, Zlin, Czech Republic
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