A Three-Dimensional Account of Teacher–Student Communication: An Account and Its Application
Abstract
Objective of the Article: The article develops a potentially comprehensive and philosophically informed model of classroom communication – which is called three-dimensional – as well as to test its plausibility by conducting tentative empirical research.
Research Method: We draw on the hypothetico-deductive inquiry model (following Popper’s concept), according to which the research starts as a response to a problematic situation (P1) and assumes the form of a tentative theory (TT) to be tested empirically. If it is not refuted, it can be accepted as binding and its errors (EE) can be eliminated. In case it is falsified, a new problematic situation (P2) appears. The empirical part of theory testing is based on the technique of observation and the analysis of teachers’ utterances.
A Short Description of the Context of the Presented Issue: We introduce the concept of three-dimensional communication in education, which involves (1) the transmissive dimension, where the teacher provides information and students receive it; (2) the constitutive dimension, which promotes social bonds in the classroom; and (3) the interpersonal dimension, which includes individualization in communication and teaching and helps build the teacher–pupil relationship. Then, the empirical part of the article presents the model being applied in research conducted in an elementary school in the Lower Silesia region of Poland.
Research Findings: It is claimed that this model can be used as a reference for analyzing actual communication processes, which is shown by the example of the empirical part.
Conclusions and Recommendations: The plausibility test of the theory succeeded. However, questions are raised for further exploration: the normativity of such a model, its context-sensitiveness, its referring to schools with student-centered and teacher-centered education, the effectiveness of a teacher’s communication within the three dimensions (which may vary), and different teaching styles being referred to advanced three-dimensional communication between teachers and students.
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