Unit:
Department of Primary EducationΤομέας Επιστημών της ΑγωγηςLibrary of the School of Education
Dissertation committee:
Ιωάννης Βρεττός, Καθηγητής Π.Τ.Δ.Ε. ,ΕΚΠΑ (επιβλέπων)
Αναστάσιος Κοντάκος, Καθηγητής Τ.Ε.Π.Α.Ε.Σ. ,Πανεπιστήμιο Αιγαίου
Θωμάς Μπαμπάλης, Αναπλ. Καθηγητής Π.Τ.Δ.Ε. ,ΕΚΠΑ
Δημοσθένης Δασκαλάκης, Καθηγητής Π.Τ.Δ.Ε. , ΕΚΠΑ
Αλέξανδρος-Σταμάτιος Αντωνίου, Επίκ. Καθηγητής Π.Τ.Δ.Ε. ,ΕΚΠΑ
Κωνσταντίνος Μαλαφάντης, Καθηγητής Π.Τ.Δ.Ε. ,ΕΚΠΑ
Βασίλειος Πανταζής, Αναπλ. Καθηγητής Π.Τ.Π.Ε. , Πανεπιστήμιο Θεσσαλίας
Original Title:
Μη λεκτική συμπεριφορά και επικοινωνία εκπαιδευτικού και αλλοδαπών μαθητών: ερευνητική προσέγγιση
Translated title:
A research on nonverbal behavior and communication among teachers and foreign students
Summary:
The following doctoral thesis focuses on the teacher-student nonverbal behavior and communication that takes place in Greek language classes which include students of different national origins. The aim here is to describe the theoretical framework and record research data concerning both nonverbal behavior and communication. Specifically, our research concentrates on the parameters and specifications of nonverbal behavior between Greek school teachers and students from various national backgrounds attending state schools in Greece. Accordingly, two questions were posed: Firstly, whether and to what extent nonverbal signals are perceived and interpreted accurately within the classroom by either teacher or student. Secondly, to what extent this success or failure of interaction advances or hinders teacher-student communication and the building of positive attitude and security within the classroom. While researching, two separate tools were employed: observation sheets and teacher interviews. The current research was conducted in secondary schools located in Attiki. Subsequent conclusions have revealed that the teachers’ ability to successfully interpret nonverbal behavior in classes with students of various national backgrounds is facilitated by their overall teaching experience, in particular teaching multinational students, and, as in a number of cases, by a teacher’s familiarity with Intercultural Education and nonverbal behavior. All the above are the core elements that help teachers interpret and respond to nonverbal behavior in multicultural classes and, at the same time, they enable teachers to support their students’ efforts to keep up with and participate in the learning process. Additionally, the majority of secondary school foreign students seem to have adapted to Greek cultural conventions to the point where their nonverbal behavior identifies – or varies insignificantly in some cases or significantly in a much smaller number – with that of their peers of Greek background. Furthermore, students managed to understand their teacher’s nonverbal behavior successfully. Researchers concerned with nonverbal communication and behavior have pointed out that, across cultures, differences and similarities co-exist. Moreover, the student profile in question does not commonly employ gestures or facial expressions of some cultural significance.
Main subject category:
Education
Keywords:
nonverbal behavior, nonverbal communication, foreign students, Intercultural Pedagogy, multiculturalism
Number of references:
534
