eCite Digital Repository
Rapport in the classroom: Problems and strategies
Citation
Fleming, AJ and Hiller, CJ, Rapport in the classroom: Problems and strategies, Critical literacy: Theories and Practices, 3, (2) pp. 84-96. ISSN 1753-0873 (2009) [Refereed Article]
 | PDF 94Kb |
Copyright Statement
This work is licensed under a Creative Commons Attribution 3.0 License. http://creativecommons.org/licenses/by/3.0/
Abstract
This paper is the result of a collaborative self study between a beginning teacher and her university lecturer, and their experiences of teaching English in two university settings. It explores the relationships and critical pedagogies in both of the teachers’ classrooms and their attempts at establishing successful teaching-learning relationships, or ‘rapport’ as we name it. Our primary aim was to observe, discuss and reframe our rapport building strategies and problems. We believe rapport is particularly important within critical literacy because of the kind of transformations that we aim to enable. Supportive, open relationships are the foundation of all successful teaching-learning relationships and most especially for transformative pedagogies. We believe that a discussion of relationships should sit at the heart of critical theory and we see this discussion best initiated with self study.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | Curriculum and pedagogy theory and development |
| Objective Division: | Education and Training |
| Objective Group: | Teaching and curriculum |
| Objective Field: | Pedagogy |
| UTAS Author: | Fleming, AJ (Dr Aysha Fleming) |
| UTAS Author: | Hiller, CJ (Dr Claire Hiller) |
| ID Code: | 58312 |
| Year Published: | 2009 |
| Deposited By: | Education |
| Deposited On: | 2009-09-25 |
| Last Modified: | 2010-05-31 |
| Downloads: | 945 View Download Statistics |
Repository Staff Only: item control page