An Outline of a Pedagogical Rhetorical Interactional Methodology -- Researching Teachers' Responsibility for Supporting Students' Desire to Learn as Well as Their Actual Learning

Autor/inn/en	Bjerkholt, Eva; Ørbaek, Trine; Kindeberg, Tina
Titel	An Outline of a Pedagogical Rhetorical Interactional Methodology -- Researching Teachers' Responsibility for Supporting Students' Desire to Learn as Well as Their Actual Learning
Quelle	In: Teaching in Higher Education, 28 (2023) 2, S.238-253 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bjerkholt, Eva) ORCID (Ørbaek, Trine) ORCID (Kindeberg, Tina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1792876
Schlagwörter	Teacher Responsibility; Teacher Student Relationship; Interaction; Rhetoric; College Faculty; Context Effect; Learning Experience; Classroom Environment; Educational Research; Research Methodology + Suchen Sie Ihr Suchwort? Lehrverpflichtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Rhetorik; Fakultät; Lernerfahrung; Klassenklima; Unterrichtsklima; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode
Abstract	Educational research in higher education needs a methodology for how to think and act in relation to how pedagogical interactions support learning. A methodology that can identify how pedagogical rhetorical qualities, such as confidence and a desire to learn, are embedded in a pedagogical interaction. This article presents an outline of a pedagogical rhetorical interactional methodology that enables us to elucidate the responsibility teachers in higher education have for supporting their students' desire to learn as well as for their actual learning. To illustrate how we can apply this methodological approach to empirical data, we present two examples I. A supportive learning context, and II. A non-supportive learning context. These examples illustrate that this methodological approach will contribute to a deeper understanding of what matters when teachers' expressions establish a pedagogical interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01