secondhand Pedagogical Interaction new, Athanasios Gotovos, Gutenberg 2002

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Pedagogical Interaction, Athanasios Gotovos, Gutenberg, 2002

Title: Pedagogical Interaction. Communication and Social Learning in School
Author: Athanasios Gotovos
Publisher: Gutenberg
Publication Date: December 2002
Cover: Soft
Number of Pages: 175
Dimensions: 24x17 cm
Category: Education - Pedagogy
ISBN13: 9789600102628

UNUSED, IN EXCELLENT CONDITION, HAS NOT BEEN USED AT ALL

CONTENTS:
Introduction
PART I
1. Theoretical Foundations: Social Interaction as a 'Place' of Socialization and Education
1.1. The Difficulties of Scientific Pedagogical Discourse
1.2. Pre-scientific Knowledge about the Phenomena of Education and Socialization
1.3. Social Interaction, Socialization, Education, Social and Personal Identity, Completeness of Communication and Action: Delimitation and Discussion of Key Concepts
1.4. Contemporary Descriptive and Interpretative Models of Socialization
Notes
PART II
2. Pedagogical Interaction and Social Learning
2.1. Characteristics of Student-Teacher Communication
2.2. The Cognitive Dimension of Communication in the Classroom: What Participants 'Know' and What They 'Learn'
PART III
3. Participation in Pedagogical Interaction and Social Learning: Problematic Areas of Communication in School as Factors of Socialization and Education
3.1. The Image of the School: the 'Class' in the Classroom
3.2. Conflicts between Teachers and Students: Analytical View of a Pedagogical Problem
3.3. Problematic Students: the 'Stigma' in the Classroom or the Social Genesis of Marginal Students
3.4. Student Apathy: Participation, Competition, and Motivation
3.5. When the Teacher Does Not 'Know' the Lesson: Some of the Inherent Risks in Interpreting the Teaching Role
3.6. Educational Practice and Self-Perception of the Educator: the 'Distortion' of Teaching Identity and its Management
Notes
Conclusion
Bibliography
Glossary
Index of Names

PRESENTATION:
The meeting of the educator with the educated - where the last two terms are understood in all their observed versions - constitutes the basic prerequisite for exercising pedagogical influences and achieving pedagogical results. Regardless of the web of expectations, possibilities, and commitments that this meeting is oriented towards each time, its characteristic feature - and at the same time the valuable tool of the educator for exercising influences - is communication. The aim of the book is to present to the reader the characteristics of pedagogical communication, that is, those features that differentiate it from other forms of communication, and with the help of six examples of pedagogical interaction to show that the student cannot help but be continuously shaped as one of the communicatively active protagonists of the pedagogical meeting. Especially the educator in primary and secondary education will be able to see himself in this book as a contributor to conventional and social learning in school and will have the opportunity to reflect on whether some of the established strategies for dealing with his students are associated with undesirable pedagogical outcomes, as well as whether the school leaves room for alternative, pedagogically more appropriate, approaches.