Teacher-Student Interactions Considering Virtual space: An Action-Based Approach


Teacher-student interactions are one of the critical components of an educational process. Upon an action-based view, human beings are regarded as agents. Thus, teachers and students are all considered actors, who can act and interact with each other actively. Every action is based on cognitive, emotional and willing foundations. Accordingly, students and teachers interact their cognitions, beliefs, emotions and interests steadily. However, this kind of transaction is not a balanced one, and it ought to be an unequal interaction, in which the teacher plays a guidance role. On the other hand, in the second decade of twenty-first century our life is interweaved with Internet and digital services. Regarding Virtual space and its consequences on education, this article attempts to redefine student-teacher interactions in a framework of action. In cognition foundations of action, we should accompany some shifts: from knowledge transferring models to knowledge authorizing ones; from knowledge receiving models to knowledge constructing ones and from universal knowledge models to local knowledge ones. In emotional action foundations, we should perform these shifts: from non-reflective emotional models to more-reflective ones; from simple models of interests to complex heterogeneous models of interests. Finally, concentrating on action and decision-making, we should do these shifts: from atomic views to holistic approaches, from simple models to complex models and from impulsive models of action to reflective ones.

Author Information
Narges Sajadieh, University of Tehran, Iran
Samira Alirezabeigi, University of Tehran, Iran

Paper Information
Conference: ACE2013
Stream: Education

This paper is part of the ACE2013 Conference Proceedings (View)
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To cite this article:
Sajadieh N., & Alirezabeigi S. (2014) Teacher-Student Interactions Considering Virtual space: An Action-Based Approach ISSN: 2186-5892 – The Asian Conference on Education 2013 – Official Conference Proceedings https://doi.org/10.22492/2186-5892.20130754
To link to this article: https://doi.org/10.22492/2186-5892.20130754

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