Estudio del impacto del comportamiento comunicativo verbal y no-verbal del profesorado en el aula|la percepción de docentes y estudiantes de enseñanza secundaria

Abstract

This study is based on the analysis of verbal and non-verbal communicative behaviors used by secondary teachers in their classroom interaction with students. Communication strategies used by teachers were analyzed, as well as their metacognitive awareness regarding these behaviors. The perceptions that students had about the communicative and relational aspects that teachers established with them in the classroom were also studied. Psychological models of communication and their relationship with interactivity and the moments of the class were analyzed. This is study is qualitative, ethnographic and case study. The findings show a strong presence of verbal behaviors such as asking questions, giving feedback through explanations and managing interactions with their students through positive feedback (approval). The less frequent verbal functions were meta-communicative, poetic and expressive. Regarding the non-verbal behavior, the use of hand shaking, stares and smiles were the most frequently used by these teachers. The least frequent functions were proxemics and haptics. Considering communicative awareness, teachers showed greater awareness on verbal aspects than nonverbal ones. Finally, students demonstrated a close relationship with teachers who established a respectful interaction with them, allowed participation and displayed emotional expressions of closeness with students.