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Porta Linguarum, Nº 6, junio 2006 >

Please use this identifier to cite or link to this item: http://hdl.handle.net/10481/30657

Title: Reconsidering tutorials and student-lecturer power relationships in language subjects
Authors: Taibi, Mustapha
Issue Date: Jun-2006
Abstract: The power relationship between teachers/lecturers and students may have negative effects on the process of learning because it can limit both ‘physical’ and verbal access to the teacher/lecturer and give rise to a relatively negative attitude towards him/ her. This is why reconsidering that power relationship and trying to reduce the power asymmetry is likely to improve both the relationship and the student’s learning and performance. A way to contribute to bridging the distance between student and lecturer and also enhance personalized teaching and learning is tutorials. This article reports the results of an “experiment” that was carried out, with such objectives in mind, in the Teacher Training School of Guadalajara (University of Alcalá).
La relación de poder entre profesores y alumnos puede acarrear consecuencias negativas para el proceso de aprendizaje. Por eso si se reconsidera esta relación y se reduce la asimetría entre los dos participantes en el proceso educativo, es probable que mejoren la relación entre los dos y el rendimiento de los alumnos. Una forma de hacerlo es replantearse el concepto de “tutoría”. Este artículo presenta los resultados de una experiencia en este sentido llevada a cabo en la Escuela de Magisterio de Guadalajara (Universidad de Alcalá).
Publisher: Universidad de Granada
Keywords: Learning process
Proceso de aprendizaje
Power
Poder
Distance
Distancia
Tutorials
Tutorías
URI: http://hdl.handle.net/10481/30657
ISSN: 1697-7467
Rights : Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License
Citation: Taibi, M. Reconsidering tutorials and student-lecturer power relationships in language subjects. Porta Linguarum, 6: 23-32 (2006). [http://hdl.handle.net/10481/30657]
Appears in Collections:Porta Linguarum, Nº 6, junio 2006

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