Teacher’s authority and its implications in the student`s formation at the University of Sonora
The objective of the study is to describe the meaning of teacher’s authority that students at the University of Sonora have, the types of teacher authority links that they recognize, and also explore how such authority is involved in their formation. In the conceptual framework, the concepts of mean...
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| 主要な著者: | , , |
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| フォーマット: | Online |
| 言語: | spa |
| 出版事項: |
Universidad de Sonora
2021
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| オンライン･アクセス: | https://revistavertice.unison.mx/index.php/rvu/article/view/26 |
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| 要約: | The objective of the study is to describe the meaning of teacher’s authority that students at the University of Sonora have, the types of teacher authority links that they recognize, and also explore how such authority is involved in their formation. In the conceptual framework, the concepts of meaning, teacher authority and formation are analyzed. The research was guided by an interpretative approach and the phenomenological method, through the interview technique. The experience that the students of the University of Sonora have with the teaching authority was the starting point of the investigation. The results show the presence of three meanings of teacher authority: power, respect and distinction; and that the types of links established with teachers are based on these meanings, which affect their formation. The study has been resumed, as part of a doctoral research, now focused on the analysis of the implications of teacher authority in the formation of students and the possible relationship of gender stereotypes in both processes (authority and formation). |
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