Patterns of control over the teaching–studying–learning process and classrooms as complex dynamic environments: a theoretical framework

Abstract

In this theoretical paper the role of power in classroom interactions is examined in terms of a dominance continuum to advance a theoretical framework justifying the emergence of three ways of distributing power when it comes to dealing with the control over the teaching–studying–learning (TSL) pattern of teacher domination, pattern of empowerment and pattern of student domination. It is argued that these patterns affect the nature of interactions in the classroom, and thus provide the initial conditions for the emergence of three complex dynamic classroom environments: classroom as an environment of order, classroom as an environment at the edge of chaos and classroom as an environment of chaos. In the conclusion the implications of these emerging patterns and environments for teachers, especially for student teachers’ reflective practice, and the need for teacher educators and researchers to be aware of them are advanced.

Keywords:

• classroom management
• teacher–student relationship
• classroom communication
• reflective practice

Acknowledgements

This is a revised version of a preliminary and shorter report accompanied by a PowerPoint presentation given at the ISATT 2009 Conference in Rovaniemi, Finland, and published in CD format for the conference audience.

Notes

1. The first data set, collected for the author’s doctoral dissertation in 1999–2001, is based mainly on teachers’ in-depth interviews (Harjunen 2002). The four main participants were Finnish (as a native language) and literature teachers in the upper grades of a typical Finnish comprehensive school in the Helsinki area, working with 13- to 16-year-old students in Grades 7–9. The second data set consists of written responses and interviews of 14- to 16-year-old students in upper Grades 8–9. The data were collected from 136 student answers to these questions: (1) ‘What should a teacher be like so that… (a) you would learn?, (b) you would feel comfortable during the lessons?, (c) you would be well in the lessons?’, (2) ‘Evaluate your teacher of Finnish (as a native language) and literature according to your previous views’ and (3) ‘What kind of relations do you have with you teacher of Finnish (as a native language) and literature?’ In addition, 66 students were selected from each class for interviews to provide additional information. These data sets were collected in 2003–2004.