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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Dimensions of the interaction and importance of the dialogue in the teacher-student relationship
Authors
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Fernando del Mastro Puccio
Pontificia Universidad Católica del Perú
https://orcid.org/0000-0003-1599-7598
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Oscar Augusto Sumar Albujar
Universidad Científica del Sur
https://orcid.org/0000-0001-7658-9606
Abstract
In this paper we analyze the experiences and opinions of a group of law professors about the interaction with their students. We seek to account for which dimensions
of interaction are focused by teachers, in contrast to those highlighted by students in previous research. The results show that teachers emphasize the pedagogical dimension of the interaction, while students place more emphasis on the intersubjective dimension. Likewise, we notice contrasts in topics such as the opinion about student participation or the characteristics that make a teacher and a student recognizable. We also address the regulatory dimension of interaction, in problems such as plagiarism. Teachers tend to operate with a behavioral logic (punishments, reinforcements) and focused on the pedagogical (change types of evaluation to prevent students from copying).
In the various points of this research, the absence of dialogue (both face-to-face and virtual) is shown as a way to understand the experience and opinion of the other
and, on that basis, strengthen the interaction and deal with the problems that arise in the classroom.
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