Social skills of college teachers: a systematic review of the literature
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Acta Scientiarum. Education (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/35253 |
Resumo: | The teacher-student relationship is an important factor in the teaching-learning process and requires a teacher with, among other skills, a developed repertoire of social skills (SS). This study is a systematic review to evaluate the scientific publications on the subject of SS related to the teaching performance in Higher Education, considering the face-to-face modality. We analyzed 23 articles, published until November 2015 in six different databases (Scielo Brasil, PEPSIC, LILACS, Index Psi, Corpus PHS and PsycArticles), that focused on SS and/or nonverbal and paralinguistic components presented by the teacher in the classroom and/or in his/her relation with the students. The SS were evaluated by students, teachers and researchers and, in 47.9% of the articles, the use of validated instruments was involved. The most studied SS classes were communication (82.6%), work (52.1%) and expression of positive feelings (39.1%). While the first two classes seem to be more related to the traditional posture of the professor as a transmitter of knowledge, the latter seems to be more related to the current concern that the teacher should take on the role of mediator between the student and the knowledge, pointing to a gradual process of changes in the SS set required for effective performance in higher education. New revisions could confirm or refute the data described here. |
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Social skills of college teachers: a systematic review of the literatureHabilidades sociales de docentes universitarios: una revisión sistemática de la literaturaHabilidades sociais de docentes universitários: uma revisão sistemática da literaturahigher educationcollege teacherssocial skillsinterpersonal relationships.enseñanza superiordocentes universitárioshabilidades socialesrelaciones interpersonalesensino superiordocentes universitárioshabilidades sociaisrelações interpessoais.The teacher-student relationship is an important factor in the teaching-learning process and requires a teacher with, among other skills, a developed repertoire of social skills (SS). This study is a systematic review to evaluate the scientific publications on the subject of SS related to the teaching performance in Higher Education, considering the face-to-face modality. We analyzed 23 articles, published until November 2015 in six different databases (Scielo Brasil, PEPSIC, LILACS, Index Psi, Corpus PHS and PsycArticles), that focused on SS and/or nonverbal and paralinguistic components presented by the teacher in the classroom and/or in his/her relation with the students. The SS were evaluated by students, teachers and researchers and, in 47.9% of the articles, the use of validated instruments was involved. The most studied SS classes were communication (82.6%), work (52.1%) and expression of positive feelings (39.1%). While the first two classes seem to be more related to the traditional posture of the professor as a transmitter of knowledge, the latter seems to be more related to the current concern that the teacher should take on the role of mediator between the student and the knowledge, pointing to a gradual process of changes in the SS set required for effective performance in higher education. New revisions could confirm or refute the data described here. La relación profesor-alumno es un factor importante en el proceso de enseñanza-aprendizaje y requiere del profesor, entre otras competencias, un repertorio elaborado de habilidades sociales (HS). El presente estudio es una revisión sistemática para evaluar la producción científica sobre HS relacionados a la actuación docente en la enseñanza superior en la modalidad presencial. Se analizaron 23 artículos, publicados hasta noviembre de 2015 en seis bases de datos distintas (Scielo Brasil, PEPSIC, LILACS, Index Psi, Corpus PHS y PsycArticles), que enfocaban las HS y / o componentes no verbales y paralinguísticos presentados por el profesor en sala de clase y / o en la relación con el alumno. El HS fueron evaluados por los estudiantes, profesores e investigadores, y el 47,9% de los artículos implicó el uso de instrumentos validados. Las clases de HS más abordadas fueron comunicación (82,6%), trabajo (52,1%) y expresión de sentimientos positivos (39,1%). Mientras que las dos primeras clases parecen estar más relacionadas con la postura tradicional del profesor, como transmisor del conocimiento, la última parece estar más ligada a la preocupación actual de que él asuma el papel de mediador entre alumno y conocimiento, lo que apunta a un proceso gradual de cambios en las HS requeridas para la actuación en la enseñanza superior. Nuevas revisiones pueden confirmar o refutar los datos aquí descritos.A relação professor-aluno é um fator importante no processo de ensino-aprendizagem e requer do professor, entre outras competências, um repertório elaborado de habilidades sociais (HS). Este estudo é uma revisão sistemática para avaliar a produção científica sobre HS relacionados à atuação docente no ensino superior na modalidade presencial. Foram analisados 23 artigos, publicados até novembro de 2015 em seis bases de dados distintas (Scielo Brasil, PEPSIC, LILACS, Index Psi, Corpus PHS e PsycArticles), que focavam as HS e/ou componentes não verbais e paralinguísticos apresentados pelo professor em sala de aula e/ou na relação com o aluno. As HS foram avaliadas por alunos, docentes e pesquisadores e, em 47,9% dos artigos, envolveram o emprego de instrumentos validados. As classes de HS mais abordadas foram comunicação (82,6%), trabalho (52,1%) e expressão de sentimentos positivos (39,1%). Enquanto as duas primeiras classes parecem estar mais relacionadas à postura tradicional do professor, como transmissor do conhecimento, a última parece estar mais ligada à preocupação atual de que ele assuma o papel de mediador entre aluno e conhecimento, o que aponta para um processo gradual de mudanças nas HS requeridas para a atuação no ensino superior. Novas revisões podem confirmar ou refutar os dados aqui descritos. Universidade Estadual de Maringá2018-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/3525310.4025/actascieduc.v40i3.35253Acta Scientiarum. Education; Vol 40 No 3 (2018); e35253Acta Scientiarum. Education; v. 40 n. 3 (2018); e352532178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/35253/751375137823https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/35253/751375137956Copyright (c) 2018 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessVieira-Santos, JoeneDel Prette, AlmirDel Prette, Zilda Aparecida Pereira2022-02-17T22:09:32Zoai:periodicos.uem.br/ojs:article/35253Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-02-17T22:09:32Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Social skills of college teachers: a systematic review of the literature Habilidades sociales de docentes universitarios: una revisión sistemática de la literatura Habilidades sociais de docentes universitários: uma revisão sistemática da literatura |
title |
Social skills of college teachers: a systematic review of the literature |
spellingShingle |
Social skills of college teachers: a systematic review of the literature Vieira-Santos, Joene higher education college teachers social skills interpersonal relationships. enseñanza superior docentes universitários habilidades sociales relaciones interpersonales ensino superior docentes universitários habilidades sociais relações interpessoais. |
title_short |
Social skills of college teachers: a systematic review of the literature |
title_full |
Social skills of college teachers: a systematic review of the literature |
title_fullStr |
Social skills of college teachers: a systematic review of the literature |
title_full_unstemmed |
Social skills of college teachers: a systematic review of the literature |
title_sort |
Social skills of college teachers: a systematic review of the literature |
author |
Vieira-Santos, Joene |
author_facet |
Vieira-Santos, Joene Del Prette, Almir Del Prette, Zilda Aparecida Pereira |
author_role |
author |
author2 |
Del Prette, Almir Del Prette, Zilda Aparecida Pereira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Vieira-Santos, Joene Del Prette, Almir Del Prette, Zilda Aparecida Pereira |
dc.subject.por.fl_str_mv |
higher education college teachers social skills interpersonal relationships. enseñanza superior docentes universitários habilidades sociales relaciones interpersonales ensino superior docentes universitários habilidades sociais relações interpessoais. |
topic |
higher education college teachers social skills interpersonal relationships. enseñanza superior docentes universitários habilidades sociales relaciones interpersonales ensino superior docentes universitários habilidades sociais relações interpessoais. |
description |
The teacher-student relationship is an important factor in the teaching-learning process and requires a teacher with, among other skills, a developed repertoire of social skills (SS). This study is a systematic review to evaluate the scientific publications on the subject of SS related to the teaching performance in Higher Education, considering the face-to-face modality. We analyzed 23 articles, published until November 2015 in six different databases (Scielo Brasil, PEPSIC, LILACS, Index Psi, Corpus PHS and PsycArticles), that focused on SS and/or nonverbal and paralinguistic components presented by the teacher in the classroom and/or in his/her relation with the students. The SS were evaluated by students, teachers and researchers and, in 47.9% of the articles, the use of validated instruments was involved. The most studied SS classes were communication (82.6%), work (52.1%) and expression of positive feelings (39.1%). While the first two classes seem to be more related to the traditional posture of the professor as a transmitter of knowledge, the latter seems to be more related to the current concern that the teacher should take on the role of mediator between the student and the knowledge, pointing to a gradual process of changes in the SS set required for effective performance in higher education. New revisions could confirm or refute the data described here. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-06-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/35253 10.4025/actascieduc.v40i3.35253 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/35253 |
identifier_str_mv |
10.4025/actascieduc.v40i3.35253 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/35253/751375137823 https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/35253/751375137956 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Acta Scientiarum. Education https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Acta Scientiarum. Education https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Education; Vol 40 No 3 (2018); e35253 Acta Scientiarum. Education; v. 40 n. 3 (2018); e35253 2178-5201 2178-5198 reponame:Acta Scientiarum. Education (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Education (Online) |
collection |
Acta Scientiarum. Education (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
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1754842069753397248 |