THE ROLE OF TEACHERS ON STUDENTS' PEER GROUPS RELATIONS: A REVIEW ON THEIR INFLUENCE ON SCHOOL ENGAGEMENT AND ACADEMIC ACHIEVEMENT
ABSTRACT The purpose of this essay is to analyse why and how teachers should concern themselves with informal peer interactions in the school. It is widely acknowledged that peer group relations are fundamental for children's development, affecting both, school engagement and students' aca...
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| Lenguaje: | Spanish / Castilian |
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Universidad de Tarapacá. Escuela de Psicología y Filosofía
2018
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| Acceso en línea: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-50652018000200030 |
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| Sumario: | ABSTRACT The purpose of this essay is to analyse why and how teachers should concern themselves with informal peer interactions in the school. It is widely acknowledged that peer group relations are fundamental for children's development, affecting both, school engagement and students' academic achievement. However, it has been less discussed what is the role of teachers on these relations. To accomplish the goal of the essay ananalysis of the literature on the two following topics is conducted: 1) peer relationships in the school context, considering the concepts of homogeneity and engagement, and taking into account the three informal dimensions of peer relations: friendship, status and centrality; 2) teachers' influence on peer relation, considering their roles as protectors, ‘architects' or social referents, as well as considering their participation in two different pedagogical approa ches: the performance mode or the cooperative mode of teaching. It is concluded that teachers should concern themselves with children's informal relationships at school, as they consciously or not, influence those relationships. If teachers take an active role in promoting positive and healthy relationships at school, they will be promoting children's development and fostering school performance. Considering the literature, it is suggested that teachers should adopt a cooperative mode of teaching, act as social referents for their students' behaviour and avoid negative feedback to aggressive-rejected children to prevent further rejection. |
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