Proceedings of The 8th International Conference on New Approaches in Education
Year: 2024
DOI:
[PDF]
The Expression of Intellectual Humility When Learning Interaction Based on Social Constructivism Is Realized on The Level of a Headmaster and Teacher
Gintarė Gudeliauskė, Prof. Aušra Rutkienė, Assoc. Prof. Ilona Tandzegolskienė-Bielaglovė
ABSTRACT:
The intellectual humility of a teacher contains certain perception and recognition of discomfort due to intellectual restrictions, constant desire to learn when constructive attention is paid to these aspects and no tiring effort is needed. When a teacher is in interaction with a headmaster, based on social constructivism (focus on social interaction with Other, during which an opportunity appears to expand existing knowledge), disruptions occur which restrict accepting learning possibilities. In unequal working positions this inequality is transferred to the situations of learning interaction of a teacher and headmaster. When it is definitely known that a headmaster is wrong, a teacher with the aim of improving tries to change the opinion of a headmaster, but relationship “Headmaster – Subordinate” also remains in learning situations. A teacher chooses a position of protecting himself/herself, as it is considered that expressing contradictory opinion can cause negative reaction of a headmaster, when poor work performance occurs, which concerns both subjects. A teacher’s hierarchical subordination to a headmaster is confirmed, if a headmaster chooses to actualize his/her superiority; it is likely to have a negative impact on the realization of the possibilities of mutual learning. In learning interaction of a teacher and headmaster based on social constructivism unequal learning relationship is revealed: a teacher appoints the role of a more powerful one to a headmaster, whereas he/she himself/herself choses an inferior position. An inferior position can mean non-development of learning, when it is consented with a headmaster or partial-development when certain thoughts are kept to himself/herself exaggerating the role of a headmaster and aiming for personal safety. The efforts of a teacher are not fully reasoned in the interaction with a headmaster, since it has already been programmed in advance that no matter how hard a teacher tries, it is a headmaster who determines a learning situation due to the fact that bigger discourse of power belongs to a headmaster.
keywords: discourse of power, headmaster, intellectual humility, learning interaction, teacher.