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Mendive. Revista de Educación
On-line version ISSN 1815-7696
Abstract
HIDALGO TUPIA, Javier. Teaching authority in educational. Rev. Mendive [online]. 2024, vol.22, n.2 Epub June 30, 2024. ISSN 1815-7696.
For some years now, the authority has encountered resistance in the educational context; Teaching work is questioned and respect is no longer granted spontaneously. This situation has a negative impact on coexistence and school learning. This article aimed to analyze teaching authority, its conceptualization, characteristics and factors that favor or hinder its construction. The PRISMA method was used to search and select suitable works for the stated objective. The databases used were Scopus , Scielo and Google Scholar. After the selection, 24 works remained to be reviewed. The results of the research showed that both students and teachers recognize that the type of authority that predominates in the educational context is vertical and horizontal. Furthermore, teachers are recognized as authorities by their students, mainly due to two factors: their conceptual and methodological knowledge and the closeness, interest and respect they demonstrate in the classroom. This study concluded that, although authority is still necessary in the educational field, teachers are aware that the openness to greater student participation and the abandonment of vertical models favor the recognition of their authority.
Keywords : teaching authority; pedagogical authority; school life; systematic review.