Abstract
Teachers must always be aware of the importance of their verbal and non-verbal communication in the classroom. "The importance of effective communication in the classroom cannot be overstated. Communication is central to the teaching process. Some even argue that communication is the teaching process." (McCroskey and Richmond, 3) Rubin and Feezel have noted that "impressions formed about teachers' communicative competence are largely based on teachers' oral communication abilities." (1986, 254)
Many colleges and universities in the United States have teacher education programs which frequently require courses is methodology, human relations, educational psychology, pedagogical theory and other related subjects. In the majority of these schools, however, the subject of communication in the classroom is either totally neglected or is a minor unit in another course. "It is important that teachers understand the principles behind their communication behavior to demonstrate effective communication appropriate to the setting." (Rubin and Feezel, 1986, 254) When teachers are evaluated for hiring or merit purposes, their colleagues expect them to be competent communicators. Rubin and Feezel note, "The observations made by others [usually administrators] often follow no consistent pattern and may be invalid. Assessment instruments to tap the communication skills of teachers or prospective teachers are in the developmental stage." (1985, 13) In the same article Rubin and Feezel point out that expert groups have developed various versions of teacher and communication competency identifiers.
Journal Title
Iowa Journal of Speech Communication
Volume
21
Issue
1
First Page
21
Last Page
28
Language
en
File Format
application/pdf
Recommended Citation
Bobek, Stephen A.
(1989)
"A Study of Student Perceptions of Teacher Communication Competency,"
Iowa Journal of Communication: Vol. 21:
No.
1, Article 6.
Available at:
https://scholarworks.uni.edu/ijc/vol21/iss1/6
Copyright
©1989 Iowa Communication Association
