| Title: |
What Matters is the Quality of Interactions: Redesigning Professor-Student Relationships in Post-Pandemic Higher Education ; Lo que Importa es la Calidad de las Interacciones: Rediseñando las Relaciones Profesor-Estudiante en la Post-Pandemia |
| Authors: |
Rossi-Duci, Juliana; Soares-Zuin, Antônio A.; Hummrich, Merle; Jornitz , Sieglinde; de Assis-Moura , Maria Silvia; C. N. Lastória , Luiz-Antônio; Luiz-Roberto; Peres , Helga-Caroline; G. V. de Carvalho, João-Mauroo |
| Source: |
Multidisciplinary Journal of Educational Research; Vol. 16 Núm. 1 (2026): Febrero; 77-94 ; Multidisciplinary Journal of Educational Research; Vol. 16 No. 1 (2026): February; 77-94 ; 2014-2862 |
| Publisher Information: |
Hipatia Press |
| Publication Year: |
2026 |
| Collection: |
Hipatia Press: Revistas Científicas |
| Subject Terms: |
Educación post-pandemia; relación profesor-estudiante; hermenéutica objetiva; innovación pedagógica; covid-19; post-pandemic education; professor-student relationship; objective hermeneutics; pedagogical innovation |
| Description: |
This cross-cultural study examines how Pedagogy students in Brazil and Germany perceived professor-student interactions during Emergency Remote Teaching (ERT) caused by the pandemic. The analysis focuses on cognitive, affective, and behavioural dimensions. The research involved 108 Pedagogy students from Brazil and Germany, using mixed methods: a comparative quantitative survey and semi-structured interviews, analyzed through Objective Hermeneutics. Results revealed that ERT prompted shifts in pedagogical interactions, highlighting a horizontal teaching model where professors retain expertise while fostering knowledge co-construction. Empathy and flexibility were core competencies, recognized by 90% of Brazilian and 68% of German students. Synchronous interaction - virtual or face-to-face - proved relevant for learning effectiveness and student well-being. Technology enhanced relational learning without replacing human contact. These findings indicate that institutionalizing quality relational practices may enhance post-pandemic higher education. The study suggests implications for institutional culture, faculty development, and policy design regarding relational quality in contemporary higher education. ; Este estudio transcultural examina cómo los estudiantes de Pedagogía en Brasil y Alemania percibieron las interacciones profesor-estudiante durante la Enseñanza Remota de Emergencia (ERE) provocada por la pandemia. El análisis se centra en las dimensiones cognitiva, afectiva y conductual. La investigación involucró a 108 estudiantes de Pedagogía mediante métodos mixtos: una encuesta cuantitativa comparativa y entrevistas semiestructuradas, analizadas a través de la Hermenéutica Objetiva. Los resultados revelaron que la ERE impulsó cambios en las interacciones pedagógicas, destacando un modelo de enseñanza horizontal en el que los profesores mantienen su expertise mientras fomentan la coconstrucción del conocimiento. La empatía y la flexibilidad fueron competencias centrales, reconocidas. La interacción ... |
| Document Type: |
article in journal/newspaper |
| File Description: |
application/pdf; text/html |
| Language: |
English |
| Relation: |
http://hipatiapress.com/hpjournals/index.php/remie/article/view/18640/5281; http://hipatiapress.com/hpjournals/index.php/remie/article/view/18640/5282; http://hipatiapress.com/hpjournals/index.php/remie/article/view/18640 |
| Availability: |
http://hipatiapress.com/hpjournals/index.php/remie/article/view/18640 |
| Rights: |
Derechos de autor 2026 Juliana Rossi-Duci, Antônio A. Soares-Zuin; Merle Hummrich, Sieglinde Jornitz , Maria Silvia de Assis-Moura ; Luiz-Antônio C. N. Lastória , Luiz-Roberto Gomes , Helga-Caroline Peres , João-Mauroo G. V. de Carvalho ; http://creativecommons.org/licenses/by/4.0 |
| Accession Number: |
edsbas.1A33A250 |
| Database: |
BASE |