Teaching as a Process of Social Interaction: An Analytical Reading from the Perspective of Symbolic Interactionism Theory

Abstract

This study aims to highlight the sociological dimensions of the teaching process, shifting the perspective from a mechanical transfer of information to a dynamic social interaction. The research utilizes Symbolic Interactionism as a theoretical framework to analyze the symbols and meanings exchanged within the classroom and their impact on the construction of the student’s "social self" and identity. The researcher adopted a Theoretical-Analytical Method, establishing a conceptual framework for teaching and interactionist principles at the theoretical level, while analyzing the relationship between classroom management styles and the development of the student's personality at the analytical level. The findings revealed that teaching is a continuous process of identity construction, where every feedback or "labeling" by the teacher significantly affects the student's self-image. Furthermore, the results showed that democratic management fosters a supportive environment for competence and self-confidence, whereas authoritarian styles lead to the marginalization of the student's self. Finally, the study offers several recommendations, including the necessity of training teachers in social interaction skills and body language, and encouraging the adoption of dialogic approaches in the classroom.

 Despite the rapid changes in educational theories, the teaching process is still viewed in many educational settings only as a means of transferring knowledge from teacher to student. This classical view has led to the neglect of the sociological and psychological dimensions in the classroom, especially the “hidden symbols and meanings” that result from everyday interactions between teachers and students.