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TEACHERS' STYLE OF HUMOR. A CHALLENGE FOR THE STUDENTS
Abstract
Humor in the school space is not a phenomenon ignored in specialized studies, but also cannot be considered a topic that has generated a generous scientific production. In the pedagogical discourse, most dedicated studies captured the multiple ways of expressing the teacher's humor operationalized in styles and tools, as well as its impact on heterogeneous curricular variables: motivation for learning, students' anxiety level, teaching efficiency, creating a classroom environment relaxing etc. The aim of the study is, on the one hand, to identify the preference that future teachers show for a certain style of humor of a teacher, and on the other hand, to identify associations between their preference for a certain style of humor of the teacher and own style of humor. The investigation was designed, for both purposes, on the basis of The Humor Styles Questionnaire (HSQ) (in relation to the first purpose, an adapted version). Students from the last year of study, future teachers for primary and preschool education (n = 79), as well as master students of didactic programs, future teachers for secondary education (n = 20) were interviewed. The results indicate the predominance of a certain style of humor of the respondents. However, one's own style of humor does not coincide with the preference for a particular teacher's style of humor
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