The Process of Typification in Classroom Interaction: Models and Methods

SUMMARY. Recent work on the process of typification and person perception in teacher‐pupil relations is subjected to critical scrutiny. The similarities between several models, based on different methods and disciplines, are examined and an amalgamation of the models is proposed. It is argued that current models exhibit a number of important defects, especially in relation to contextual variations in typification and the changes in typification over time. A number of theoretical and methodological suggestions are made to improve models of classroom typification and interaction for both psychologists and sociologists.