Preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure

被引：15

作者：

Zhang, Shaoan ^{[1
]}

Shi, Qingmin ^{[1
]}

Tonelson, Stephen ^{[2
]}

Robinson, Jack ^{[2
]}

机构：

[1] Univ Nevada, Dept Curriculum & Instruct, Las Vegas, NV 89154 USA

[2] Old Dominion Univ, Dept Early Childhood Speech Language Pathol & Spe, Lions Child Study Ctr 210, Norfolk, VA 23529 USA

来源：

TEACHING AND TEACHER EDUCATION | 2009年 / 25卷 / 08期

关键词：

Teacher self-disclosure; Appropriate teacher self-disclosure; Inappropriate teacher self-disclosure; Preservice teachers; Inservice teachers; STUDENT CLASSROOM PARTICIPATION;

D O I：

10.1016/j.tate.2008.07.011

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in the three dimensions: Uncommon Topics. Uncommon Purposes, and Consideration of Students. No significant differences were found in the two dimensions: Common Topics and Common Purposes. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education. Published by Elsevier Ltd.

引用

页码：1117 / 1124

页数：8

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