Literaturnachweis - Detailanzeige
| Autor/inn/en | Henry, Alastair; Thorsen, Cecilia |
|---|---|
| Titel | Teachers' Self-Disclosures and Influences on Students' Motivation: A Relational Perspective |
| Quelle | In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1367-0050 |
| DOI | 10.1080/13670050.2018.1441261 |
| Schlagwörter | Self Disclosure (Individuals); Teacher Influence; Student Motivation; Teacher Student Relationship; English (Second Language); Second Language Learning; Secondary School Students; Foreign Countries; Language Teachers; Identification (Psychology); Sweden |
| Abstract | While teacher-student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher-student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning-teaching processes, relationally-grounded perspectives on motivation can be of particular importance in shaping classroom practices. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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