Chinese Pre-Service Teachers' Perceptions of Effects of Teacher Self-Disclosure

Autor/inn/en	Zhang, Shaoan; Shi, Qingmin; Luo, Xiao; Ma, Xueyu
Titel	Chinese Pre-Service Teachers' Perceptions of Effects of Teacher Self-Disclosure
Quelle	In: New Horizons in Education, 56 (2008) 1, S.30-42 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1683-1381
Schlagwörter	Self Disclosure (Individuals); Preservice Teachers; Student Attitudes; Teacher Student Relationship; Classroom Communication; Asians; Gender Differences; Majors (Students); Class Activities; Student Participation; Learning; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Asian; Asiat; Asiatin; Asiaten; Asiate; Geschlechterkonflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernen; Ausland
Abstract	Background: As an instructional tool, teacher self-disclosure is used widely by teachers. While researchers abroad have conducted a number of studies, scarce literature on teacher self-disclosure has been found. Aims: This study aims to explore the Chinese pre-service teachers' perceived effects of teacher self-disclosure on student learning, teacher-student relationship and classroom communication, and classroom participation. In addition, this study investigated whether gender and major influence the participants' perceptions of effects of teacher self-disclosure. Sample: The participants were 509 pre-service teachers from a northern university and a southeastern university in spring 2007. Method: A self-reported survey was conducted. The Teaching Effects of Teacher Self-Disclosure Scale was administered to the participants. A total of 531 questionnaires were distributed, of which 509 were usable, yielding a response rate of 95.85%. Results: Results showed that Teacher-Student Relationships and Communication (M = 3.86, SD = 0.54), as one dimension of the effects of teacher self-disclosure, received the highest acceptance; Classroom Learning (M = 3.55, SD = 0.59) ranked second; and the Classroom Participation (M = 3.26, SD = 0.61) ranked third. There was no significant difference between male and female pre-service teachers in their perceptions of the effects of teacher self-disclosure. The Chinese pre-service teachers of science majors had significantly higher acceptance on the effects of teacher self-disclosure on classroom participation compared with those of social science majors. Conclusion: The results of this study have important implications to teaching practice and research. It is suggested that teachers should pay attention to the use of teacher self-disclosure. (Contains 1 table.) (As Provided).
Anmerkungen	Hong Kong Teachers' Association. 242 Nathan Road, National Court 7/F, Kowloon, Hong Kong. Tel: +852-2367-3420; Fax: +852-2722-4813; e-mail: hkta1934@yahoo.com.hk; Web site: http://www.cpe.ied.edu.hk/newhorizon
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10