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| Autor/inn/en | Hosek, Angela M.; Presley, Rachel |
|---|---|
| Titel | College Student Perceptions of the (In)Appropriateness and Functions of Teacher Disclosure |
| Quelle | In: College Teaching, 66 (2018) 2, S.63-72 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-7555 |
| DOI | 10.1080/87567555.2017.1385587 |
| Schlagwörter | College Students; Student Attitudes; Disclosure; Developmentally Appropriate Practices; Family Relationship; Student Behavior; Teacher Background; Sharing Behavior; Information Dissemination; Qualitative Research; Semi Structured Interviews; Biographies; Intimacy; Teacher Role; Teacher Student Relationship; Confidentiality |
| Abstract | This study investigated college student perceptions of the (in)appropriateness of instructor disclosures and perceived functions of instructor disclosures. An interpretive analysis of 35 college students identified that family relationships, life experiences and background, and everyday talk and activities were forms of appropriate disclosures; whereas, intimate relationship details, personal problems, personal opinions, and drinking behavior were considered inappropriate topics for instructors to disclose. In terms of the function of instructor disclosures, students perceived that these disclosures worked to humanize instructors, make instructors approachable, and create affect for instructors and courses. Implications and future research are also discussed. (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 | 2020/1/01 |
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