A Fine Balance: Instructor Self-Disclosure in the Classroom

Autor/inn/en	Rasmussen, Brian M.; Mishna, Faye
Titel	A Fine Balance: Instructor Self-Disclosure in the Classroom
Quelle	In: Journal of Teaching in Social Work, 28 (2008) 1-2, S.191-207 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
Schlagwörter	Higher Education; Social Work; Teaching Methods; Teacher Student Relationship; Self Disclosure (Individuals); Reflective Teaching + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Arbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This paper explores the issue of the instructor's self-disclosure within a classroom. Theoretically, the paper offers a broad relational framework from which we discuss dynamics regarding the instructor's inevitable use of self-disclosure and its impact on the student-instructor relationship and the learning process. Further, we survey the literature from the clinical and supervisory domains for relevant ideas. We recommend that instructors judiciously and reflectively self-disclose in the classroom. Conscious awareness of the dynamics of self-disclosure helps to monitor the effectiveness of this activity. A fine balance between thoughtful restraint and genuine openness helps to facilitate this goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10