ELT formation course program and pre-service teachers’ perceptions of self-disclosure

Year 2019, Volume: 15 Issue: 3, 849 - 860, 01.10.2019

Ayhan Kahraman

https://doi.org/10.17263/jlls.631525

Abstract

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
ELT formation course program and pre-service teachers’ perceptions of self-disclosure
Teacher self-disclosure, simply defined, is the intuitive understanding of private feelings, thoughts or experiences between interlocutors. It is revealing information about yourself to others. This revealing is believed crucial in developing a fully intimate relationship between teachers and students which might give cause for students’ engagement, class participation and might boost their foreign language learning. The purpose of this study, therefore, is to investigate the perception of appropriateness of teacher self-disclosure of the pre-service language teachers in Turkish context and to compare whether there is a significant difference between teachers’ beliefs who attended a pedagogical formation course program and who did not. The data was collected from 140 ELL junior students and 77 pedagogical formation course students at a Turkish university through the appropriateness of teacher self-disclosure scale. Compared to the related studies for the appropriateness of pre-service teachers’ perceptions of self-disclosure, the study presents some important similarities but also differences in terms of the topics used in the questionnaire.
Information about Author(s)*
Author 1
Author (Last name, First name)	Kahraman, Ayhan
Affiliated institution (University)
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.
Author 2
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Keywords

Teacher self-disclosure; pre-service teachers; language learning; perceptions; interaction

References

• Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: a motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child psychology, 22 (pp. 43–77). Hillsdale: L. Erlbaum Associates.
• Çakmak, F. & Arap, B. (2013). Teachers’ perceptions of the appropriateness of teacher self-disclosure: A case study from Turkey. Journal of Teacher Education and Educators 2(2), 275-288.
• Farani, S. T. & Fatemi, A. H. (2014). The impact of teacher’s self-disclosure on students’ attitude towards language learning in a foreign language context. Theory and Practice in Language Studies, 4(11), 2415-2422. DOI:10.4304/tpls.4.11.2415-2422
• Goldstein, G. S., & Benassi, V. A. (1994). The relation between teacher self-disclosure and student classroom participation. Teaching of Psychology, 21(4), 212-217. DOI:10.1207/s15328023top2104_2
• Jourard, S. M. (1971) Self-disclosure: The experimental investigation of the transparent self. New York: Wiley.
• Nussbaum, J. F., & Scott, M. D. (1979). Instructor communication behaviors and their relationship to classroom learning. In D. Nimmo (Ed.), Communication Yearbook 3 (pp. 561-583). New Brunswick, NJ: Transaction Books.
• Pianta, R. C. (1992). Beyond the parent: The role of other adults in children's lives. San Francisco, CA: Jossey-Bass.
• Pishghadam, R. & Askarzadeh Torghabeh, R. (2009). The impacts of teacher self-disclosure on the speaking ability of EFL learners. Iranian EFL journal, 3, 37- 46.
• Rahimi, A. & Bigdeli, R. A. (2016). Iranian EFL teachers' perceptions of teacher self-disclosure. Iranian Journal of Language Teaching Research 4(1), 83-96.
• Rogers, C. (1969). Freedom to learn: A view of what education might become. Columbus, Ohio: Charles E. Merrill Publishing Company.
• Sorensen, G. (1989). The relationships among teachers’ self-disclosive statements, students’ perceptions, and affective learning. Communication Education, 38, 259-276. DOI: 10.1080/03634528909378762
• Vogel, D. L. & Wester, S. R. (2003). To seek help or not to seek help: the risks of self-disclosure. Journal of Counseling Psychology, 50(3), 351-361. DOI: 10.1037/0022-0167.50.3.351
• Williams, M. & Burden, R. L. (1997). Psychology for language teachers: a social constructivist approach. Cambridge: Cambridge University Press.
• Zhang, S., Shi, Q., Tonelson, S. & Robinson, J. (2009). Pre-service and in-service teachers’ perceptions of appropriateness of teacher self-disclosure. Teaching and Teacher Education, 29, 1117-1124.