Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374659 | Teaching and Teacher Education | 2009 | 8 Pages |
Abstract
This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in the three dimensions: Uncommon Topics, Uncommon Purposes, and Consideration of Students. No significant differences were found in the two dimensions: Common Topics and Common Purposes. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education.
Related Topics
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Authors
Shaoan Zhang, Qingmin Shi, Stephen Tonelson, Jack Robinson,