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Reflecting on teacher–student relations in TESOL.

Reflecting on teacher–student relations in TESOL.

 Farrell, Thomas S. C.
 2015
 tr. 26-34. Oxford University Press. English ISSN: 09510893
Ngôn ngữTiếng Anh.TESOL.Giảng dạy.
Tác giả CN Farrell, Thomas S. C.
Nhan đề Reflecting on teacher–student relations in TESOL./ Thomas S. C. Farrell.
Thông tin xuất bản 2015
Mô tả vật lý tr. 26-34.
Tùng thư Oxford University Press.
Tóm tắt Research in general education suggests that relationship-building is at the core of quality learning experiences. Yet relationship-building has not received the attention, it deserves from researchers in the field of TESOL where teacher–student relationships of various types are a central component in successful teaching and learning. This article examines the perspectives of three experienced English as a Second Language teachers on teacher–student relationships and the nature and importance of personal and emotional investment in relationship-building, elicited during group discussions in a teacher reflection group in Canada. Results indicate that the entertainer–audience pedagogical relationship was important for all three teachers, but also raised questions for them which they had to address. In addition, setting boundaries for teacher–student relationships and the issue of student responsibility were reflected on by all three teachers.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Tiếng Anh.
Từ khóa tự do TESOL.
Từ khóa tự do Giảng dạy.
Nguồn trích ELT journal.- 2015, Vol. 69, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Research in general education suggests that relationship-building is at the core of quality learning experiences. Yet relationship-building has not received the attention, it deserves from researchers in the field of TESOL where teacher–student relationships of various types are a central component in successful teaching and learning. This article examines the perspectives of three experienced English as a Second Language teachers on teacher–student relationships and the nature and importance of personal and emotional investment in relationship-building, elicited during group discussions in a teacher reflection group in Canada. Results indicate that the entertainer–audience pedagogical relationship was important for all three teachers, but also raised questions for them which they had to address. In addition, setting boundaries for teacher–student relationships and the issue of student responsibility were reflected on by all three teachers.
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