The importance of respect in teaching and learning: perspectives of final year pre-service teachers in a regional university in Ireland

O’Grady, Emmanuel; Hinchion, Carmel; McNamara, Patricia

doi:10.1080/02619768.2011.592978

Cited by 10 publications

(4 citation statements)

References 24 publications

(18 reference statements)

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“…Frymier and Houser's study (2000, p.217), which examined the connection between interpersonal teacher-pupil relationships and communication skills, reported that 'when communication becomes interpersonal, individuals treat one another with greater respect and trust develops'. This interpersonal dimension of a teacher-pupil relationship can promote an atmosphere where teachers and pupils can communicate better within an atmosphere of greater trust and respect (O'Grady, 2015;O'Grady, Hinchion, and Mannix McNamara, 2011). This is especially significant within a prison education context.…”

Section: Respect and Educative Relationshipsmentioning

confidence: 99%

‘Learning to Be More Human’: Perspectives of Respect Within Prison Education in an Irish Young Offenders institution

O’Grady¹

2017

JPER

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Respect is a fundamental aspect of how human beings relate to each other and, arguably, is a significant factor in the relationship between student and teacher. For incarcerated adults, the relationships they foster with their teachers (and by extension the respect or disrespect cultivated within it) often have a considerable impact on their educative development. This research explores how respect, and disrespect, is perceived to be communicated within prison education by 13 students and 13 teachers in an Irish Young Offenders institution. The values at the core of prison educators' practice and their capacity to promote self-respect within their students emerged as central to this cultivation of respect. The place of socialisation within these educative relationships also emerged as a prominent factor and is discussed in relation to MacMurray's (2012) assertion that the primary function of education is 'learning to be human'.

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Section: Respect and Educative Relationshipsmentioning

confidence: 99%

‘Learning to Be More Human’: Perspectives of Respect Within Prison Education in an Irish Young Offenders institution

O’Grady¹

2017

JPER

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“…They highlighted the lack of kindness, integrity and understanding when academic staff were interacting with them (Anon, 2018). O'Grady et al (2011) have emphasised the relational nature of respect from staff towards students. These findings seem to imply that further structural reform is required within universities to model person‐centred learning that students are expected to emulate as a core competency of nursing practice (Giusti et al, 2020).…”

Section: Personal Dignitymentioning

confidence: 99%

Defining dignity in higher education as an alternative to requiring ‘Trigger Warnings’

MacLaren

2024

Nursing Philosophy

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This article examines trigger warnings, particularly the call for trigger warnings on university campuses, and from a Levinasian and Kantian ethical perspective, and addresses the question: When, if ever, are trigger warnings helpful to student's learning? The nursing curriculum is developed with key stakeholders and regulatory bodies to ensure graduate nurses are competent to deliver a high standard of care to patients and clients. Practical teaching practice and published research has uncovered an increasing use of ‘Trigger Warnings’ before a topic is discussed, or used as warnings on core module texts. It is appreciated that some students have personal experience of psychological or physical trauma. However, apart from identifying these students through Mitigating Circumstances committees, or when the student feels confident to share this information with a personal tutor, this information remains strictly confidential. There is the potential for covert skills such as critical analysis and skilful discussion not being attained by the student. With the assistance of Kants moral theory, an argument will develop that the insidious use of Trigger warnings and the embargo of recommended reading, requires critical discussion with the public. This would involve the rationale and pedagogical justification for the use of texts, and the necessity within nursing education to address challenging clinical topics. To support students with PTSD this may involve the research discussed on personal educational needs analysis.

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“…On the other hand, students who disrespect them tended to ignore every material and lesson delivered. Therefore, as the embodiment of a good personal competence, teachers must be respected by learners because respect is an important factor that can help teachers in learning and teaching activities (Martin, 2006;Niemiec & Ryan, 2009;O'Grady et al, 2011).…”

Section: The Implication Of the Vocational English Teachers' Personalmentioning

confidence: 99%

The vocational English teachers� personal competence and its implication on teaching and learning process

Wicaksono

Petrus

Mirizon

2021

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Personal competence is one of the four main competencies that teachers in Indonesia must possess. However, the literature has been still limited on the teacher's personal competence in the EFL context. Therefore, the present study aims to discover the application of vocational English teachers� personal competence and its implication on the teaching and learning process. To achieve the purpose of this study, a qualitative approach in a form of case study was employed. Two teachers of English consisting of one male and one female teacher participated in this study and shared their stories about the application of their personal competence at the school. A semi-structured interview became the instrument to obtain the data. The findings of this investigation indicated that the personal competence of EFL teachers was revealed from teachers� obedience towards regulation, the application of their religious values, the way they treat their students, the honesty and model they demonstrated, the teachers� maturity, wiseness, and assertiveness, the teachers� work ethic, the teachers� confidence in carrying out their duties and the pride towards their profession. The study also discussed how the teachers� personal competence might affect the teaching and learning process.�

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The importance of respect in teaching and learning: perspectives of final year pre-service teachers in a regional university in Ireland

Cited by 10 publications

References 24 publications

‘Learning to Be More Human’: Perspectives of Respect Within Prison Education in an Irish Young Offenders institution

‘Learning to Be More Human’: Perspectives of Respect Within Prison Education in an Irish Young Offenders institution

Defining dignity in higher education as an alternative to requiring ‘Trigger Warnings’

The vocational English teachers� personal competence and its implication on teaching and learning process

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