The Interpersonal Dimension in the Classroom: A Model of Teachers’ Interpersonal Role Identity, Appraisal and Teacher–Student Relationships

Brok, PJ Perry den; Want, AC Anna van der; Beijaard, Douwe; Wubbels, Theo

doi:10.1108/s1479-3687(2013)0000018012

Cited by 10 publications

(8 citation statements)

References 26 publications

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“…Chua et al (2009) found the teacher support scale of the WIHIC instrument as positively associated with students’ motivation in learning Chinese. Similarly, the results from another study conducted by den Brok (2001) in English as a Second Language (ESL) were also consistent with the results from this study in that by utilizing an effort dimension similar to the persistence construct of this study as an aspect of subject-specific motivation for English, the researcher found a positive strong effect of teacher proximity (realized in cooperation and dominance characteristics) upon motivation.…”

Section: Discussionsupporting

confidence: 87%

Learning Environment Perceptions and Student Background Variables as Determinants of Persistence in EFL Learning

Mutlu

Yıldırım

2019

SAGE Open

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This study attempted to investigate the ability of English as a Foreign Language (EFL) classroom learning environment and student background characteristics to predict student persistence in EFL learning. The study also aimed to investigate whether the associations between learning environment characteristics and persistence varied by several student demographics. The sample for the study included 1,365 tertiary English preparatory program students in Turkey. Regression analyses showed that learning environment characteristics were significantly related to persistence with materials environment dimension found as the strongest predictor. When demographics were included in the analyses together with the learning environment predictors, they explained more variance in student persistence. Given the results on the variance of associations between student persistence and learning environment characteristics by student demographics, it was seen that the predictive abilities of learning environment factors varied on the basis of each subset of one particular student demographic characteristic.

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Section: Discussionsupporting

confidence: 87%

Learning Environment Perceptions and Student Background Variables as Determinants of Persistence in EFL Learning

Mutlu

Yıldırım

2019

SAGE Open

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“…Previous studies suggest that a teacher's professional identity is dynamic and changes over time under the impacts of both individual and contextual factors (e.g., Zembylas, 2003a ; Sachs, 2005 ). Its development is a process of integrating the teacher's existing knowledge, beliefs, and values with professional demands from ITE programs, schools, and beyond (den Brok et al, 2013 ). Rodrigues and Mogarro further explain that embedded in a professional community, the teacher's professional identity development involves the formation and negotiation of various sub-identities through an ongoing process of interpretation and reinterpretation of experiences within a specific culture and context (2019).…”

Section: Literature Reviewmentioning

confidence: 99%

A Study of Student-Teachers' Emotional Experiences and Their Development of Professional Identities

2022

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A reciprocal relation has been identified between teacher emotion and teacher professional identity. However, the underlying mechanism explaining this complex interaction remains underexamined. Moreover, limited attention has been paid to the emotional dimension of student-teachers' development of professional identity during university coursework. To bridge this gap, the present study explores how student-teachers' emotions reciprocally interact with their professional identities, drawing data from questionnaires, reflections, and interviews with students taking courses related to language teaching in a teacher-training university. Both quantitative and qualitative data delineated the intertwined trajectories of student-teachers' emotional experiences and the development of professional identity in the learning process of becoming teachers. Mainly triggered by course-related factors, student-teachers experienced a wide array of emotions, of which the polarity and intensity were determined and mediated by their goals and actions deriving from their professional identities. Those aroused emotions, in turn, signaled the developmental process of professional identity and promoted or hindered their emerging identities. This paper concludes with some implications for initial teacher education programs.

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“…Therefore, there is a strong connection between teachers' actions/ practices and their professional identity. For this reason, Den Brok et al (2013) suggest that this implies "a circular process of evolving teaching actions and identity development" (p.…”

Section: Clil Journal Of Innovation and Research Inmentioning

confidence: 99%

The Role of the L1 in EMI classroom practices

Moncada-Comas

2022

clil

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English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.

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The Interpersonal Dimension in the Classroom: A Model of Teachers’ Interpersonal Role Identity, Appraisal and Teacher–Student Relationships

Cited by 10 publications

References 26 publications

Learning Environment Perceptions and Student Background Variables as Determinants of Persistence in EFL Learning

Learning Environment Perceptions and Student Background Variables as Determinants of Persistence in EFL Learning

A Study of Student-Teachers' Emotional Experiences and Their Development of Professional Identities

The Role of the L1 in EMI classroom practices

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