Analysing trust building in educational activities

Farini, Federico

doi:10.1016/j.ijer.2012.03.013

Cited by 6 publications

(11 citation statements)

References 15 publications

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“…Trusting each other is one of the most important constituents of a society because trust helps facilitate smooth interactions between individuals, groups, and organizations (Bilgic & Gumuseli, 2012;Lount & Pettit, 2012). In education, high levels of trust among classmates contribute positively to promoting social action and relationships (Bilgic & Gumuseli, 2012;Farini, 2012). According to Qayyum, trust has three main dimensions "affective; perceived utility; and reliability" (2010, p. 70).…”

Section: Discussionmentioning

confidence: 99%

Student communication and study habits of first-year university students in the digital era | Communication étudiante et habitudes d’étude des étudiants universitaires de première année à l’époque numérique

2016

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This paper reports on research into how first-university students communicate with peers and professors and their general study habits and to examine the possible relationship between students’ use of digital technologies. The research is positioned in the interpretive paradigm. We conclude that most students feel comfortable with digital technologies and they see Facebook/MySpace as more about connecting and interacting with friends than for academic communication. Results show that students prefer face-to-face communication for both academic/school and social communication. Regarding study habits, students prefer to learn by themselves, work independently and to study at home. Cet article présente la recherche sur les habitudes d’étude des étudiants universitaires, leur usage des technologies numériques et leur façon de communiquer entre eux et avec leurs professeurs. Nous concluons que la plupart des étudiants se sentent à l’aise avec les technologies numériques et qu’ils utilisent les médias sociaux pour leurs liens et interactions avec leurs amis plutôt que pour la communication scolaire. Les étudiants préfèrent les communications en personne en ce qui a trait aux communications scolaires et sociales et préfèrent apprendre par eux-mêmes, travailler de manière autonome et étudier à la maison.

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Section: Discussionmentioning

confidence: 99%

Student communication and study habits of first-year university students in the digital era | Communication étudiante et habitudes d’étude des étudiants universitaires de première année à l’époque numérique

2016

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“…Thereby, trust is inherently relational; the nature of its formation and sustenance is through relationships (Adams and Forsyth, 2010). The importance of trust has been studied in educational settings (Bryk and Schneider, 2002; Day, 2002; Edwards-Groves et al, 2016; Farini, 2012; Kochanek, 2005; Louis, 2007). Trust involves interdependencies between the understanding of each party’s own obligations and expectations of the obligations of the other party (Bryk and Schneider, 2002; Farini, 2012; Louis, 2007).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Principals were expected to support and protect teachers and their work from the interference of external parties that were not deemed qualified to make educational decisions. Teachers, on the other hand, were expected to provide professional expertise and high-quality teaching to the students (Day, 2002; Farini, 2012; Louis, 2007). In such an arrangement, if both parties systematically and consciously uphold their obligations, showing support and diligence in doing so, trust can be created or enhanced between parties (Bryk and Schneider, 2002).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Trusting relationships can become fragile when their underpinnings shift (Farini, 2012), for instance, with current mandates for high-stakes examinations. The deterioration of trust on either relational or organisational levels can lead principals to want to control teachers (Louis, 2007).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Trust can also turn into distrust, and this is reported to have profound, harmful outcomes for all actors. As Codd (2005: 204) mentions, ‘trust breeds more trust and conversely distrust breeds more distrust, producing virtuous or vicious circles’; in the case of teachers, this may lead them to lose their feeling of commitment towards teaching and the principal, their motivation and, eventually, their autonomy (Farini, 2012; Lundström, 2015). It is, however, important to be mindful that individual factors, such as ‘unique personal experiences, expectations, emotions, and personal attributes’ (Adams and Forsyth, 2010: 131), can influence one’s inclination to trust.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers

Paradis

Lutovac

Jokikokko

et al. 2019

Research in Comparative and International Education

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We argue that teacher autonomy should be conceptualised differently from its current form, that confines teacher autonomy to the individual, or to freedom from control. Here, we investigate the role of trust concerning teachers’ perceptions of their own autonomy, embedded in differing contexts and relations. To display contextual variations, we study qualitatively a sample of Canadian and Finnish upper-secondary school mathematics teachers. Our findings reveal that trust plays a decisive role in whether teachers feel autonomous or not, and that trust plays a central role in relationships teachers have at work. Furthermore, trust is articulated differently according to the teachers’ context. Based on our findings, we argue that a reconceptualisation of teacher autonomy is needed. A relational conceptualisation of teacher autonomy, highlights its inherent relationality and contextual sensitivity, provides new insight into the teachers’ work, and supports more empowering ways for teachers to exert a proactive influence on their autonomy.

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Discourses/2. Ireland: Listening to Children’s Voices in Irish Social Work through Cultural and Organisational Filters

Scollan

McNeill

2019

International Perspectives on Early Childhood Education and Development

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Analysing trust building in educational activities

Cited by 6 publications

References 15 publications

Student communication and study habits of first-year university students in the digital era | Communication étudiante et habitudes d’étude des étudiants universitaires de première année à l’époque numérique

Student communication and study habits of first-year university students in the digital era | Communication étudiante et habitudes d’étude des étudiants universitaires de première année à l’époque numérique

Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers

Discourses/2. Ireland: Listening to Children’s Voices in Irish Social Work through Cultural and Organisational Filters

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