Authentic teachers: Student criteria perceiving authenticity of teachers

Bruyckere, Pedro De; Kirschner, Paul A.

doi:10.1080/2331186x.2016.1247609

Cited by 21 publications

(16 citation statements)

References 31 publications

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“…In addition, analysis showed that the scales of the questionnaire addressed important, well-established elements in mentoring processes, such as self-regulation of learning, coaching of behavioural change and personal development [1, 2, 5, 11, 15, 27, 29]. In particular, the scale of mentor presence resonates with the themes of teacher authenticity, for which learners emphasized expertise, passion, unicity and distance [35] and the theme of presence, for which teachers emphasize presence as self-awareness, as connection to students, and as connection to subject matter [36]. This is indeed an equilibrium that mentors need to maintain.…”

Section: Discussionmentioning

confidence: 99%

Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process

Heeneman

Grave

2019

BMC Med Educ

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Background In health profession education, learners are often coached by mentors for development of competencies, self-direction of learning and professionalism. It is important that the mentee-mentor relationship is aligned in terms of mutual expectations. Methods A dual-purpose questionnaire capturing both the mentor and mentee perceptions on the actual and preferred mentoring functions was designed and validated, by performing a principal component analysis (PCA) using the data of mentees ( n = 103) and mentors ( n = 23) of a medical course. As a proof of concept, alignment of needs and changes in the mentoring perceptions in mentee groups of different years were determined. Results PCA showed that specific sets of questions addressed important elements in the mentoring process, such as self-direction of learning and reflection (Scale 1), guidance of behavioural change (Scale 4), addressing personal issues and professional identity development (Scale 3 and 5) and how the mentor and mentee presents oneself in the mentoring relationship (Scale 2). Mentors and mentees perceived comparable situations as critical for an effective mentoring process, such as mentor presence and guidance of reflection, although there was also evidence of gaps, such as perception of cultural issues. By comparison of the mentee groups in the different years of the program, the dynamic or evolving nature of the mentor process became evident, mentees experienced more emphasis by the mentor on reflection (Scale 1), at a constant level of mentor presence (Scale 2). Conclusion Given the individualized, context-specific, and dynamic nature of mentoring, programmes would benefit from a regular evaluation of mentoring practices, e.g. by using questionnaires, in order to facilitate organizational revisions and further development of the mentoring competencies.

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Section: Discussionmentioning

confidence: 99%

Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process

Heeneman

Grave

2019

BMC Med Educ

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“…They appreciated compassionate interactions with faculty when they felt their instructors authentically cared about their circumstances. 9 , 10 Faculty can exhibit empathy by “listening”, thinking ahead of ways to provide support for their students, and acknowledging uncomfortable feelings and challenging situations. 11 Now, more than ever, the need to train ethical and responsive engineers becomes an imperative goal which can be modeled through an ethic of care.…”

Section: Reflectionmentioning

confidence: 99%

Using Evaluative Data to Assess Virtual Learning Experiences for Students During COVID-19

Vielma

Brey

2020

Biomed Eng Education

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“…Thus the extent to what teachers recognize that building positive interactions with pupils is a core part of their role as a teacher, and how much personal investment they put on it, impacts how much effort they exert to learn about teacher-pupil interactions over time (Lasky, 2005). Complementarily, De Bruyckere and Kirschner (2016) reported that pupils want teachers to put their "true self" and to be authentic in order to build bond in their interactions. Considering these studies, it seems that the professional engagement of teachers with their pupils is intermeshed with how much teachers "are being themselves" in their relationships.…”

Section: The Teacher Professional Agency For Learning Frameworkmentioning

confidence: 99%

Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

Leite

Havu‐Nuutinen

2020

Scandinavian Journal of Educational Research

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This work investigated the processes of teacher informal learning focused on building positive teacher-pupil interaction. The conceptual framework "Teacher professional agency for learning" was merged with the "Teaching through interaction" model to compound the exploratory framework of this study: Teachers learn by interacting. Teachers first reported their professional agency through a survey. Next, five high scoring teachers were selected for interview. Final participants accounted being motivated and confident of improving their relationships with pupils and reported using diverse learning strategies to improve teacher-pupil interactions. The teachers revealed the need to be authentic to build positive relationships with pupils. This study contributes to the area of teacher learning by addressing transferable strategies that support everyday teacher practices and professional development.

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Authentic teachers: Student criteria perceiving authenticity of teachers

Cited by 21 publications

References 31 publications

Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process

Development and initial validation of a dual-purpose questionnaire capturing mentors’ and mentees’ perceptions and expectations of the mentoring process

Using Evaluative Data to Assess Virtual Learning Experiences for Students During COVID-19

Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils

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