Teacher Credibility in Literacy Learning

Fisher, Douglas; Frey, Nancy

doi:10.1002/jaal.1003

Cited by 3 publications

(2 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, competence relates to the extent to which a teacher is proficient in instructing the course content [ 46 ]. Fisher and Frey [ 47 ] highlighted the value of instructor credibility in instructional environments when they suggested that students who believe their teachers are unreliable are less likely to attend their classes and engage in learning activities. In a similar vein, Pishghadam, Derakhshan, and Zhaleh [ 48 ] noted the importance of this communication behavior by referring to its positive influence on students' willingness to communicate.…”

Section: Literature Reviewmentioning

confidence: 99%

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

Ding,

Wang

2024

Heliyon

View full text Add to dashboard Cite

Section: Literature Reviewmentioning

confidence: 99%

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

Ding,

Wang

2024

Heliyon

View full text Add to dashboard Cite

“…Credible instructors, as sources of change and influence in classrooms, arguably play a key role in developing and maintaining interest and engagement in teacher instruction and course work; uphold devotion to the principles of professional integrity and expertise; and display exemplary behaviors to students. An effective instructor produces significant social and instructional changes in the classroom and, in doing so, enhances the evaluation, interaction, and learning of the students ( Fisher and Frey, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Gender, Nativeness, and Subject Matter on the English as a Second Language University Students’ Perception of Instructor Credibility and Engagement: A Qualitative Study

Rezvani

Miri

2021

Front. Psychol.

View full text Add to dashboard Cite

In instructional contexts, instructor credibility or ethos is deemed to play a paramount role in teacher–student interaction and relationships. Much effort has been devoted to instructor credibility conceptualization, measurement, and its association with other instructional variables of interest in dominantly quantitative inquiries. However, little research has been undertaken in second-language education in which communication is both a means and an end. This qualitative research set out to explore the perception of the students of instructor credibility in the context of higher English education and how gender, nativeness, and subject matter might impact their perceptions. It also aimed to study how instructor credibility could, in turn, influence the engagement and success of the students. Thirteen senior students of English as a foreign language from a university in Iran participated in this study. They were given a scenario about their prospective professors for two courses of “Research Methodology” and “Essay Writing.” The professors included four native English- and Persian-speaking male and female PhD holders. The participants were, then, interviewed about their perceptions of instructor credibility, their choices of instructors, and how they would affect their engagement. The data were recorded, transcribed, and recursively analyzed using an inductive thematic analysis. While instructor credibility is commonly characterized as a three-dimensional construct, involving competence, character, and caring, the data analysis generated a new component of performance concerned with the effectiveness of classroom knowledge presentation and activity organization. Caring also emerged as a constituent of a more inclusive component of rapport. Interestingly, albeit they viewed native English professors as generally more competent due to their nativeness, they perceived non-native professors as more credible for both courses, mainly because of their rapport building and familiarity with the needs and challenges of the students. Most of the participants also viewed male professors as more competent and communicative for both courses. The participants also tended to argue that perceived instructor credibility would encourage them to put in more effort in their academic undertakings and to engage in class activities. This would ultimately enhance their academic achievements and success. The paper discusses the findings and implications for second-language instructor credibility conceptualization and practice.

show abstract

Unveiling the power of teacher credibility and care in learners’ motivation through the lens of rhetorical/relational and broaden-and-build theory

2024

Learning and Motivation

View full text Add to dashboard Cite

Teacher Credibility in Literacy Learning

Abstract: This forum highlights research that literacy teachers, students, and others can explore, use, or adapt as they provide literacy instruction and develop related programs and research agendas.

Cited by 3 publications

References 11 publications

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

Towards the implications of positive teacher interpersonal behaviors for Spanish learners’ academic engagement: Voices from Chinese SFL learners

The Impact of Gender, Nativeness, and Subject Matter on the English as a Second Language University Students’ Perception of Instructor Credibility and Engagement: A Qualitative Study

Unveiling the power of teacher credibility and care in learners’ motivation through the lens of rhetorical/relational and broaden-and-build theory

Contact Info

Product

Resources

About