The Dispositions towards Loving Pedagogy (DTLP) scale: Instrument development and demographic analysis

Yin, Lim Chin; Loreman, Tim; Majid, Rosadah Abd; Alias, Aliza

doi:10.1016/j.tate.2019.102884

Cited by 31 publications

(41 citation statements)

References 65 publications

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“…In the present study, the theme of love and care emerged when educators were asked about their quality practices. The importance of love in pedagogy, and in early years practice in particular, may appear to be on the margins of official discussions of quality, but it is increasingly recognised (see, for example, the recent work of Yin et al, 2019 in refining a Dispositions towards Loving Pedagogy (DTLP) scale). The findings suggest that policy reform and dominant discourses of professionalism, as noted by Osgood, may be out-of-synch with the subjective experiences of educators.…”

Section: Provocations About ‘Quality’ Early Childhood Education and Carementioning

confidence: 99%

Using metaphor to illuminate quality in early childhood education

Fenech

Harrison

Press

et al. 2020

Australasian Journal of Early Childhood

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This paper reports on a study in which educators from four early childhood centres used metaphor to discuss their provision of high-quality early childhood education. Qualitative mining of focus group data confirmed ‘quality’ to be complex, multi-dimensional and value-laden. Findings contribute to understandings of quality in early childhood education through four key themes: ‘quality’ as a synergetic flow; the facilitative stance and impact of leaders in the enactment of leadership; children as active contributors to quality; and the role of love. Metaphor is shown to be a valuable tool that can highlight tangible and intangible quality contributors, how these contributors link together and the contextual specificity from which quality in individual early childhood education settings emanates.

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Section: Provocations About ‘Quality’ Early Childhood Education and Carementioning

confidence: 99%

Using metaphor to illuminate quality in early childhood education

Fenech

Harrison

Press

et al. 2020

Australasian Journal of Early Childhood

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“…The importance of teacher positive interpersonal treatment of students is also reflected in the concept of Loving Pedagogy. It is believed that "pedagogical love is oriented toward students' needs, " the satisfaction of which demands teachers to be respectful, caring, understanding, and sensitive toward students (Yin et al, 2019). Therefore, one of the main pillars of a loving pedagogy is a loving teacher who is competent at nourishing students' emotional, interpersonal, affective, and academic potentials (Yin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Conceptual Review of Positive Teacher Interpersonal Communication Behaviors in the Instructional Context

2021

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Following the recent special issue in Frontiers in Psychology, entitled “The Role of Teacher Interpersonal Variables in Students’ Academic Engagement, Success, and Motivation,” calling educational researchers worldwide to examine different teacher interpersonal communication behaviors that contribute to student-related academic outcomes, this conceptual review article is written to familiarize educational researchers, teachers, and students with main concepts in instructional communication and their role as the main pillar of successful teaching and learning processes. To this aim, by drawing on the positive psychology movement and the rhetorical and relational goal theory in instructional communication, we argue that positive teacher interpersonal communication behaviors are facilitators of a wide range of desirable student-related academic outcomes. Then, to support our argument, we provide empirical evidence. In doing so, we introduce and define seven instances of positive teacher interpersonal communication behaviors, namely teacher care, clarity, credibility, rapport with students, stroke, immediacy, and confirmation, and expound how they positively predict academic outcomes such as motivation, learning, engagement, involvement, class attendance, willingness to communicate, performance, and success in students. Subsequently, we highlight the critical role of teacher interpersonal variables in the foreign/second language classroom context. Next, we suggest some pedagogical implications with the potential to enlighten the practice of key educational stakeholders (i.e., teachers, students, teacher educators, materials developers, administrators, and teacher recruiters). At the end, the limitations in this line of research are identified, and avenues for future research on teacher interpersonal communication in both general education and language education domains are put forward for interested researchers.

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“…The findings of this study are parallel with their findings where the level of teacher self-efficacy is at a very high level. Teachers' high self-efficacy is required to diminish the weaknesses when teaching special needs students [24,37]. Self-efficacy represents a vital position in every teacher because his/her confidence can grant an engaging learning atmosphere.…”

Section: Discussionmentioning

confidence: 99%