TY - JOUR
T1 - The importance of respect in teaching and learning: perspectives of final year pre-service teachers in a regional university in Ireland
T2 - Perspectives of final year pre-service teachers in a regional university in Ireland
AU - Mannix McNamara, Patricia
AU - O'Grady, Emmanuel
AU - Hinchion, Carmel
PY - 2011/11
Y1 - 2011/11
N2 - This article aims to address the lack of attention given to respect as an important relational construct for pre-service teachers. It seeks to inform teacher educators on how to better understand its practice and the implications for teaching and learning. This study examined second level pre-service teachers' perceptions and experiences of respect. A qualitative design was employed and 12 undergraduate pre-service teachers in their final year of study were interviewed twice (pre and post practicum) about their perceptions of respect and their experiences of respectful teaching and learning. The emerging data indicate that the relational component of respect was identified by the pre-service teacher participants as being important to feeling respected as a teacher. Recommendations are made, in light of these findings, to help teacher educators support pre-service teachers gain a greater understanding of the relational nature of respect.
AB - This article aims to address the lack of attention given to respect as an important relational construct for pre-service teachers. It seeks to inform teacher educators on how to better understand its practice and the implications for teaching and learning. This study examined second level pre-service teachers' perceptions and experiences of respect. A qualitative design was employed and 12 undergraduate pre-service teachers in their final year of study were interviewed twice (pre and post practicum) about their perceptions of respect and their experiences of respectful teaching and learning. The emerging data indicate that the relational component of respect was identified by the pre-service teacher participants as being important to feeling respected as a teacher. Recommendations are made, in light of these findings, to help teacher educators support pre-service teachers gain a greater understanding of the relational nature of respect.
KW - Educative relationship
KW - Pre-service teachers
KW - Respect
UR - http://www.scopus.com/inward/record.url?scp=80053162551&partnerID=8YFLogxK
U2 - 10.1080/02619768.2011.592978
DO - 10.1080/02619768.2011.592978
M3 - Article
AN - SCOPUS:80053162551
SN - 0261-9768
VL - 34
SP - 501
EP - 518
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 4
ER -