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Teachers' self-disclosures and influences on students' motivation: A relational perspective
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. (BUV)ORCID-id: 0000-0001-7789-9032
Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. (BUV)ORCID-id: 0000-0002-7751-3942
2021 (engelsk)Inngår i: International Journal of Bilingual Education and Bilingualism, ISSN 1367-0050, E-ISSN 1747-7522, Vol. 24, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplinary approach and focusing on the 'relationality' of teacher–student relationships, this study examines the identity-work that takes place when a teacher makes visible an aspect of identity not normally salient in the classroom. Framing self-disclosure as a relational practice, and drawing on ethnographic data that includes observations of English lessons (N = 258) in Swedish secondary schools, a relational conceptualization of the motivational influences of teacher identity-work is offered. Since language teachers are sensitive to the psychology of learning–teaching processes, relationally-grounded perspectives on motivation can be of particular importance in shaping classroom practices.

sted, utgiver, år, opplag, sider
2021. Vol. 24, nr 1, s. 1-15
Emneord [en]
Self-disclosure, L2 motivation, identities, identity-work, teacher–student relationships
HSV kategori
Forskningsprogram
Barn- och ungdomsvetenskap; HUMANIORA, Språkvetenskap
Identifikatorer
URN: urn:nbn:se:hv:diva-13409DOI: 10.1080/13670050.2018.1441261ISI: 000604710600001Scopus ID: 2-s2.0-85042925882OAI: oai:DiVA.org:hv-13409DiVA, id: diva2:1278559
Tilgjengelig fra: 2019-01-14 Laget: 2019-01-14 Sist oppdatert: 2022-03-30bibliografisk kontrollert

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Henry, AlastairThorsen, Cecilia

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