Algerian college English teachers' experiences with students' rights moving from being a student to becoming a teacher /
Baaziz, Sandra
Algerian college English teachers' experiences with students' rights moving from being a student to becoming a teacher / [Ressource électronique] : Sandra Baaziz - 1 vol. (105 p.)
Master of arts : Anglais : Indiana University of Pennsylvania : 2012
Bibliogr. p. 91-101
This study aims to explore Algerian college English teachers' understanding of students' rights. It seeks to investigate how the participants' past experiences with their rights as students influence their current practice of rights as teachers. The main findings of this study indicate that the weight of academic record is significantly heavy in all the participants' experiences. Also, students' rights are considered as an ethical practice that derives from the teaching philosophy of the participant teachers. According to the teachers' perceptions, care and respect were privileged practices in their communication with their students. In regard to this practice, there was an impact from their past experiences as students. The participant teachers attempt to avoid negative experiences in communication and to model positive teachers' behavior. This study suggests that there is a need to develop a clear understanding of students' rights. Policy makers, university administrations, and teachers' workshops and conferences can help promoting the teachers understanding and practice of students' rights.
ENSEIGNEMENT DES LANGUES
LANGUE ANGLAISE
ELEVE ET ENSEIGNANT
ALGERIE
428.0071064
Algerian college English teachers' experiences with students' rights moving from being a student to becoming a teacher / [Ressource électronique] : Sandra Baaziz - 1 vol. (105 p.)
Master of arts : Anglais : Indiana University of Pennsylvania : 2012
Bibliogr. p. 91-101
This study aims to explore Algerian college English teachers' understanding of students' rights. It seeks to investigate how the participants' past experiences with their rights as students influence their current practice of rights as teachers. The main findings of this study indicate that the weight of academic record is significantly heavy in all the participants' experiences. Also, students' rights are considered as an ethical practice that derives from the teaching philosophy of the participant teachers. According to the teachers' perceptions, care and respect were privileged practices in their communication with their students. In regard to this practice, there was an impact from their past experiences as students. The participant teachers attempt to avoid negative experiences in communication and to model positive teachers' behavior. This study suggests that there is a need to develop a clear understanding of students' rights. Policy makers, university administrations, and teachers' workshops and conferences can help promoting the teachers understanding and practice of students' rights.
ENSEIGNEMENT DES LANGUES
LANGUE ANGLAISE
ELEVE ET ENSEIGNANT
ALGERIE
428.0071064