Perceptions of Helpfulness of Teachers in Didactic Courses

Datos Bibliográficos

ID3137219
AutoresRandall M Moate (0000-0002-1715-9734, Department of Psychology and Counseling University of Texas at Tyler, autor de correspondencia), Jane A Cox (0000-0003-1299-5677, Department of Counseling and Human Development Kent State University.), Steven R Brown (0009-0002-9700-4691, Department of Counseling and Human Development Kent State University.), Erin M West (0000-0001-8616-0117, Department of Psychology and Counseling University of Texas at Tyler)
Año2017
Volumen56
Número4
Páginas242-258
Fecha de publicación2017-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCounselor Education and Supervision (JOURNAL)
Identificadores de la revistaISSN: 0011-0035 • E-ISSN: 1556-6978
EditorialWiley (PUBLISHER • GB)
DOI10.1002/ceas.12083
OpenAlexW2772740356
IdiomaEN
Citas recibidas3
Referencias citadas19

Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning

Helpfulness · Mathematics education · Pedagogy · Perception · Communication in Education and Healthcare · Education and Critical Thinking Development · Psychology · Q Methodology Applications · Social Psychology