Hear their voices: self-configuration experiences of learners with mild learning difficulties within the learner-teacher relationship
Abstract
Within the learner–teacher relationship, learners receive messages
of who they are in the eyes of the teacher and in this way their
self-configuration is shaped by the interactions with their teacher.
To understand their self-configuration experiences it is important
that their voices be heard regarding their own experiences within
their relationships with their teachers. This article focuses on learners’
self-configuration experiences within this relationship from
the Gestalt field theory and Dialogical theory of self-perspectives.
A qualitative case study design was followed with nine learners
with mild learning difficulties. The participants were purposively
selected and participated voluntary. The results showed that,
when teachers spend time with learners, they ascribe meaning
to themselves, feeling valued, confident and experiencing a sense
of worthiness
URI
http://hdl.handle.net/10394/31529https://www.tandfonline.com/doi/full/10.1080/1034912X.2018.1499878
https://doi.org/10.1080/1034912X.2018.1499878
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- Faculty of Health Sciences [2377]