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Learner's Perceptions Of Care And Respect Offered By Instructors

机译：讲师对学习者的关心和尊重的理解

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Purpose - The purpose of this paper is to illuminate the content and magnitude of care and respect issues in instructional settings, and offer some recommendations on how trainers and instructors may behave in ways to reveal to learners that caring attitudes and behavior are present in the learning environment. Design/methodology/approach - The approach taken in this work is to provide an overview of issues and concerns regarding pedagogical care and respect; present the results of some recent research; and to offer some approaches, tools, and concepts for practitioners to consider using in their training situations. Findings - There are many different types of instructor behavior, or lack of behavior, that learners attribute to an uncaring attitude on the part of the instructor. Learner responses to the perceived lack of care are varied and usually negative. The perceptions influence performance of learners in ways that many instructors are likely not aware. Analysis of the available research provides suggestions for instructors. Research limitations/implications - There was not much background literature or research to draw on. In future research, it would be desirable to actually correlate learner perceptions of caring-respect from instructors with learner performance. Practical implications - This paper represents a "wake-up call" of sorts for instructors, trainers, and faculty There are things we do or fail to do that may be perceived negatively by learners and the perceptions could influence their willingness to be engaged in instruction, their motivational level, their desire to fully participate, and the like. Originality/value - The paper adds some new information to the existing literature about instructor attitudes and behavior towards learners. It offers several methods and tools for instructors to use to help establish a respectful and caring learning environment.
机译：目的-本文的目的是阐明教学环境中关怀和尊重问题的内容和程度，并就培训师和教员的行为方式提供一些建议，以向学习者揭示学习中存在关怀态度和行为的方式环境。设计/方法/方法-这项工作采用的方法是概述有关教学护理和尊重的问题和关注；介绍一些近期研究的结果；并提供一些方法，工具和概念，供从业者在培训中考虑使用。调查结果-教师有许多不同类型的行为或缺乏行为，这归因于教师的不关心态度。学习者对缺乏照料的反应多种多样，通常是负面的。认知以许多教师可能不知道的方式影响学习者的表现。对现有研究的分析为教师提供了建议。研究的局限性/含义-没有太多的背景文献或研究可借鉴。在未来的研究中，希望将学习者对老师的关怀尊重与学习者的表现进行实际关联。实际的意义-本文代表了对教师，培训者和教职员工的“警钟声”。学习者可能会对我们所做或未做的事情产生负面的看法，这些看法可能会影响他们从事教学的意愿。 ，他们的动机水平，他们完全参与的愿望等等。原创性/价值-本文向现有文献中增加了一些有关教师对学习者的态度和行为的新信息。它为教师提供了几种方法和工具，以帮助他们建立尊重和关怀的学习环境。

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