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Exploring the interpersonal dimension of teaching in an Irish post-primary context.

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Title: Exploring the interpersonal dimension of teaching in an Irish post-primary context.
Authors: Scully, Darina1 darina.scully@dcu.ie, Pitsia, Vasiliki1, Karakolidis, Anastasios1
Source: Irish Educational Studies. Sep2020, Vol. 39 Issue 3, p355-374. 20p.
Subject Terms: *Teacher education, *Teacher development, *Irish language teachers, *Problem solving, *Job satisfaction, *Primary schools
Abstract: Effective teaching encompasses both a pedagogical and an interpersonal dimension. Despite this, the latter typically receives little attention in initial teacher education and professional development programmes because of its tacit, non-conscious, and context-specific nature. In this study, the interpersonal dimension of teaching was conceptualized in terms of an explicit set of problem-solving strategies. Using the Tacit Knowledge Inventory for High School Teachers (TKI-HS), the perceived effectiveness of these strategies amongst a sample of Irish post-primary teachers (n = 69) was explored, and the extent to which this varied across certain individual and contextual factors was also investigated. The findings suggest that, when faced with challenging social situations in the course of their professions, Irish post-primary teachers demonstrate preferences for strategies involving either rational discussions with the source of the problem, or appealing to a colleague for advice. These preferences were independent of the teachers' gender, education level, degree of job satisfaction, and the climate of the school in which they worked. Some implications for teacher education programmes are outlined. Potential future directions, including links to broader issues concerning the assessment of non-cognitive skills and competencies more generally, are also discussed. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="AR" term="%22Scully%2C+Darina%22">Scully, Darina</searchLink><relatesTo>1</relatesTo><i> darina.scully@dcu.ie</i><br /><searchLink fieldCode="AR" term="%22Pitsia%2C+Vasiliki%22">Pitsia, Vasiliki</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Sep2020, Vol. 39 Issue 3, p355-374. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Irish+language+teachers%22">Irish language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Job+satisfaction%22">Job satisfaction</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink>
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  Data: Effective teaching encompasses both a pedagogical and an interpersonal dimension. Despite this, the latter typically receives little attention in initial teacher education and professional development programmes because of its tacit, non-conscious, and context-specific nature. In this study, the interpersonal dimension of teaching was conceptualized in terms of an explicit set of problem-solving strategies. Using the Tacit Knowledge Inventory for High School Teachers (TKI-HS), the perceived effectiveness of these strategies amongst a sample of Irish post-primary teachers (n = 69) was explored, and the extent to which this varied across certain individual and contextual factors was also investigated. The findings suggest that, when faced with challenging social situations in the course of their professions, Irish post-primary teachers demonstrate preferences for strategies involving either rational discussions with the source of the problem, or appealing to a colleague for advice. These preferences were independent of the teachers' gender, education level, degree of job satisfaction, and the climate of the school in which they worked. Some implications for teacher education programmes are outlined. Potential future directions, including links to broader issues concerning the assessment of non-cognitive skills and competencies more generally, are also discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03323315.2019.1697947
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        Text: English
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      – SubjectFull: Irish language teachers
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              Text: Sep2020
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