Open AccessAutorrevelación docente: una revisión de la literatura.
Author(s) -
Facundo Froment,
Alfonso Javier García González,
María Rocío Bohórquez Gómez-Millán
Publication year - 2021
Publication title -
fuentes/revista fuentes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.132
H-Index - 2
eISSN - 2172-7775
pISSN - 1575-7072
DOI - 10.12795/revistafuentes.2021.v23.i1.11383
Subject(s) - psychology , inclusion (mineral) , interpersonal communication , class (philosophy) , process (computing) , perception , cognition , mathematics education , pedagogy , social psychology , computer science , artificial intelligence , neuroscience , operating system
To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.