The Impact of an Effective Communication Course with Enhanced Student Engagement on Communication Skills and Empathic Tendency of Preservice Teachers

Autor/inn/en	Çelik, Özge Ceren; Alpan, Gülgün
Titel	The Impact of an Effective Communication Course with Enhanced Student Engagement on Communication Skills and Empathic Tendency of Preservice Teachers
Quelle	In: Educational Process: International Journal, 12 (2023) 2, S.33-58 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çelik, Özge Ceren) ORCID (Alpan, Gülgün)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0901
Schlagwörter	Preservice Teachers; Communication Skills; Learner Engagement; Skill Development; Empathy; Student Attitudes; Preservice Teacher Education; Foreign Countries; Course Evaluation; Turkey + Suchen Sie Ihr Suchwort? Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Empathie; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Ausland; Türkei
Abstract	Background/purpose: The purpose of this study was to examine the impact of an Effective Communication course with enhanced student engagement on preservice teachers' communication skills and empathic tendency levels. Materials/methods: The study adopted a mixed-methods design where the one-group pretest-posttest design was used. Results: It was found that the Effective Communication course with enhanced student engagement had a significant impact on the empathic tendency levels of preservice teachers, albeit with a small effect size. However, the impact of the course on communication skills was not statistically significant. The preservice teachers found the course efficient in contributing to their theoretical knowledge about communication and improving their attitudes and basic skills. Conclusion: It was concluded that enhancing student engagement through an Effective Communication course had a limited contribution in optimizing the communication skills and empathic tendency levels of future teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01