Nicknaming Instructors: What is in it for Instructional Communication?

  • Alemayehu Debebe

Abstract

This study explored the bases of students‟ nicknaming of their instructors in relation to provisions of student-centered learning. The objective of the study is to identify sources of nicknaming and their implications to the teaching-learning scenario. Participants of the study were selected from among the second year pre-school teacher trainees of the Kotebe College of Teacher Education (extension program). Eight (5 female and 3 male) students within the age range of 18-25 years were included in the study on a voluntary basis. After identification of the participants was made, the students took part in a focus group discussion. Results obtained from the focus group discussion indicated that nicknaming instructors is mainly directed towards either how well or poorly an instructor handles his/her teaching responsibilities in general and encouraging participatory learning in particular.

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References

Alemayehu Debebe (2006). Student-Centered Learning: Essence and Strategies. Unpublished Training Manual. Campbell, C. and Kryszewska, H. (1994). Learner-Based Teaching. Oxford: Oxford University Press. Cannon, R. and Newble, D. (2002). A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods (4th ed.). London: Kogan Page Limited. McCaslin, M. M. and Good, T. L. (1996). Listening in Classrooms. New York: Harper Collins Publishers Inc. Siddiqui, M. H. and Khan, M.S. (1991). Models of Teaching- Theory and Research. New Delhi: Ashish Publishing House.
Published
2007-05-30
How to Cite
DEBEBE, Alemayehu. Nicknaming Instructors: What is in it for Instructional Communication?. IER FLAMBEAU, [S.l.], v. 15, n. 1, p. 65 - 74, may 2007. Available at: <http://ejol.aau.edu.et/index.php/FLAMBEAU/article/view/120>. Date accessed: 16 feb. 2019.
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Section
Articles