Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24061
Title: 
Authors: 
Keywords: 
Groups
Teacher education
Experiential learning
Therapeutic factors
Issue Date: 
2022
Citation: 
Tan, S. Y., & Soo, S. H. J. (2022). Therapeutic factors in a group experiential learning programme in teacher education. Asia Pacific Journal of Education. Advance online publication. https://doi.org/10.1080/02188791.2022.2053064
Journal: 
Asia Pacific Journal of Education
Dataset: 
https://doi.org/10.25340/R4/L3KDLH
Abstract: 
This qualitative study explored the experiential group learning experiences of student teachers (STs) who participated in a two-day experientially based group learning programme, as part of their curriculum at a teacher training institute in Singapore. This programme is designed as a personal growth group with an emphasis on value and character development. Thirteen groups were selected, with 12 members from each group randomly recruited to participate in the focus group interviews. A total of thirteen focus group interviews were conducted, with 109 STs participating in the sessions. The interview data was transcribed, coded and presented in themes using Interpretative Phenomenological Analysis. The main themes were largely compatible with the therapeutic factors identified by psychiatrist Irvin Yalom that were found to improve interaction and facilitated outcome in group processes in his research. The overall results show that the dominant therapeutic factors experienced by the participants included instillation of hope, universality, imitative behaviour and cohesiveness. These findings provide us with valuable information that may help facilitate a positive and beneficial group learning experience in teacher education.
URI: 
ISSN: 
0218-8791 (print)
1742-6855 (online)
DOI: 
File Permission: 
Embargo_20231101
File Availability: 
With file
Appears in Collections:Journal Articles

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  Until 2023-11-01
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