To present an effective model of interaction between teachers and student-teachers, a random sample of 330 student-teachers from among 2300 such students in the city of Kerman was given a questionnaire on the four constructs mentioned in the title. The internal consistency and validity of this instrument were confirmed. The collected data were analyzed in order to find a structural model that could help with the improvement of knowledge acquisition by student-teachers. The results show a significant positive effect of teachers’ self-disclosure on satisfaction and social presence of student-teachers. The social presence has also such an effect on satisfying relationship between students and teachers. Furthermore, the better this relationship the more effective is the students’ knowledge acquisition.
Moosaa Ali S, Soltaaninejaad N. The Effect of Teachers’ Self-Disclosure on Student-Teachers’ Knowledge Acquisition within the Virtual Space with the Emphasis on the Role of Social Presence and Satisfying Relationship between Teachers and Student-Teachers. QJOE 2024; 40 (1) :169-184 URL: http://qjoe.ir/article-1-2141-en.html
