THE EFFECTS OF THE NON-DIRECTIVE INTERVENTION (NDI) ON PRESERVICE KINDERGARTEN TEACHERS’ SELF-ESTEEM, SELF-EFFICACY AND PERSONAL GROWTH

Alexandros Georgopoulos, Constantinos Vouyoukas

Abstract


Non-Directive Intervention (NDI) is an experiential method of group facilitation, founded by Michel Lobrot. According to this method, the group facilitators intervene in a non-directive way. The aim of this research was to investigate the influence of the NDI on the personal growth, general self-efficacy and self-esteem of pre-service preschool teachers. Ninety-three undergraduate students participated in the research. Results of the present research work showed that students’ personal growth, general self-efficacy and self-esteem were enhanced at the end of the sessions. Results are discussed within the NDI experiential learning framework.

 

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experiential education, non-directive intervention, tertiary education, teacher education, self-efficacy, self-esteem, personal growth

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