Search results for: Teacher characteristics
Page 1/7 66 items
This article explores pre-service teachers’ expectations of their future teaching career, in particular concerning teacher– student interrelations. The author argues that teacher altruistic and narcissistic classroom expectations may help in predicting teachers’ student control ideology. He argues that humanistic control emphasizes the prominence of the student as an individual and the significance of creating an atmosphere in the classroom, in which students’ needs are satisfied. In contrast, custodial control obligates students to incontrovertibly accept their teachers’ decisions and directions of thought and action. Hence, teachers who espouse custodial control do not try to understand their students’ behavior or take it into account, as do teachers who espouse humanistic control, and view breaches of discipline by the students as absence of motivation or non-compliance to their demands as a personal affront.
Updated: Nov. 22, 2018
This study aims to enhance the understanding of induction programs on beginning teacher turnover. The authors found that three induction activities are beneficial in significantly reducing turnover rates for beginning teachers: seminars, common planning time, and extra classroom assistance.
Updated: Oct. 21, 2018
This study examines teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. The author found that the participants focused primarily on behavior and academics when managing classrooms. The author concludes that these results suggest that a more relational orientation to classroom management is related to instructional quality. The author found that teachers also tended to implement actions that were consistent with their beliefs of classroom management, although they differed from one another in the extent that they focused on relational aspects.
Updated: Jun. 07, 2018
Teaching as Lived Experience: The Value of Exploring the Hidden and Emotional Side of Teaching through Reflective Narratives
In this article, the author presents an approach to gaining awareness and deeper understanding of the practice of teaching through focusing on the lived classroom experience. The process is self-inquiry through engagement with Johns’ (2010) six dialogical movements, which results in gaining valuable insights into practice. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. As a result of this narrative and guided reflection process, the author became more aware of the range of life experiences and abilities of the students, and he sought to arrange future sessions that were more encouraging and that attended to different needs more effectively.
Updated: Dec. 27, 2016
This study examined the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. The findings show that significant differences were found between school-based and university-based teacher educators. While most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills.
Updated: Feb. 23, 2016
This paper argues that John Dewey’s discussion of habits offers a theoretical framework that points to answers that respond to mandates and also open avenues for complex educational engagement. It presents a theoretical response to questions about dispositions grounded in Dewey’s conception of habits and then uses that conception to address each of the three proceeding questions in turn. Its central argument is that teacher educators should conceptualize dispositions as being comprised of clusters of habits.
Updated: Dec. 28, 2015
The main objective of the present study was to explore if students and teachers perceive the same antecedents of students’ boredom. The authors asked students to report the reasons for their boredom and compared the teachers’ perceptions to the students’ answers. The results show that students were able to describe the antecedents of their boredom profoundly and in detail. The comparison of students’ and teachers’ perspectives revealed a strong correspondence. The results reveal that most of the antecedents named by students were also mentioned by teachers with only the exception of the student category teacher’s personality.
Updated: Oct. 13, 2015
This study aims to assess the level of emotional intelligence of student teachers. The authors used Mayer and Salovey’s emotional intelligence model and the MSCEIT test of emotional intelligence. This study shows that the pre-service teachers studied have levels of emotional intelligence below the norm for the wider population. The gender differences are greater in this sample than would be expected in the wider population. These data suggest that, on average, student teachers may need help in all four of the competence areas that have been described. The data also suggests that male students, on average, are weaker than female students at using emotions to facilitate thinking and at regulation of emotion.
Updated: Jan. 27, 2015
Pupil Aggressiveness and Perceptual Orientation towards Weakness in a Teacher who is New to the Class
This study aimed to investigate possible relationships between aggressiveness in pupils and the extent to which pupils will seek signs of weakness in teachers who are new to the class. The authors also explored whether gender moderated the relationship between aggressiveness and the perceptual orientation studied. The results reveal connections between aggressiveness and perceptual orientation towards weakness in teachers. The results also support the conclusion that interest in weakness is generally connected to aggressiveness, mainly proactive aggressiveness, regardless of gender.
Updated: Jan. 19, 2015
In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Updated: Apr. 29, 2014