Search results for: Teacher behavior

This study aimed to identify mentor behavioral profiles associated with mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. The authors conclude that this study identified four mentor behavioral profiles characterized by various degrees of structure, engagement, autonomy support, and competency support. The findings showed that college students exposed to these different profiles perceived the quality of the mentoring relationship (QMR) differently, as well as the usefulness of mentoring and their social adjustment to college.

This article examines the author's efforts to parse teaching practice into lists of discrete procedures. It argues that the teacher educators need to pay less attention to the visible behaviors of teaching and more attention to the purposes that are served by those behaviors. As a way to begin a conversation about parsing teachers’ purposes, the author offers a proposal for conceptualizing teaching as a practice that entails five persistent problems, each of which presents a difficult challenge to teachers, and all of which compete for teachers’ attention.

This study aims to better understand the dispositional traits and emotional states of pre-service teachers and the association between these attributes and the effectiveness of their interactions with students. The authors examine two dispositional traits that hold particular promise: personality and adult attachment style. They also examine three emotional states: depression, anxiety, and stress. The findings of this study offer a new understanding of the importance of gauging pre-service teachers’ personalities and emotions. Overall, pre-service teachers in this study reported positive personality traits and emotions. Given that individuals in teacher education programs may have different personalities and emotional states than their same-age peers, teacher educators should be attuned to the unique qualities of the individuals they prepare for the classroom.

This article aims to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures.