Search results for: Teacher characteristics
Page 5/7 65 items
Understanding Singaporean Preschool Teachers' Beliefs about Literacy Development: Four Different Perspectives
Investigating teachers' beliefs may shed light on their activities in the classroom, and in turn, on the pedagogical process itself. A study involving Q-methodology was conducted in Singaporean preschools to investigate some teachers' perceptions of early literacy development and instruction. The study revealed four viewpoint groups among the 30 preschool teachers who participated in the study, and possible teacher characteristics that distinguish the viewpoints from each other.
Updated: May. 09, 2010
Teachers' verbal ability has been thought to predict student achievement ever since the relationship was found in the classic Equality of Educational Opportunity (EEO) study by Coleman et al. By way of meta-analysis the authors examine the evidence on the power of teachers' verbal ability as a predictor of school outcomes. The findings indicate that teacher verbal ability is not the strongest predictor of students' academic achievement.
Updated: May. 09, 2010
Understanding the Influence of Two Mathematics Textbooks on Prospective Secondary Teachers’ Knowledge
This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective high school mathematics teachers. The study explores the influence of the textbook on the teachers’ pedagogical content knowledge and content knowledge of exponential functions. The teachers completed a pretest and two posttests. The teachers’ learning was influenced by their own personal characteristics as well as textbook qualities.
Updated: Dec. 24, 2009
Examining the Unexpected Sophistication of Preservice Teachers’ Beliefs about the Relational Dimensions of Teaching
Research on preservice teachers’ beliefs about professional teaching capabilities indicates strong attention to the relational dimension. In this article, the author positions preservice teachers’ attention to teacher–student relationships as a form of professional knowledge.
Updated: Dec. 15, 2009
The Secrets of Successful Veteran Biology Teachers: Metaphors of Evolution, Regeneration, and Adaptation
Voices of veteran junior high and high school biology teachers are seldom heard. The purposes of this study are (1) to enhance the understanding of personal and contextual factors influencing veteran teachers' career choices; (2) to create veteran teachers profiles; (3) to examine their survival strategies; and (4) to find out what the education system needs to do to enjoy successful their possible contributions. The findings revealed three types of survival strategies: (1) adapting, transforming teachers; (2) non-transforming teachers; and (3) regenerated teachers.
Updated: Dec. 07, 2009
Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using A Systematic Professional Development Approach
This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This is a case study of a curriculum-based design built from feedback of preservice teachers over a three-semester period and the development of modules based on an analysis of curricular syllabi from teacher preparation courses. Third semester interns perceived a higher degree of preparation in using parent involvement strategies. This curriculum infusion was effective in increasing preservice teacher knowledge. It was also effective in raising course instructors’ level of awareness about the importance and necessity of parent involvement in student learning.
Updated: Oct. 26, 2009
This article illuminates the value of conceptualizing the desirable dispositions of the teacher as virtues through distinguishing such dispositions-as-virtues from other dispositions and from personality traits. Dispositions as virtues are qualities achieved by the individual’s initiative, in the face of obstacles, and are intrinsically motivated. The article describes dispositions under the three categories of character, intellect, and care. Finally, the article argues that student teachers can then create self-assessment protocols for each disposition-as-virtue to enhance understanding and professional growth.
Updated: Sep. 23, 2009
The diversity and complexity of the post-modern era places new and important challenges on teacher education. This paper presents Swedish lecturers' descriptions of what they consider to be competences and qualities necessary for future teachers. Their descriptions constitute the starting point for a wider discussion on the decisive role of beliefs and emotions in being and becoming a teacher.
Updated: Apr. 30, 2009
Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). Two surveys were conducted among 241 New Zealand and 784 Queensland primary teachers and 614 Queensland secondary teachers. The results from the surveys found acceptably fitting models.
Updated: Apr. 30, 2009
This study investigates the similarities and differences in the perception of the good teacher among a wide population, focusing on two aspects – ethnicity and gender. The research investigated whether the ethno-cultural or the gender component better explains the differences in the perceptions of these qualities and whether interaction exists between the two components. The research indicated that perception of the qualities of a good teacher is culturally dependent. The ethno-cultural origin of the group was dominant in explaining differences in attitudes towards the qualities of the good teacher and not the gender group.
Updated: Apr. 23, 2009