Search results for: Teacher characteristics
Page 7/7 66 items
The article examines the role disposition plays in effective teaching. Disposition is defined as teacher professional judgment and professional actions as they apply to morals and ethics in adult cognition. The study compared teacher-judgment qualitatively and quantitatively and predicted observed patterns and congruence between judgment and action.
Updated: May. 12, 2008
The article reports on the conceptualization of teacher success in Hong Kong. Personal attributes and professional qualities are combined in order to describe the successful teacher. The aim of the study was to draw attention to a broad perspective of teacher characteristics, rather than focusing merely on professional attributes
Updated: Apr. 30, 2008
A person Oriented Approach to Characterizing Beginning Teachers in Alternative Certification Programs.
The article describes a study designed to explore why individuals decide to enter the teaching profession through alternative certification programs. The study implemented an ecological approach which focused on the persons and their desired and attitudes towards teaching, as shaped by their particular lives and personal histories.
Updated: Mar. 23, 2008
The article focuses on a review of the different 'nature' of male and female teachers, their teaching styles, capabilities and effects. The study reviews gender differences from essentialist perspectives on the one hand and constructionist perspectives on the other. The research was divided by the body of literature on teacher gender into two divergent research traditions: sex differences research and gender dynamics research.
Updated: Mar. 04, 2008
The article provides a guide to character development of a protégé. Based on theoretical analysis, the author offers eight propositions regarding ways mentors can help protégés build character through motivation, emotions, knowledge and cognition through experience, reflection and inspiration.
Updated: Feb. 12, 2008
In this paper, three online classes were studied using positioning theory as a grounding framework to elicit ways in which instructors self-position as well as how their students position them, and the relative impact of these positions along with presence levels on persona development. Findings demonstrate that both instructor activity levels and use of performative position statements likely impact student expectations, and that students are unlikely to engage in instructor positioning that falls outside the standard definition of the traditional instructor role unless doing so has been modeled by the instructor him/herself.
Updated: Feb. 10, 2008