Search results for: Teacher behavior
Page 1/3 25 items
This study examines the general level of effective teaching behavior of pre-service teachers teaching in secondary education. It also investigates the role of several contextual and personal characteristics in explaining differences in effective teaching behavior and the link between effective teaching behavior and pupils’ academic engagement. The results show substantiate differences in the level of effective teaching behavior between pre-service and experienced teachers. It was found that several contextual and personal characteristics determine differences in effective teaching behavior. Furthermore, the importance of effective pre-service teaching behavior for pupil engagement was established. The authors conclude that findings suggest that when pre-service teachers display better effective teaching behavior, the more pupils’ academic engagement is achieved.
Updated: May. 10, 2018
Mentors’ Behavioral Profiles and College Adjustment in Young Adults Participating in an Academic Mentoring Program
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.
Updated: May. 03, 2018
The purpose of this article was to present important findings about teacher learning as a fundament for thinking about professional development of preservice and inservice teachers. The author argues that much of a teacher’s behaviour is unconsciously guided by three dimensions (the cognitive, affective and motivational dimensions), and that teacher learning takes place at various levels.
Updated: Aug. 30, 2017
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.
Updated: Jun. 07, 2017
In this systematic literature review, the authors develop a preliminary model of factors that enhance innovative behavior in educational organizations. Similar to findings of studies in other human behavior fields, self-efficacy plays an important role as well as a variety of individual and environmental factors. Based on this review, the authors urge for more systematic research on teacher innovative behavior to enhance the future quality of education.
Updated: Mar. 27, 2017
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions
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.
Updated: Mar. 27, 2017
The Effects of a Short-term Professional Development Program on Physical Education Teachers’ Behaviour and Students’ Engagement in Learning
The study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. The participants were 32 teachers, who were randomly divided into an experimental and a control group. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group.
Updated: May. 02, 2016
Using Student Test Scores to Measure Teacher Performance: Some Problems in the Design and Implementation of Evaluation Systems
This article aims to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures.
Updated: Jul. 08, 2015
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Updated: Jan. 15, 2015
The Impact of a Combined Cognitive–Affective Intervention on Pre-service Teachers’ Attitudes, Knowledge, and Anticipated Professional Behaviors regarding Homosexuality and Gay and Lesbian Issues
The purpose of the current study was to examine the effectiveness of a combined cognitive–affective intervention on female pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues, as they relate to students and their families. Sixty-seven female preservice teachers were randomly assigned either to a control group or an experimental group. Following a combined cognitive–affective intervention, female pre-service teachers showed improved knowledge and more positive attitudes toward gay men and lesbians. However, pre-service teachers who did not participate in the intervention did not evidence any change in attitudes.
Updated: Nov. 24, 2011