Relevant bibliographies by topics / Characteristics of good teacher

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Characteristics of good teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Characteristics of good teacher.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Characteristics of good teacher"

1

Al-Mahrooqi, Rahma, Christopher Denman, Jamila Al-Siyabi, and Faisal Al-Maamari. "Characteristics of a Good EFL Teacher." SAGE Open 5, no. 2 (June 4, 2015): 215824401558478. http://dx.doi.org/10.1177/2158244015584782.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sakkir, Geminastiti, Syarifuddin Dollah, and Jamaluddin Ahmad. "CHARACTERISTICS OF A GOOD EFL TEACHER: INDONESIAN EFL STUDENTS PERSPECTIVES." JURNAL NALAR PENDIDIKAN 9, no. 1 (June 30, 2021): 52. http://dx.doi.org/10.26858/jnp.v9i1.20323.

Full text
Abstract:
This study aims to ascertain student perceptions of the characteristics of effective EFL teachers. This research is qualitative and quantitative. The subjects in this study were 24 students with 4 male and 20 female students of the fourth semester of English Education Department who were asked about their perceptions of the characteristics of a good EFL teacher. The data analysis technique uses the Miles and Huberman model with stages of data reduction, data visualization, to drawing conclusions/verification. The research instrument is divided into four sections that discuss personal, social, professional, and pedagogical competencies. The results showed that a good EFL teacher should be friendly, have accurate pronunciation, and have practical classroom management skills. In addition, the results of student research indicate that they expect EFL teachers to be enthusiastic about technological advances, while visual materials help them relax during lectures. Based on the results of the research above, it can be concluded that the overall results of the study indicate that student perceptions may differ when considering the characteristics of good EFL teachers in general. The critical nature of both pedagogical and personal characteristics and social competencies that contribute to being an effective and professional teacher, anyone who aspires to be an effective EFL teacher must be fully aware of the role of personality.
APA, Harvard, Vancouver, ISO, and other styles
3

Haig, Belinda, and Steven S. Sexton. "Primary students’ perceptions of good teachers." Set: Research Information for Teachers, no. 3 (November 1, 2014): 22–28. http://dx.doi.org/10.18296/set.0316.

Full text
Abstract:
This article reports on a study of primary-aged students’ perceptions of what makes a good teacher for them. In 2012, as a result of a government directive, the three schools in this study merged into one but still operated across the three school sites. The focus of the study was on the students’ perceptions of their teachers, not the merger. Specifically, this study sought to include students’ self-reporting of how they saw good teachers and teaching. The results indicate that, for these students, the teacher–student relationship, two specific teacher attributes, and two sets of teaching ability characteristics were most important.
APA, Harvard, Vancouver, ISO, and other styles
4

Jin, Lixian, and Martin Cortazzi. "Reaching for the Gold Standard: Metaphors and Good University Teachers." Chinese Journal of Applied Linguistics 43, no. 2 (June 1, 2020): 131–49. http://dx.doi.org/10.1515/cjal-2020-0009.

Full text
Abstract:
Abstract This article considers “good” teachers in the context of current developments in universities in China to reach a “gold standard” of considerably higher and more challenging levels of teaching and learning. We outline this context and consider concepts of good teachers in classical Chinese traditions and more recent Western thinking as a possible dialogue within and between cultures of learning. Using cognitive and cultural linguistic perspectives, we analyze metaphorical concepts of “gold” in “the gold standard” as related to teachers. We report our applied metaphor research which analyzes Chinese students’ expectations, values and beliefs about good university language teachers; this presents a rich picture beyond developing knowledge, skills and understanding to include strong social and moral characteristics. Other aspects which recognize the complexity of “good” teachers show a student appreciation of teachers’ tireless effort, devotion and selfless sacrifice: these aspects are absent in many discussions of good teachers. The participant-centered picture from elicited metaphor analysis is part of students’ “cultures of learning,” but this should be developed culturally for the gold standard through further teacher development and student engagement. In line with interaction in cultures of learning, we indicate some classroom ways to extend students’ thinking through scaffolding teacher-student interaction based on textbook activities.
APA, Harvard, Vancouver, ISO, and other styles
5

Bar Gosen, Noah. "Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 18 (September 9, 2018): 181–97. http://dx.doi.org/10.14746/ikps.2017.18.11.

Full text
Abstract:
Throughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’.
APA, Harvard, Vancouver, ISO, and other styles
6

Wirantaka, Andi, and Putri Anggia Wahyudianawati. "Characteristics of Effective English Teacher for Millenials." Journal of Foreign Language Teaching and Learning 6, no. 2 (August 5, 2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.11549.

Full text
Abstract:
The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.
APA, Harvard, Vancouver, ISO, and other styles
7

Weda, Sukardi. "Students’ Voice Toward Good English Teachers' Characteristics at Secondary Schools in Indonesia." ELT Worldwide: Journal of English Language Teaching 3, no. 1 (May 12, 2016): 78. http://dx.doi.org/10.26858/eltww.v3i1.1882.

Full text
Abstract:
This research aims at finding out the secondary school students’ voices towards good English teachers’ characteristics and the most dominant good teachers’ characteristics preferred by the students. This research employed descriptive method supported by descriptive statistics. There were thirty-two students participated in this research who were in the second year in 2012. The instrument used in this research was the checklist in which the students were asked to choose the descriptions which consisted of three choices; disagree, agree, and disagree. The research reports illustrate that students' voices toward good English teachers' characteristics in English as a Foreign Language (EFL) at a secondary school in Indonesia are ranging from explaining lesson objective clearly to provide jokes while teaching. The most dominant good teachers' characteristics preferred by the secondary school students were "gives clear explanation" in which there were 56.25% students gave "strongly agree" answer. There were also "56.25% students gave "strongly agree" answer to "the teacher should provide jokes or funny stories in the classroom setting." There were 65.62% students gave "agree" answer to "the teacher should use a variety of materials." There were 65.62% students gave "agree" answer to "the teacher should be relaxed and he should create a pleasant atmosphere." Well prepared is also important in the classroom, where there were 62.5% students gave "agree" answer to this statement. There were 43.75% students gave "disagree" answer to “gives follow up/feedback.” Even though, the “disagree” choice to this statement is highest than other choices in the “disagree” choice but the “agree” and “strongly agree” choice have higher score, because the accumulation of the total score is 56.25%. This means that the teachers need to give feedback to students’ works in the classroom. Keywords: students’ voice, teachers’ good characteristics, EFL, secondary school
APA, Harvard, Vancouver, ISO, and other styles
8

Hamidah, Laila, Sawaluddin Siregar, and Nuraini Nuraini. "Kepribadian Guru Pendidikan Agama Islam Menurut Buya Hamka." Tarbiyah : Jurnal Ilmiah Kependidikan 8, no. 2 (December 26, 2019): 135. http://dx.doi.org/10.18592/tarbiyah.v8i2.2668.

Full text
Abstract:
The teacher is a position or profession that requires special skills as a teacher. This work cannot be done by people who do not have the expertise to carry out activities or work as a teacher. Every teacher has a different personality and background and teaching experience. Every teacher has a personality according to the characteristics they have. Personality is actually an abstract, can only be seen through appearance, action, speech, how to dress, and how to deal with every problem. The teacher's personality is the main capital in carrying out the role and duty as an educator. Personality, character is a crown for a human, because that is what distinguishes humans from animals. Good character does not just appear, it is a lifelong learning process. To grow good character, a teacher can learn about the lives of characters who are considered to have good character or personality. Buya Hamka is a National figure who can be a role model in learning to have a great character and personality. The research conducted was included in the type of qualitative descriptive research with library research. The method used is critical analytical descriptive, the primary data source is the works of Buya Hamka who deal with professional teachers and the secondary data are similar works that have the same theme. The analysis in this study uses the method of content analysis. The results of the study are that the teacher according to Hamka functions as an institution that seeks to develop all the potential that exists in students to the fullest, in accordance with the rhythms of their development, both physicaly and mental spiritual have a good personality because students will imitate the behavior of his teacher. Teacher's Personality in Islamic Education According to Buya Hamka's Thought, the teacher must understand the concept of the educator as an exemplary subject, the tasks of the educator, and have character (traits), as befits an educator. Hamka expressed his opinion about how should the characteristics of Islamic religious education teachers, namely: 1) Having extensive knowledge, 2) Good communication, 3) Good example for students and those around them, 4) Ikhlash, 5) Having good methods for teaching, 6) Humility, 7) Responsibility, 8) Confidence, 9) Gentleness, 10) Patience, 11) Passion, 12) Apply and say honestly. Relevance of Hamka's Thought about the Teacher's Personality of Islamic Education with Education Today Teachers should help shape the character, mind, character, and personality of students, so that he knows which is good and what is bad. While Islamic teaching is an attempt to fill the intellectuals of students with a number of knowledge. Keyword: Teacher Personality, Buya Hamka
APA, Harvard, Vancouver, ISO, and other styles
9

Sriyuliyana, Fausiah. "CHARACTERISTICS OF GOOD ENGLISH TEACHERS BASED ON THE PERCEPTION OF THE STUDENTS FROM DIFFERENT LEARNING STYLES AND PERSONALITIES." Qalam : Jurnal Ilmu Kependidikan 5, no. 1 (December 15, 2018): 23. http://dx.doi.org/10.33506/jq.v5i1.245.

Full text
Abstract:
The research aims are (i) Identifying the characteristics of good English teachers in SMAN 3 Sinjai Selatan. (ii) Knowing the characteristics of good English teacher based on the students’ learning style. (iii) Knowing the characteristics of good English teacher based on the students’ personality. This research was done by using a qualitative approach. The data were collected by using two instruments i.e. questionnaires and in depth interview. The results of this study reveal that (i) The characteristics of good English teacher based on the students’ perception in SMAN 3 Sinjai Selatan are categorized into four different categories, namely proficiency, pedagogical (both conceptual and practical), socio-affective and psychological aspect. The last category was the additional category in which age included in and differently from the work of Gi and Hyo (2006) that only specified three categories, namely proficiency, pedagogical and socio-affective skills. (ii) In general, the characteristics of good English teacher based on the students’ learning style are dominantly in pedagogical aspect. Visual learners want English teacher who can keep the students’ focus and concentration in their learning; auditory learners expect English teacher who can engage the students’ motivation and interest toward learning English; and haptic learners propose the English teacher who concerns on the process rather than the achievement of the students in learning. (iii) The characteristics of good English teacher proposed by high school students based on their personality are dominantly on the teacher’s pedagogical and socio-affective aspects. Only a few ideas of the students that concern on the teacher’s proficiency and psychological aspect.
APA, Harvard, Vancouver, ISO, and other styles
10

Liando, Nihta V. F. "STUDENTS’ VS. TEACHERS’ PERSPECTIVES ON BEST TEACHER CHARACTERISTICS IN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 21, no. 2 (August 29, 2015): 118. http://dx.doi.org/10.15639/teflinjournal.v21i2/118-136.

Full text
Abstract:
This paper discusses the perspectives of students and teachers in a university setting about best teacher characteristics. This is viewed through the perspectives of students and teachers regarding their perceptions of qualities of English teachers, and teachers’ immediacy behavior – verbal or non-verbal - as predictors of student academic motivation. In this study, 126 students and 28 teachers in the English department atState University of Manado, Indonesia were involved. From the questionnaire, this study proved that a teacher was an important personnel in EFL teaching. Both teacher and students believed that a good teacher should display personal and academic attitudes. Both parties also considered that there were certain verbal and nonverbal immediacy behaviors teachers performed which could be the source of motivating as well as demotivating the students. This study is expected to give understanding of how teaching English in a foreign language context can be better.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Characteristics of good teacher"

1

Wong, Siu-ping, and 黃笑冰. "Listen to what students say: students' perceptions of the characteristics of a good teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962646.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wong, Siu-ping. "Listen to what students say : students' perceptions of the characteristics of a good teacher /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25139253.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ishii, Ione. "O que os estudantes pensam e esperam de seus professores?: uma análise qualitativa das concepções de aprendizagem e de ensino de estudantes do nível médio." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18052010-113304/.

Full text
Abstract:
Em 1974, Marton e Säljö introduziram conceitos qualitativos para as posturas de aprendizagem de estudantes universitários, através de uma atividade de leitura. Os resultados mostraram a presença de duas posturas de aprendizagem para o cumprimento das atividades: uma delas denominada de profunda, onde os estudantes consegue estabelecer relações com o conhecimento prévio, compreendendo de forma profunda o significado do texto; a segunda, denominada de superficial, foi adotada por estudantes preocupados apenas em reter informações, sem que conseguissem estabelecer qualquer tipo de relação com outros conhecimentos. Inspirados por esse trabalho, outros autores começaram a avaliar a presença dessas posturas em diversos países, culturas e estruturas de ensino, e sempre verificaram a presença das posturas profunda e superficial, onde os estudantes profundos obtinham melhores resultados de aprendizagem. Em trabalhos de cunho qualitativo, como os desenvolvido por Biggs, outra categoria foi encontrada e denominada de estratégica. Os estudantes presentes nesse grupo, assumem motivações e estratégias para a obtenção de bons resultados escolares. Considerando as diferenças entre esses grupos de estudantes, procuramos, primeiramente, identificá-los dentre um grupo de 302 alunos da terceira série do Ensino Médio de uma Escola Pública da zona oeste da cidade de São Paulo. Inspirados pelo trabalho de Biggs e pela metodologia LPQ, desenvolvi um instrumento modificado para essa classificação. Identifiquei dez estudantes com postura profunda à aprendizagem (4 do diurno e 6 do noturno), 34 com postura estratégico-profunda (18 do diurno e 16 do noturno) e 258 indefinidos (170 do diurno e 88 do noturno). A partir da identificação dos estudantes profundos e estratégico-profundos, avaliou-se que qualidades são esperadas do bom professor por esses alunos. Os resultados mostram que os estudantes profundos valorizam um professor profissional compromissado, dedicado, com sólida formação específica e pedagógica, e que compreende as diferenças entre os estudantes, é atencioso, repeitoso, amigável. Os demais estudantes, além das características anteriores, valorizam um rigor relacionado à disciplina e à exigência das atividades de avaliação.
In 1974, Marton and Säljö introduced qualitative concepts to identify learning approaches in a reading situation with college students. The results showed two postures adopted to perform these activities: one called deep approach, in which students can establish relationships based in their prior knowledge, understanding the meaning of the text in a deeply and, a second one, called surface approach, which was assumed by students concerned just for withholding information, without relating with another knowledge. Inspired by this work, authors evaluated the presence of these attitudes in different countries, cultures and educational systems, and verified the presence of the deep and surface approaches, where deeper students achieved better results of learning . Considering a qualitative approach, as developed by Biggs, another category was found and defined as the strategic approach. The students of this group use motivations and strategies to get high scores in assessments. Considering the differences among these groups of students, as the first step, I identified in a group of 302 third graders students of a Public High School, located in the western side of city of Sao Paulo. Inspired by the work of Biggs and LPQ methodology, we developed a modified instrument for this classification. I identified ten students with deep approach to learning (4 in the daytime and 6 in the nighttime), 34 students with deep strategic approach (18 in the daytime and 16 in the nighttime) and 258 undefined students. From the deep and deep-strategic students\' identification, we evaluated which qualities of good teacher are expected by these students. The results showed that deep students valued a professional teacher, committed, dedicated, highly qualified and pedagogic, that understand the differences between students, is attentive, court orders, friendly. And that other students, in addition to previous characteristics, are demand knowledge related to the content and the requirement of the evaluation activities.
APA, Harvard, Vancouver, ISO, and other styles
4

SENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.

Full text
Abstract:
This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.
APA, Harvard, Vancouver, ISO, and other styles
5

Cannady, Matthew A. "Modeling Teacher Attrition: Teacher Characteristics and Working Conditions." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2160.

Full text
Abstract:
Thesis advisor: Joseph J. Pedulla
This paper describes the literature on teacher attrition as either focusing on the working conditions faced by beginning teachers or highlighting variations in teachers' characteristics as causes for early teacher attrition. This study uses responses to the School and Staffing Survey (SASS) along with the Teacher Follow-Up Survey (TFS) to compare these contrasting views of early teacher attrition. Two logistic regression models were constructed and their relative efficacy in explaining teacher attrition were compared using three statistical techniques; model fit characteristics (e.g. pseudo-R2, Akaike Information Criteria, Bayesian Information Criteria); a comparison of their classification effectiveness, and results from Davidson and MacKinnon's J test (1981). A final model was also constructed using the predictive elements of each of the previous models. Results suggest that the working conditions model better fits the observed data than the teacher characteristics model. The final model highlights the importance of teacher commitment and engagement in the profession in teachers' career decisions
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
APA, Harvard, Vancouver, ISO, and other styles
6

Orphanos, Stelios Andreas. "Do good grades make a good teacher? : an investigation of the relationship between teachers' academic performance and perceived teacher effectiveness in Cyprus /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dunleavy, Jodene Florence. "Give us something good, defining effectiveness in teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ51542.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kukla-Acevedo, Sharon. "TEACHER EFFECTIVENESS: THE ROLES OF TEACHER CHARACTERISTICS, PREPARATION, AND TURNOVER." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/881.

Full text
Abstract:
Thesis (Ph. D.)--University of Kentucky, 2008.
Title from document title page (viewed on October 30, 2008). Document formatted into pages; contains: vii, 89 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 85-88).
APA, Harvard, Vancouver, ISO, and other styles
9

Moreira, Shelly Jeanne. "Student perceptions of good teaching practices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2552.

Full text
Abstract:
The purpose of this research was to describe a set of teacher characteristics that are perceived by high school students as good teaching practices. It also determined how both alternative, or at-risk, high school students and traditional high school students ranked those good teaching practices. The research involved a pilot study in which students from an alternative and a traditional high school wrote an essay on what they think ‘makes a good teacher.’ From the list of characteristics, a “Survey of Good Teaching Practices” was developed. This survey was then given to alternative and traditional high school students to determine their rankings of good teaching practices. The findings of the study indicate that students are looking for characteristics in teachers that fall into four categories: instructional skills and strategies, individualized assistance, interpersonal skills and student-teacher relationships. The majority of those top ten characteristics that students look for in a ‘good teacher’ relate to interpersonal skills and student-teacher relationships. Students want to be treated equally, they want their teachers to listen to their opinions and ideas and they want to be known by name. Students want their teachers to try hard to help them be successful and they want learning to be fun. They don't want teachers to put students down; they want respect. They want teachers to make sure every student understands what is being taught and they want them to know the subject matter. They want teachers with a positive attitude. They want teachers to explain things well and make it interesting. They want teachers to believe in all students, no matter what kind of grades they get. They don't want teachers to talk down to students. They want teachers who are honest. The study provides insight into the opinions of the stakeholders in their educational process. Through this study, students have been given a voice in what works best for them. Recommendations for how to use this information to improve services to students are also provided.
APA, Harvard, Vancouver, ISO, and other styles
10

Peerless, Cathy Bufflap. "Storytellers' reports of the good work of storytelling." Thesis, University of Hartford, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620411.

Full text
Abstract:

Storytelling is often experienced as profound and transformative. Scholars view storytelling as both human essence and essential to human survival. This exploratory, qualitative study explored contemporary storytellers' reports of the good work of storytelling using the GoodWork Project (GWP) (Gardner, Csikszentmihalyi, and Damon, 2001) as the conceptual framework. Guided by the GWP this study examined cultural controls, social controls, individual standards, and outcome controls that impacted storytellers, their practice and good work.

This study applied the methodology of Gardner, Gregory, Csikszentmihalyi, Damon, and Michaelson (1997) and Gardner et al. (2001) to answer the primary research question, What do storytellers report regarding the good work of storytelling as conceptualized by the GWP (Gardner et al, 2001)? The unit of analysis was professional storytellers representing a population that that has not been studied any detailed and disciplined way. The cohort of a 12 storytellers, 3 men and nine women represented African American, Appalachian, Jewish, and Native American storytelling traditions. The protocol instrument consisted of inquiries in nine areas about their experiences, professional work, personal values, beliefs, opportunities and responsibilities relevant to storytelling.

The author conducted an in-depth one-on-one interview with 12 exemplary storytellers, all creative leaders. The complete interview was digitally recorded and transcribed verbatim. Storyteller responses comprised the data. The researcher hand-coded the content by hand, identifying eleven themes and GWP subtopics. For further data analysis, NVivo 10 text-analysis software was used. These steps categorized interviewees' statements according to richly interlinked motifs and ideas, which permitted the author to verify nodes showing the data's correspondence to the GWP conceptual framework.

Seven conclusions emanated from the findings describing storytellers' good work. The oral tradition, dedication to serving others, personal values, trust in storytelling community, culture and cultural heritage, and the paradox of technology impacted storytellers' good work. All of the storytellers interviewed and the overwhelming majority of contemporary scholarly literature agree with the argument that this dissertation develops, which is threefold: the human connection is at the heart of the power of story; second, the social environment for creative expression underlies the capacity of storytellers to do their professional work; and third, the opportunity to benefit other people, communities and support their own culture, also form critical features of storytellers' good work.

This study contributes to the view of storytelling as an art form and a leadership skill. It addresses the ethical questions of the use of stories and storytelling in business or corporate settings. This study described professional storytellers' experiences navigating complexities of the storytelling profession in today's highly technological and rapidly changing environment.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Characteristics of good teacher"

1

Reilly, McCormick Ellen, and Altemus Anne R, eds. A good teacher. Richmond, VA: Meredith Publications, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Moore, Alex. The Good Teacher. London: Taylor & Francis Inc, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

O'Kelly, Carol Anne. What is a good teacher?. Dublin: University College Dublin, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Daniel-White, Becky. Good apple and teacher helpers. Carthage, IL: Good Apple, Inc., 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Peterson, Andrew, and James Arthur. Ethics and the Good Teacher. Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: Character and virtue within the professions: Routledge, 2020. http://dx.doi.org/10.4324/9780429320699.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

ill, Wilson Janet 1952, ed. Benny and the no-good teacher. New York: Bradbury Press, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The good teacher: Dominant discourses in teaching and teacher education. London: RoutledgeFalmer, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Condon, John C. Good neighbors: Communicating with the Mexicans. [Yarmouth, Me.]: Intercultural Press, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Good neighbors: Communicating with the Mexicans. 2nd ed. Yarmouth, Me., USA: Intercultural Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hull, Neville. Pupils' perceptions of the 'good' art teacher. Leicester: Leicester Polytechnic, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Characteristics of good teacher"

1

Platz, Monika. "Central Characteristics of a Good Teacher-Student Relationship." In Good Relationships in Schools, 27–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Marom, Lilach, and Roumiana Ilieva. "Becoming the “Good Teacher”." In Diversifying the Teaching Force in Transnational Contexts, 15–27. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-663-7_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Fontana, David. "Teacher Personality and Characteristics." In Psychology for Teachers, 345–58. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Liu, Ji. "Documenting teacher wage characteristics." In Teacher Labour Markets during an Era of Economic Boom, 65–82. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003058694-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Biesta, Gert. "Good Teaching, Good Teacher Education, and the Education of the Teacher’s Eye." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_21-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Pring, Richard. "Teaching and the Good Teacher." In Education and the Good Society, 75–87. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230523449_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chatelier, Stephen. "Postcolonial Perspectives and the “Good Teacher”." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_13-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Platz, Monika. "Trust in the Teacher-Student Relationship." In Good Relationships in Schools, 65–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Platz, Monika. "Care in the Teacher-Student Relationship." In Good Relationships in Schools, 45–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Biesta, Gert. "How Does a Competent Teacher Become a Good Teacher?" In Philosophical Perspectives on Teacher Education, 1–22. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118977859.ch1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Characteristics of good teacher"

1

Voinea, Mihaela, and Andreea Sitoiu. "Children’s Wellbeing Starts at Home. Redefining Parenting According to the Digitalized Society." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/37.

Full text
Abstract:
The changes in digitalized society are reflected in the family and school environment. Nowadays children are characterized as “Homo zappiens” (Veen & Vrakking, 2011) or “digi” generation (Gold, 2016) because they are growing up using modern technology (mobile phone, computer, iPod etc.) since early childhood. The use of new communication technologies by children induced major changes in play, learning and parenting. They learn and play in a global and digital culture. This could lead to huge discrepancies between generations, especially between parents and children, children and educators. This is because homo zappiens are digital, whereas parents are analogous sometimes. If we add to these characteristics of society the values that dominate postmodernism (hedonism, individualism etc.) we will have a clearer picture of the challenges of education today and especially, in parenting. We need to redefine the children-parents-educators relationship through a new set of criteria. Wellbeing is an important aspect of the family environment which determinates school integration and success. This article focuses on research in parents` perception regarding the parenting in digitalized society and children`s wellbeing. The research was embedded in a constructivist-interpretivist paradigm, which employed both quantitative and qualitative methods for data collection. This study included a number of 100 participants, children and their parents. Conclusion: The parents need to develop a new mind, set on children`s wellbeing and rethinking the parenting in digitalized society. A training program for parents must be a solution for develop children`s well-being at home as a condition for school.
APA, Harvard, Vancouver, ISO, and other styles
2

Safronova, Victoria, and Evgeniya Klyukina. "The Ideal Language Student ‒ Myth or Reality." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.020.

Full text
Abstract:
The image of the ideal student, existing in the era of new technologies, ubiquitous Twitter and Facebook, messengers and commercials, undoubtedly attracts the attention of researchers both at home and abroad. This is a cumulative image of cognitive abilities, business qualities, psycho-physiological peculiarities, appearance and interpersonal skills. This study aims to identify the main characteristics of the image of the ideal language student as perceived by the teachers of foreign languages from three leading universities: Lomonosov Moscow State University (MSU), Plekhanov Russian Economics University and The Presidential Academy of National Economy and Public Administration. The relevance of the study is determined by insufficient research of the problem and qualitative changes which have been occurring over the 21st century in education in general and tertiary education in particular. The article attempts to describe and analyse the results of an anonymous survey pertaining to the image of ideal language students as perceived by the practicing instructors of foreign languages. The total number of respondents was 79, including 42 instructors from Plekhanov University, 22 from the Presidential Academy and 15 from MSU. The analysis of the responses showed that the ideal student as perceived by the teachers is the one who possesses good critical thinking skills, is motivated and disciplined with a serious attitude to study. The obtained results do not allow drawing conclusions about specific features of the ideal student depending on the length of pedagogical experience. Each age group included all possible sets of characteristics. It is noteworthy that teachers from MSU valued both social qualities (team work, sociability) and personality traits (diligence, decency); the instructors from the Presidential Academy ranked first adequate reaction to critique and willingness to listen and hear; while their counterparts from Plekhanov University emphasized the importance of good presentation skills, speaking and communication competency alongside the interest in the subject. The statement “There are no ideal students” also came from among the practitioners of Plekhanov University.
APA, Harvard, Vancouver, ISO, and other styles
3

Mulyana, Yana, Tisna Sunjaya, Elis Rahayu Widaniati, Uus Ruswandi, Andris Fajar, and Yomi Widyan. "Exemplary Teacher in Habituation of a Good Character." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Taylor, Melissa S., Jeffrey A. Phillips, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Physics Teacher Characteristics and Classroom Practices." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515233.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bayanova, L. F. "Perceptions Of “Good Life” Of Teenagers Inclined To Deviant Behavior." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.64.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Donato, Donatella. "Teacher training and good practices in the coproduction of knowledge." In 2nd World Conference on Research in Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.worldcre.2020.09.218.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mukhametzyanova, Flera G. "Subject Characteristics Of Teachers’ Personality And Work Efficiency." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.65.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gordienko, Oxana, Anastasiya Sokolova, and Anastasiya Simonova. "Axiological Characteristics of Digitalized Education." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0921.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Aldasheva, A. А., М. Е. Zelenova, and J. N. Sivash. "Administration of a child as a regulator of activity of social teachers." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.357.367.

Full text
Abstract:
The study is aimed at studying the regulatory features of the mental image of an adopted child in parents with different forms of custody of orphans. In connection with the preparation of the bill on the support of foster families and the mandatory psychological testing of foster parents, empirical research in this area has received particular relevance and significance. The sample consisted of: 1. social educators — adoptive parents who perform their functions on the basis of an employment contract on a fee and raise a different number of orphans; 2. Blood guardians — adoptive parents having kinship with pupils left without parents. A total of N = 110 people were examined. To identify the peculiarities of the image of the adopted child, a verbal version of the SOCH (I) technique was used (V. L. Sitnikova). The following results were obtained: 1. In foster parents, in the hierarchy of image components, the leading place belongs to the qualities of the child, revealing its features as the subject of social interaction — the “Social” component. It was also established that for large adoptive parents, the behavior of the child and its characteristics as a subject of activity are important, occupying the lower hierarchical positions in the form of ordinary parents. We explain this structural feature of the child’s image in the mentality of parents with many children by the presence of many problems that arise in the dyad “adopted child — adopted adult”. 2. It has been established that the blood guardians in the image structure of the adopted child do not have the component “family values”, which is an alarming fact. As you know, it is the values of the family that perform the regulatory function and form the unity of a small group that unites the concept of “we”. 3. When comparing images of a “good-bad” child, an important feature of the mentality of large social educators was revealed — the images of a “good-bad” child turned out to be weakly differentiated in their structure, which in the context of previously obtained empirical data can be interpreted as weak emotional and personal involvement in the process of education, as well as the presence of psychological distance in relations with foster children.
APA, Harvard, Vancouver, ISO, and other styles
10

Perpetuo, Ricardo, and Gabriel Pestana. "Evaluation Model of Teacher Characteristics in Higher Education." In 2020 15th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2020. http://dx.doi.org/10.23919/cisti49556.2020.9140913.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Characteristics of good teacher"

1

Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

Full text
Abstract:
In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
APA, Harvard, Vancouver, ISO, and other styles
2

Cruz-Aguayo, Yyannú, Nicolás Fuertes, and Sara Schodt. Classroom Quality and Teacher Characteristics in Ecuador. Inter-American Development Bank, October 2019. http://dx.doi.org/10.18235/0001944.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rothstein, Jesse. Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Effects of Inter-district Competition. Cambridge, MA: National Bureau of Economic Research, August 2004. http://dx.doi.org/10.3386/w10666.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Taylor, Peter. The Characteristics of the Teacher Evaluation Process as Perceived by Elementary Teachers and Principals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1364.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Haßler, Björn, Chris McBurnie, Zoe Allier-Gagneur, and Kalifa Damani. Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A). EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McBurnie, Chris, Zoe Allier-Gagneur, and Björn Haßler. Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C). EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Allier-Gagneur, Zoe, Chris McBurnie, Rachel Chuang, and Björn Haßler. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

Full text
Abstract:
This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
APA, Harvard, Vancouver, ISO, and other styles
9

Nagahi, Morteza, Raed Jaradat, Safae El Amrani, Michael Hamilton, and Simon Goerger. Holistic and reductionist thinker : a comparison study based on individuals’ skillset and personality types. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40746.

Full text
Abstract:
As organizations operate in turbulent and complex environments, it has become a necessity to assess the systems thinking (ST) skills, personality types (PTs), and demographics of practitioners. In this study, we investigated the relationship between practitioners’ ST profile, their PTs profiles and demographic characteristics in the domain of complex system problems. The objective of this study is to address the current gap in the literature – lack of studies dedicated to predicting practitioners’ ST profile based on their PTs and demographics characteristics. A total of 258 practitioners with different demographics and PTs provided the data. The results show that (1) practitioners can be classified based on their ST skills scores into two clusters: holistic and reductionist (that is, ST profile), (2) each cluster has different PTs profiles and demographic characteristics, and (3) practitioner’s ST profile can be predicted, with good accuracy, based on their PTs profile and demographic characteristics.
APA, Harvard, Vancouver, ISO, and other styles
10

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Full text
Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Characteristics of good teacher' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography