Dissertations / Theses: 'Characteristics of good teacher'

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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.

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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.

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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/.

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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.

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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.

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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.

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

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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

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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.

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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.

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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.

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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).

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

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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.

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

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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.

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Ng, Yuen-yee Cordia, and 伍婉儀. "What makes a 'good language teacher'?: teachers' and students' perceptions of 'good language teachers' inHong Kong Secondary Schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29758816.

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Tucker, Olivia Gail. ""Everybody is Good Enough": Band Teacher Agency in a Highly Competitive Environment." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707234/.

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Relations between music education structures and teacher agency are under-researched and under-theorized, and scholars have indicated that the traditions and competitions of school bands in the U. S. may constrain educator agency. The need for research on teacher agency in competitive environments is compounded by policy trends toward administrators' use of festival scores in music educator evaluations. The purpose of this instrumental case study was to investigate band teacher agency in a highly competitive music education environment. I used the chordal triad of agency as the primary theoretical framework. Participants were four mid-career band educators in Texas, and I collected data through interviews, observations, journal entries, website review, and email correspondence. Throughout the data, participants' agency largely reproduced existing structures. Findings coalesced around (a) participants' core values of music, students' development, hard work, and competition, (b) an inductive, cohesive collection of band teaching norms despite participants' employment in schools of varying urbanicity and student demographics, (c) power sources that transmitted values and directed teachers' agency, and (d) a compelling story of one participant's generative agency that contrasted with the rest of the data. I provide directions for further research on music teacher agency and suggest implications for band educators, professional music education organizations, and music teacher educators.

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Rieger, Susan R. "Characteristics of knowledge producers in teacher education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401442855.

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Cecconi, Nicole Marie. "Irony, Finitude and the Good Life." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/philosophy_theses/29.

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“Irony, Finitude and The Good Life,” examines the notion that Socrates, as he is portrayed in the Platonic dialogues, ought to be viewed and interpreted as a teacher. If this assertion is correct, then it is both appropriate and useful to look to the dialogues for instruction on how to live a philosophical life. This thesis will argue that to look at Socrates as a teacher, a figure who imparts knowledge to those around him on how to live a philosophical life, misses the very conception of the good life that Plato sought to personify when he created the character of Socrates. The proceeding discussion draws upon the work of Alexander Nehamas and Drew Hyland, offering an alternate interpretation of the Symposium. This interpretation argues that viewing Socrates as a teacher falsely idealizes the philosophical life, in turn neglecting Plato’s greater legacy for his character—a legacy in which true virtue lies in exposing the creative possibility inherent in living a philosophical life and prompting one’s own expression of a life inspired by the legacy of Socrates.

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Marsh, Meredith. "Good Writing: Integrating Creative Writing Elements in Undergraduate Composition." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1469050437.

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Wiley, Caroline. "Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202704.

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The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking questions regarding specific student performance/behavior on a sample of graded course tasks. No available study has focused on individual students in such a way. The overarching focus of the study is to examine actual students' data in relationship to their respective teacher's beliefs and practices.The purpose of this study is to examine the degree to which four sources of evidence: (1) course descriptions and policies (teacher); (2) grading beliefs (vignettes); (3) perceived grading practices (Likert-scale); (4) student characteristics (student) converge from a qualitative perspective.Fifteen high school teachers from four school districts completed an online grading questionnaire. The Wiley Grading Questionnaire (WGQ) consists of two main parts: (1) course policies and student characteristics; and (2) general grading beliefs. Part I requires teachers' gradebooks and syllabi. Part II measures teacher beliefs and perceived grading practices using Brookhart's (1993) grading vignettes, a 19-item 6-point Likert-scale survey adapted from McMillan (2001), and a combination of open-ended and forced-choice items on the WGQ.Teachers considered non-achievement variables more in their grading decisions in response to the vignettes than they reported in the other sources of evidence. Non-achievement factor considerations were more evident in the effort scenarios; namely a low-ability/low-achiever bias. The vignettes provided the highest level of abstraction, but they largely categorized teachers as either excluding non-achievement factors or including them for certain types of students, usually the low ability or low achiever. Further descriptions and implications are discussed.

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Cavers, Lloyd. "Teacher efficacy : its relationship to school level organizational conditions and teacher demographic characteristics." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/29231.

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This empirical study explored the relationship between teacher efficacy and each of school level organizational conditions and teacher demographic characteristics in order to provide information which could be used in school improvement planning. Teacher efficacy, the extent to which teachers believe they have the capacity to affect student performance, has two components as defined in this study: teaching efficacy, and personal teaching efficacy. Teaching efficacy, considered to be a general measure of teacher efficacy, describes the teacher's belief in the ability of teachers, as a group, to influence learning. Personal teaching efficacy, considered to be the more specific and important measure of the two, describes the belief that the individual teacher has the skills and abilities to bring about student learning. The teacher's sense of personal teaching efficacy is believed to have the most potential for affecting the teacher's motivation and future behaviour. A teacher's sense of efficacy is believed to be affected by several variables including school level organizational conditions and teacher demographic characteristics. Nine school level organizational conditions and five teacher demographic characteristics were selected for study from the literature because they had been positively related to good schools. A volunteer sample of 339 school-based teachers in one Alberta school district were surveyed and the principal of each of 15 schools was interviewed. Quantitative analyses were used with the teacher as the unit of analysis; these findings were verified and amplified using a qualitative analysis with the school as the unit of analysis. The main conclusions were: (1) teacher sex and teaching grade level were significantly related to teacher efficacy, while teacher age and experience were not; and (2) teachers' perceptions of student behaviour and horizontal communication were significantly related to teacher efficacy. The study suggests seven implications for school administrators and others interested in enhancing teachers' sense of efficacy. These include: (1) providing opportunities for teachers to discuss instruction-related topics; and (2) implementing a school discipline policy aimed at improving student behaviour. Ten implications for further research include the consideration of a secondary school focus and also the use of research methods with the potential to establish a causal relationship between teacher efficacy and school level organizational conditions.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Mercer, Lisa Skaggs. "Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64293.

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Education for adolescents in middle-level schools is a topic of great interest for many educators. Reaching a consensus on what constitutes an effective education for middle-level learners has been a challenge. The purpose of this study was to contribute to this discussion. Although the study was designed to report on effective middle schools, the respondents reported their perspectives on good middle schools. The findings of this study about good middle schools may be beneficial to middle-level educators that are interested in improving educational environments and outcomes for the adolescent learner. A cross-case study methodology was used to investigate the perspectives on a good middle school of teachers and administrators in two middle schools in a school system in a southeastern state. Seventeen face-to-face interviews were conducted with a researcher-developed protocol, and document analyses were conducted. Data were analyzed with the constant comparative method. The perspectives of the participants were organized into ten categories of what they believed constitutes a good middle school: culture, personnel, the needs of diverse adolescent learners, organizational structures, transitions, instructional practices, parental involvement, curricular aspects, physical environment, and progress. The teacher and administrator perspectives on a good middle school were analyzed in three ways: (a) a descriptive analysis of the characteristics of a good middle school as viewed by the teachers and administrators of Dorchester Middle School and J. K. Walters Middle School; (b) a comparison of the characteristics of a good middle school as viewed by teachers and administrators of the two schools and the characteristics of a good middle school as identified by the National Association of Secondary School Principals Council on Middle Level Education in 1985, the Association for Middle Level Education in 2010, and the Carnegie Corporations Council on Adolescent Development in 1989; and (c) a comparison of the characteristics of a good middle school identified by the teachers and administrators of Dorchester Middle School and the characteristics of a good middle school identified by the teachers and administrators of J. K. Walters Middle School (pseudonyms). Middle school educators have struggled with the nature of an appropriate education for middle-level learners for decades. When combined with other studies of the perspectives on middle-level schooling of practicing teachers and administrators, those who work with middle-level learners every day, the data in this study may help in efforts to reach a consensus on the elements that should be a part of a good middle school.
Ed. D.

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Gottlieb, Derek. "Race to the top and the senses of good teaching." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2507.

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Following up on the educational reform initiatives of the 1990s and early 2000s, which are centered on the notion of accountability, Secretary of Education Arne Duncan's Race to the Top initiative strives to bring such accountability down to the level of the individual teacher through the use of advanced statistical parsing of student achievement data. Through the calculation of "teacher value-added," a given teacher's "effectiveness" can be measured and ranked, hence assigned a value. Duncan's rhetoric around the issue, and the assumptions visible in the studies of teacher quality and effectiveness that he and other reformers cite, suggest that at long last we as a society will be able to know and to communicate just who our best and our worst teachers are. Such an ability will allow us as a polity, on this view, to direct public funding much more efficiently than has heretofore been possible: armed with this new knowledge, we can reward the best teachers to ensure that they do not abandon the profession for higher-paying employment, and cull the worst teachers so that they may be replaced with more effective personnel. The newfound ability to distinguish between good and bad teachers also has transformative implications for teacher training programs. By analyzing the practice of the highest-quality teachers, one might discover "what works" in classrooms, the specific behaviors, skills, or mental states involved in highly effective teaching. Once discovered, these behaviors, skills, or mental states might then be given to pre-service teachers, which would dispense with what Duncan considers to be the overly theoretical and largely abstract curricula of current teacher education programs. The problem outlined above is obviously philosophical in nature. The method of investigation involves a conceptual analysis of Race to the Top's teacher-quality and achievement-data initiatives, comparing the policies to the Secretary of Education's public rhetoric employed to market the policies to the public. Taking the public rhetoric as an expressing the various needs to which the policies will be responsive, this thesis tests the coherence of the underlying assumptions about teaching and learning, and assesses the conceptual fit between the needs visible in the rhetoric and the outcomes sought and measured according to the proposed policies. The thesis finds that Duncan's public rhetoric expresses largely unproblematic needs, fears, or disquietudes around questions of teacher quality, but that the policies intended to answer those needs are wholly insufficient to the task. At issue is a misconception of teaching as a skillful endeavor, a mistaken idea about what teaching is. This thesis concludes that the needs and desires expressed in Duncan's rhetoric do necessitate a response, but that any adequate response will require a different view of teaching and learning entirely. The thesis offers the fundamental requirements of a different notion of teaching and learning, one better suited to the needs of the public, as the Secretary of Education expresses them.

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Hendricks, Estelle. "Good practice guidelines for improving educator morale." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1247.

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The morale of educators in certain schools is very low. From the literature review I concluded that not all schools experience low morale in the same way. There are different factors impacting on the morale of educators at different schools. In this study, the causes of low educator morale, indicators of low morale, the importance of high morale and how low morale can be dealt with were addressed in order to provide guidelines to improve low morale. An empirical study was conducted and 2 schools in the Northern Areas of Port Elizabeth were used in this case study to establish to what measure the educators are exposed to the abovementioned variables. The data was analysed qualitatively and quantitatively. South Africa is divided into different demographic areas. The majority of people living in the communities where these schools are located are poor, unskilled, unemployed and the crime levels are very high. The socio-economic context within which these schools are located also has an impact on the morale of the educators at these schools and it affects their working lives. Educators, SMTs and principals took part in the empirical study so that their views can be compared and to facilitate the researcher to make recommendations on improving low educator morale. The research outcomes were analysed and deductions, recommendations and a need for further research were given. The empirical and literature study emphasised that the morale of educators is low in the schools and this morale status impacts on learners’ achievements, the health of the educators and the health of the institution. The educators in this study ranked their own morale status as low and some of the causes of the low morale according to the empirical study are lack of resources, ill-disciplined learners, uninvolved parents and an ineffective management style of the principal.

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Tenorio, De Azevedo Maria Rosalia. "Media Literacy and the Common Good| A Link to Catholic Social Teaching." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705460.

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In order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012; Keller-Raber, 1995; Schmidt, 2012). Using Freirean critical literacy as a theoretical framework, this case study investigated how a 60-hour teacher training program in media literacy promoting Catholic Social Teaching and how undergoing this training has influenced teachers’ perceptions of media literacy, Catholic Social Teaching, and the link between the two. As the researcher, I performed participant-observation as a trainee in the program. Five teachers, alumni of the program, participated in this study: one middle school teacher, three high-school teachers, and one college professor, all of them taught at Christian private schools. I recorded how participants applied the Media Mindfulness—a faith based media literacy strategy—in their practice as a response to the Church’s call for Catholic teachers to engage in media education (Benedict XVI, 2008; John Paul II, 1987, 1990, 1992, 2005). Findings show how the Media Mindfulness method helped teachers integrate media literacy in their practice, promoting student empowerment and character education. A follow up action research at a Catholic high school where teachers are trained in Media Mindfulness is recommended to find out: a) how the training influenced teachers’ confidence in integrating media education into their practice? b) to what extent students’ assimilation of Catholic Social Teaching concepts resulted from the teacher training program? c) and how training teachers in the media mindfulness model influenced the school’s culture in addressing social justice issues?

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Rollins, Jean. "Teacher growth essential characteristics of experiences in development from a novice to veteran teacher /." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211388476/.

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Newmark, Kathryn. "What influences teacher turnover? the effects of teacher, student, principal, and school administration characteristics /." CONNECT TO ELECTRONIC THESIS, 2008. http://hdl.handle.net/1961/6436.

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Adams, Elaine. "The effects of school systems, teacher internal characteristics, and students on vocational teacher stress." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/37964.

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Job stress is a multidimensional phenomenon. The researcher sought to examine variables that cause vocational teachers to experience stress in their teaching occupations and to evaluate the effects of these related stressors. This research evaluated the relationships between school systems and vocational teacher stress, teacher internal characteristics and vocational teacher stress, and students and vocational teacher stress. It also analyzed vocational teacher stress using a proposed causal model that was developed using the literature on teacher stress as a conceptual framework. The model attempted to examine the linkages that exist among vocational teacher stress, school systems, teacher internal characteristics, and students. Role ambiguity, role conflict, school stress, task stress, supervisory support, nonparticipation, peer support, role overload, and management style were the areas identified in the literature that could be used as indicators of the school systems category. Role preparedness, job satisfaction, life satisfaction, illness symptoms, locus of control, and self esteem were the concepts identified in the literature that could be used as the variables associated with teacher internal characteristics. Class size, student learning, and student behavior were the three areas identified in the literature as student related variables. This study measured vocational teacher stress using the Tennessee Stress Scale-R. It measured the identified stressors using four other instruments: 1) Teacher Stress Measure; 2) Personal Behavior Inventory; 3) Self Esteem Scale; and 4) Classroom Environment Scale. In addition to these measures, demographic information was collected from the respondents. The study was limited to two separate samples of vocational teachers employed in Virginia. The first sample consisted of vocational teachers teaching in five targeted school systems. The second sample of vocational teachers used in this study were randomly selected from state supplied lists. An overall response rate of 65 percent was obtained. Multiple regression and LISREL were used to evaluate the effects of the identified stressors on vocational teacher stress. The three regression models were found to be significant at the .05 level. The LISREL model was found to be successful in explaining approximately 72 percent of the variance in the stress experienced by vocational teachers. Two-sample t-tests were used to compare the two samples of teachers represented in the study. Non-respondent follow-up analyses also were conducted. No significant differences were found.
Ph. D.

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Jamei, Stephanie. "Students’ and teachers’ perceptions of a good teacher of ESL in three different secondary schools in Malmö." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29807.

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This research study investigates what 122 secondary students believe makes a good teacher of English as a second language. The students were randomly selected from three different schools in Malmö, Sweden. Six teachers’ views from the same schools will also be examined. The teachers and students answered questionnaires with open-ended and close-ended questions. Many researchers state that there are particular qualities that a teacher should possess to be considered a good teacher by the students. Qualities such as: being understanding, having a certain personality, being a motivator and a supporter, mastering the English language well, and listening to students wishes, are a few of many qualities that are being mentioned. The results indicate that the main quality that a teacher should possess is good knowledge of English. Other qualities that were mentioned were, varying work methods, the teacher’s personality, being supportive and encouraging ect. The students and the teachers opinions in comparison to what the researchers argue are not tremendously different.

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Egger, Karen J. "An exploration of the relationships among teacher efficacy, collective teacher efficacy, and teacher demographic characteristics in conservative Christian schools." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5376/.

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The purpose of this study was to determine whether teachers' perceptions of self-efficacy and collective teacher efficacy are interrelated and how these two constructs may be impacted by teacher demographic characteristics, such as educational level, grade level taught, and number of years of teaching experience. This study focused entirely on the interrelationships of teacher efficacy and collective teacher efficacy in three suburban, conservative Christian schools in north Texas. Specifically, the demographic characteristics of age, gender, ethnicity, particular school campus, number of years teaching, number of years teaching at the current school, highest degree received, type of teacher certification, certification grade level and subject area, grade level taught, and particular subject taught were studied for the non-random, convenience sample of 216 kindergarten through twelfth grade teachers. A correlational analysis of teacher efficacy and collective teacher efficacy yielded a Pearson r of .35 at a statistically significant level (p < .01); combining these two variables with teacher demographic variables in multiple regression analyses confirmed the relationship between teachers' perceptions of teacher efficacy and collective efficacy at a statistically significant level (p < .001). A review of the squared structure coefficients in the first multiple regression analysis (R2 = .284, p < .001) showed that individual teachers' perceptions of collective teacher efficacy explained the largest amount (43%) of the variance in teacher efficacy, followed by years of teaching experience (17%) and number of years of teaching at the current school (14%). A review of the squared structure coefficients in the second multiple regression analysis (R2 = .395, p < .001) indicated that individual teachers' perceptions of teacher efficacy explained the largest amount of variance in collective teacher efficacy (31%), followed the elementary teacher variable (22%) and particular school (19%).

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Tenorio, de Azevedo Maria Rosalia. "Media Literacy and the Common Good: A Link to Catholic Social Teaching." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/191.

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In order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012; Keller-Raber, 1995; Schmidt, 2012). Using Freirean critical literacy as a theoretical framework, this case study investigated how a 60-hour teacher training program in media literacy promoting Catholic Social Teaching and how undergoing this training has influenced teachers’ perceptions of media literacy, Catholic Social Teaching, and the link between the two. As the researcher, I performed participant-observation as a trainee in the program. Five teachers, alumni of the program, participated in this study: one middle school teacher, three high-school teachers, and one college professor, all of them taught at Christian private schools. I recorded how participants applied the Media Mindfulness—a faith based media literacy strategy—in their practice as a response to the Church’s call for Catholic teachers to engage in media education (Benedict XVI, 2008; John Paul II, 1987, 1990, 1992, 2005). Findings show how the Media Mindfulness method helped teachers integrate media literacy in their practice, promoting student empowerment and character education. A follow up action research at a Catholic high school where teachers are trained in Media Mindfulness is recommended to find out: a) how the training influenced teachers’ confidence in integrating media education into their practice? b) to what extent students’ assimilation of Catholic Social Teaching concepts resulted from the teacher training program? c) and how training teachers in the media mindfulness model influenced the school’s culture in addressing social justice issues?

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Fimbres, Ernest J. "Career ladder impact on student achievement and teacher characteristics." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184880.

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Current research on Career Ladder Teacher Incentive Plans indicates a need to go beyond the usual description of legislation, career ladder plans, teacher evaluation procedures and "intent" of the policymakers. This study uses a multivariate analysis of variance (MANOVA) to examine the interaction among teacher participation on a career ladder project, student achievement and teacher characteristics. Student achievement test scores over a two year period were analyzed. One group of students had teachers who participated for two years on a career ladder and the other group had teachers who did not participate the two years. One hundred forty teachers and two thousand two hundred sixty-three students in grades 3, 4 and 5 were analyzed in order to identify differences in test scores due to teacher participation. Contrasts were drawn between teachers as participants and non-participants on the career ladder, years of experience and education and their influence on how students scored on a State Mandated Norm Referenced Test, the Iowa Test of Basic Skills. Comparisons of the two groups in the study lead to some fairly consistent results. Even though there were no variables that impacted the achievement scores from a statistically significant standpoint, when the factor of "time" was defined in terms of Ladder and non-Ladder participation, the two year group showed statistically different results from the one year group. The results of this study indicate that a Career Ladder Program in the course of one year or two years would not significantly impact student achievement. However, the element of time is an important factor when looking at the potential for career ladder impact on student achievement. This factor should be considered in any quest for immediate versus long term success patterns of such plans.

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Nagata, Noriko. "Characteristics of teacher preparation programs and the issue perceptions of teacher educators in deaf education." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1127246844.

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McCullough, Joy Diane. "Demographic and biographic characteristics of prospective teacher educators and their motives for becoming teacher educators /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801319637.

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Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, Ã¢ÂÂDo you plan to teach agricultural science when you graduate?Ã¢ÂÂ accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.

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Wood, Karen M. "Characteristics identified by a rural population as necessary for a good elementary school." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/37758.

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This study was conducted to obtain information from a rural population regarding what makes a good elementary school. A random telephone sample of 100 participants was selected with a total of 83 participants responding to the telephone interview. The interview requested participants to respond to an open-ended question as to the qualities necessary for a good elementary school grades K-7. The interview also was designed to gain information regarding demographic variables of participants in an effort to identify patterns of responses. In addition, a comparison of participants' responses to the research of Ron Edmonds was conducted. Participants identified qualities related to teachers, principals, curriculum, and environmental conditions -as properties of a good elementary school. An overwhelming number of participants indicated teachers who demonstrated care, concern, understanding, patience, and who provided learning experiences that promote success as necessary to a good school. A comparison of participants' responses to the research of Edmonds revealed little consistency between the perceptions of lay people in and the findings of researchers regarding qualities of a good elementary school. Finally, participant demographic variables were examined as they related to the characteristics of teachers, principals, curriculum, and environmental conditions. None of the demographic variables were found to be significantly related to the qualities of a good elementary school.
Ed. D.

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Sung, Li-chu. "How methods and technology instructors think about good practice an exploration for transforming pre-service curriculum /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3210049.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006.
Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0909. Adviser: Thomas Schwen. "Title from dissertation home page (viewed March 21, 2007)".

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Dahlström, Lars. "Post-apartheid teacher education reform in Namibia : the struggle between common sense and good sense." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-18065.

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This thesis is about teacher education reform. It is a narrative of attempted change in the area of teacher education in post-apartheid Namibia. The inquiry is based on critical and participatory perspectives. The analytical tools include concepts like hegemony and counter-hegemony, common sense and good sense. The historical and contextual analyses attend to the broad global layers of influence on a newly born African nation state, the prevailing common sense of financial and technical assistance agencies, and the modern school as it has landed in Namibia and elsewhere in Africa. It gives an overview of the historical deposits into the common sense about schooling and education in Namibia, including visions and practices of the liberation movement before independence. The teacher education reform is also placed within the international context of preferential views on teacher education. The struggle over the preferential right of interpretation is described and analysed on three major levels: the policy level of an imperative reform framework, the level of the contested programme imprints, and on institutional level where attempts were made to create reform agency. The teacher education reform was part of the post-apartheid policy that signalled an egalitarian society for all. The analyses give at hand that the reform was neither a defeat nor a victory. The combined effects of historical and parallel engravings affected the reform process and created a transposed reform out of the intellectual war of position over the preferential right of interpretation. The transposed reform had traits of both the hegemonic imprints and the counter-hegemonic reform policy and operated within a constraining and ahistorical political context. A future revival of the reform policy includes a critical literacy of pedagogy and a pedagogy of hope.
digitalisering@umu

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Lai, Wai-chi Regine, and 黎慧芝. "Perceptions of "a good teacher" by teachers and students in Hong Kong: their cultural implications." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961691.

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Abu, Hassoun Laila Ali. "Good Teachers Are Made and Not Just Born: Gifted and Talented Teachers’ Perspectives of Effective Teaching and Teacher Needs." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1430326146.

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Mohapatra, Jhunu. "SELECTED SCHOOL CHARACTERISTICS AND THEIR RELATIONSHIPTO HIGH SCHOOL TEACHER RETENTION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3442.

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ABSTRACT This study was conducted to examine the perceptions of Orange County high school teachers and administrators regarding selected school characteristics and their relationship to teacher retention. The study was based on another investigation conducted by the Charlotte Advocates of Education (2004) inquiring into the working conditions in schools and their impact on teacher retention. A total of 292 teachers with less than 4 years of experience and 14 administrators with more than 1 year of experience responded to 25 survey items related to the 6 factors comprising positive school characteristics. Factors such as School Facility, Resources, and Professional Development contributed positively to the school characteristics, and Collegial Environment, New Teacher Support, and Teacher Empowerment factors were present to a lesser degree. Administrators perceived, to a greater extent than did teachers, the presence of the six factors. For the most part, the perceptions of teachers regarding the six factors did not differ significantly based on sex, age, education, and ethnicity. Some differences between ethnic groups concerning Professional Development and New Teacher Support factors and some differences between age groups for Collegial Environment and Professional Development factors were determined. The presence of Professional Development and New Teacher Support was a good indicator of teachers' intention to stay in the teaching profession. One fourth of respondents (54, 25%) indicated interest in long-term teaching careers, and almost half of those surveyed wished to conclude their teaching careers within 5 (54, 25%) or 10 (43, 20%) years.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

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Slaughter, Patricia Carr. "The effect of teacher testing on personality characteristics of teachers." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74768.

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This study determined whether there was a relationship between the responses of teachers to teacher competency tests, measures of self-concept, and locus of control. The study was designed to investigate the issue of student and cooperating teachers responses toward testing. Fifty-five student teachers from Old Dominion University and Virginia Wesleyan College were paired with cooperating teachers from the school systems of Norfolk, Virginia Beach, and Chesapeake, Virginia. To determine their responses toward competency testing of teachers, a critiqued questionnaire was administered to this population. The Rotter Locus Of Control (1965) was given to determine if an individual viewed control of one's life from an internal or external perspective. In order to ascertain an individual's self-concept, the Tennessee Self Concept Scale was administered. The results from the instruments were analyzed using percentages and comparisons using the chi square test. Results indicated that there was no significant difference (< .05) in responses of teachers toward testing of teachers. No significant differences were found in how internals and externals viewed testing; nor were there significant differences found between those with high and low self concepts. Conclusions from the study indicate that student and cooperating teachers are not opposed to competency testing of teachers. The respondents felt that persons will not be encouraged or discouraged from entering the teaching profession because of their feelings about teacher testing or because of personality characteristics such as locus of control or self-concept.
Ed. D.

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Guenther, Meagan Marie. "Teacher recommendations of students for honors coursework effects of teacher perceptions of student characteristics including race/ethnicity /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1240537263.

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Guenther, Meagan. "Teacher Recommendations Of Students for Honors Coursework: Effects of Teacher Perceptions of Student Characteristics Including Race/Ethnicity." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240537263.

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41

Forster, Martin. "When Cheap is Good : Cost-Effective Parent and Teacher Interventions for Children with Externalizing Behavior Problems." Doctoral thesis, Uppsala universitet, Institutionen för psykologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-129357.

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There is strong empirical support for behavioral parent training (BPT) as an intervention for children with externalizing behavior problems (EBP). However, there is a lack of studies that have investigated the effectiveness of BPT in routine care. Furthermore, most families in need of service do not gain access to it. Another issue of concern is that a sizable portion of children who take part in BPT does not show clinical significant improvement. With regard to behavioral teacher training (BTT) for students with EBP, there is a paucity of intervention trials using randomized design. The training procedures have rarely been standardized, which have resulted in interventions that are dependent upon heavy involvement of external consultants. To improve the accessibility to service for students with EBP, intervention models that are feasible for typical school personnel need to be developed. Study I investigated the effects of BPT in routine care. The participants were randomized to BPT with full practitioner support (BPT-P), self-administered BPT with minimal practitioner support (BPT-S), or a waitlist control group (WL). The study showed that BPT implemented by briefly trained social service employees (BPT-P) resulted in at least as large effects as previous efficacy studies. PMT-S also showed significant effects compared to the WL, but was less effective than PMT-P. Improvements in child behaviors were mediated by improved parenting behaviors. Study II investigated the effects of an enhanced version of the BPT-program from study I. The program targeted families with risk factors for non-response that were referred to service within the social services. The results showed strong intervention effects on child EBP and parent anxiety/depression for enhanced BPT compared to regular BPT. Study III used a randomized design to evaluate the effects of a standardized and feasible BTT program. At both posttest and follow-up, significant effects favoring the BTT-group over the active control group were found on student EBP, teacher behavior management, and peer problems. The study also showed that the effect on student EBP was mediated by change in teacher behavior management.

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Zhang, Qunying. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38575747.

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Chan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.

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Zhang, Qunying, and 張群英. "Conceptions of a good English language teacher at tertiary level in the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38575747.

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Lee, Matthew. "Getting off to a good start : problem behaviours, teacher-child relationship quality, and early school adjustment." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/46433.

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Difficulty adjusting during the first years of school is associated with negative long-term academic and behaviour outcomes (Alexander, Entwisle, & Horsey, 1997; Ladd & Dinella, 2009; Qualter, Brown, Munn, & Rotenberg, 2010). Externalizing and internalizing behaviour problems can interfere with the ability to engage in learning or get along with others at school. Teacher-child relationship quality has been found to predict a variety of academic and social outcomes for children (e.g., Hamre & Pianta, 2001; Ladd & Burgess, 2001; Maldonado-Carreño & Votruba-Drzal, 2011; Pianta & Stuhlman, 2004). Of interest in the current study is whether teacher-child relationships moderate or mediate the association between problem behaviours observed at school and student ratings of school adjustment. The sample of students (n = 482) was taken from a longitudinal study of the school adjustment of Italian school children. Results from sequential regression analyses indicated that teacher ratings of students’ externalizing behaviours were related to student self-reports of loneliness at school and school liking. There was no evidence that teacher-child relationship features mediated the association between problem behaviours and school adjustment, although teacher-child closeness was found to moderate the relationship between physical aggression and school liking.

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Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.

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Rodrigues, Talita Almeida. "The beliefs of students of the FACED / UFC pedagogy course on good teacher and initial formation." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19787.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
Durante a trajetÃria escolar e/ou acadÃmica, muitos professores passam pela vida dos alunos. Com suas prÃticas e atitudes, com os relacionamentos estabelecidos, marcam positiva ou negativamente a vida desses sujeitos. Desse modo, ao longo dos anos, vÃo se sedimentando as crenÃas que os discentes possuem acerca dos bons professores. Que atitudes e prÃticas se destacam? O que caracteriza o fazer pedagÃgico desses professores? Como o estudo sobre essas questÃes pode contribuir para reflexÃes crÃticas e novos direcionamentos para a FormaÃÃo Inicial de Professores? Partindo de pontos inquietantes como esses, esta pesquisa guiou-se por meio do seguinte objetivo geral: compreender as crenÃas dos discentes do curso de Pedagogia da Universidade Federal do CearÃ, sobre o âbom professorâ, descrevendo-as e relacionando-as com a formaÃÃo inicial. Este, por sua vez, desdobrando-se nos seguintes objetivos especÃficos: evidenciar a importÃncia que as crenÃas docentes possuem em relaÃÃo ao trabalho que desenvolvem; descrever as concepÃÃes predominantes sobre o bom professor no pensamento pedagÃgico brasileiro; refletir sobre a Pedagogia e suas problemÃticas, explicitando os saberes que compÃem a formaÃÃo docente; apresentar as crenÃas sobre o bom professor, compreendendo e descrevendo a visÃo de graduandos no curso de Pedagogia sobre as caracterÃsticas inerentes a esse profissional, estabelecendo diÃlogo constante com a formaÃÃo inicial de professores, seus desafios e dilemas. O interesse pelo estudo das crenÃas dos discentes em relaÃÃo ao bom professor tem um de seus alicerces na compreensÃo, juntamente com Soares (2005), Soares e Bejarano (2008), Arroyo (2013), Gay (1995), de que tais concepÃÃes influenciam e balizam as prÃticas docentes. Tais crenÃas tÃm suas fundaÃÃes, muitas vezes, durante os longos anos da escolarizaÃÃo bÃsica. Para a realizaÃÃo deste estudo, utilizou-se o referencial de Hume (2004; 2004), Bourdieu (2015) e Thugendat (1982), para tratar sobre a formaÃÃo da crenÃa na mente humana, de modo que este conceito pudesse ser percebido transposto do campo religioso. Os pressupostos metodolÃgicos da pesquisa estÃo calcados no Materialismo HistÃrico-DialÃtico (PAULO NETO, 2011; TRIVIÃOS, 2013), com abordagem qualitativa. Referida investigaÃÃo foi realizada com alunos do curso de Pedagogia da Faculdade de EducaÃÃo da Universidade Federal do CearÃ. O procedimento metodolÃgico para a geraÃÃo dos dados se deu com a realizaÃÃo de entrevistas semiestruturadas. Os mÃtodos adotados para o manuseio dos dados foram a AnÃlise do Discurso (MAINGUENEAU, 2015) e AnÃlise de ConteÃdo (BARDIN, 2016). O segundo teve sua importÃncia vinculada Ã formaÃÃo das categorias. Com suporte no estudo sobre o material produzido por intermÃdio das entrevistas realizadas, foi possÃvel chegar as seguintes categorias: Bons professores sÃo realizadores da humana docÃncia; Articulam saberes; Aliam teoria e prÃtica; SÃo realizadores de prÃxis; Possuem vasta metodologia; SÃo agentes polÃticos; Se percebem na condiÃÃo de eternos aprendizes; Compreendem a profissionalizaÃÃo docente; TÃm afeto pelo trabalho que realizam; e Espelham-se em bons professores que jÃ possuÃram. Com a origem nas crenÃas, entÃo, foram feitas relaÃÃes e reflexÃes quanto Ã formaÃÃo inicial de professores, na busca pela compreensÃo de algumas de suas problemÃticas, tendo sido possÃvel pensar caminhos e reafirmar concepÃÃes. Com isso, esta pesquisa pontua como tessituras finais, nÃo apenas, as crenÃas, como tambÃm os seus achados, e, na mesma medida, a conclusÃo de que bons professores possuem uma diversidade de saberes e fazeres docentes, o que nÃo quer dizer que esses profissionais podem ser percebidos como um todo harmonioso. Nesse mote, destaca, tambÃm, que as crenÃas quanto ao bom professor dialogam com uma gama de outras crenÃas e questÃes, reverberando no entendimento de que esse ramo do saber interage com a concepÃÃo que se tem em relaÃÃo Ã escola, Ã EducaÃÃo, ao ofÃcio docente, ao ensino, Ã aprendizagem, entre outros, influenciando as aÃÃes, atitudes e direcionamentos que, cotidianamente, sustentam a prÃtica pedagÃgica.
During the academic trajectory many teachers pass through students' lives with their practices and postures establishing relationships changing positively or negatively the lives of these students. So, over the years, the beliefs that the students have about the good teachers are settled. What standpoints and practices stand out? What characterizes the pedagogical doing of these teachers? How can the study of these questions contribute to critical reflections and new directions for Initial teacher formation? Based on disturbing questions such as these, this research was guided by the following general objective: To understand the beliefs of Pedagogy course students from Federal University of CearÃ, about the "good teacher", describing and relating them to their initial formation. This, in turn, unfolding in the following specific objectives: to highlight the importance that teaching beliefs have in relation to the work that they develop; Describe the predominant conceptions about the good teacher in Brazilian pedagogical thinking; Reflecting on Pedagogy and its problems, explaining the knowledge that make up teacher education; Presenting the beliefs about the "good teacher", understanding and describing the vision of undergraduates in the course of Pedagogy on the characteristics inherent to this professional. Also establishing a constant dialogue with the initial formation of teachers, their challenges and dilemmas. The interest in the study of students' beliefs that the good teacher has his/her foundations in understanding, along with Soares (2005), Soares and Bejarano (2008), Arroyo (2013) and Gay (1995) And change the teaching practices. Such beliefs have their foundations, often, during the long years of basic schooling. For this study, the reference of Hume (2004; 2004), Bourdieu (2015) and Thugendat (1982) was used to deal with the formation of belief in the human mind, so that this concept could be perceived beyond Religious field. The methodological assumptions of the research are based on the Historical-Dialectical Materialism (PAULO NETO, 2011; TRIVIÃOS, 2013), with a qualitative approach. This research was carried out with students of the Pedagogy course of the Faculty of Education of the Federal University of CearÃ. The methodological procedure for the generation of the data occurred with the accomplishment of semistructured interviews. The methods adopted for data manipulation were Discourse Analysis (MAINGUENEAU, 2015) and Content Analysis (BARDIN, 2016). This last one, having its importance linked to the process of formation of the categories. From the study on the material produced through the interviews conducted, it was possible to arrive at the following categories: good teachers are directors of human teaching; Articulate knowledge; Theory and practice; Are practitioners of praxis; Have a broad methodology; Are political agents; Perceive themselves in the condition of eternal apprentices; Professorship; Have affection for the work they do and are mirrored in good teachers they have already had. From the beliefs, then, relationships and reflections were made regarding the initial formation of teachers, in the search for the understanding of some of their problems, and it was possible to think ways and reaffirm conceptions. Thus, this research points to the conclusion that good teachers have a diversity of knowledges and professorships, which is not noticed that these professionals can be perceived as a harmonious whole. In this context, he also emphasizes that beliefs about the good teacher interact with a range of other beliefs and questions, reverberating in the understanding that this branch of knowledge interacts with the conception that one has ab outschool, education, teaching, learning, among others, end up influencing the actions, postures and directions that daily support pedagogical practice.

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Sow, Amadou Beidy. "An Understanding of the Leadership Characteristics of Malian Teacher-politicians 1992-2007." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1242652165.

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Lowry, Kimberly. "THE PATHS TO BECOMING A MATHEMATICS TEACHER." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3810.

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Increasing numbers of mathematics teachers must be recruited in coming years, because of a growing student population, teacher attrition, calls for smaller class size, and the need to replace out-of-subject teachers. Recruitment can be made more effective and efficient, if better information on career paths is provided to decision makers. This study attempts to analyze the academic decisions which lead to the outcome "becoming a mathematics teacher". Four groups were compared and contrasted: mathematics teachers, science teachers, other teachers, and non-teachers. Science teachers were removed from the "other teachers" category because of their many similarities to mathematics teachers on the variables examined. The question of whether these groups differ in ways that could help predict the outcome of interest was examined using the NCES dataset Baccalaureate &Beyond:93/97, which provides thousands of variables on academic path, demographics, and labor market histories for over 8,000 individuals. It was analyzed using the NCES online analytic tool DAS to generate tables showing percentage distribution of the four groups on variables organized according to the concepts demographics, family environment, academic path, and academic achievement. Further examination was conducted by entering the variables into a discriminant analysis. Mathematics teachers were found to differ from teachers of other K-12 fields on all of the four conceptual categories. However, only a few such differences were statistically significant. More significant differences were observed when the analyses were conducted separately for women and men. The trend observed was that those who became mathematics teachers were more likely to have attended public high schools and to have first attended two-year colleges; to have lower GPAs, more mathematics credits, and midrange CEE scores; and to be female.
Ph.D.
Department of Teaching and Learning Principles
Education
Mathematics Education

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50

McCowen, Heather V. "Mentoring in Higher Education Music Study: Are Good Teachers Mentors?" Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30491/.

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This quantitative study examined the correlation between how college level music students rated their teachers on the Fowler/O'Gorman Mentor Functions Questionnaire and how they perceived two aspects of their private music lessons: 1) to what extent they perceived their relationship with their teachers as positive, and 2) to what extent they perceived their teachers as good. The respondents for this study were 295 undergraduate and graduate music majors studying at 5 private universities or music schools. Positive correlations were found between the scores on the Mentor Functions Questionnaire (MFQ) and good teachers and positive lesson experiences. No correlation was found between the existence of gender congruity or the lack of gender congruity and the mean score on the MFQ. Respondents reported differences among their teachers' behaviors (p < .05): Role Modeling and Coaching behavior were perceived at significantly higher levels than the other six mentoring behaviors, whereas Friendship and Advocacy behavior was found at significantly lower levels. The behaviors of Personal and Emotional Guidance, Career Development Facilitation, Strategies and Systems Advice, and Learning Facilitation were found at levels closer to the mean. When role modeling and coaching behavior are present, students perceive teachers as good and lessons as positive. It is not necessary to be friends with a student in order to provide a positive lesson experience. Fowler and O'Gorman's mentoring behaviors have implications for improving the mentoring of collegiate music students.

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

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