A School‐based Teacher Induction Programme

Wubbels, Theo; Créton, Hans; Hooymayers, H.P.

doi:10.1080/0261976870100110

Cited by 38 publications

(25 citation statements)

References 5 publications

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“…QTI was originally developed in the Netherlands, based on Wubbels et al . 's () Model of Interpersonal Teacher Behaviour, and the eight sectors of teacher's behaviour ranging from ‘leadership’ to ‘strict behaviour’, described earlier. The 64‐item QTI American version was constructed in 1988, and has been translated into more than 15 languages.…”

Section: Methodsmentioning

confidence: 99%

“…This perspective assumes that the behaviour of the participants mutually influence each other (Wubbels et al ., ). The authors focused on interpersonal perspective on teaching, which means that teacher behaviour is described and measured in terms of the teacher–student interactions, according to students' perceptions, and they devised the Model of Interpersonal Teacher Behaviour (Wubbels et al ., ). This model has two central dimensions, namely ‘Influence’ (that is, who is controlling the communication, with teacher ‘Dominance’ at the one end and teacher ‘Submission’ at the other) and ‘Proximity’ (that is, how much cooperation there is between the people who are communicating, with teacher ‘Opposition’ on the one end and teacher ‘Cooperation’ on the other).…”

Section: Teacher–student Interactions and Students' Emotional And Behmentioning

confidence: 97%

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The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context

Πούλου

2014

British Educational Res J

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Children's emotional and behavioural difficulties are the result of multiple individual, social and contextual factors working in concert. The current paper proposes a theoretical framework for interpreting students' emotional and behavioural difficulties in classrooms, by taking into consideration teacher-student interactions, students' social skills and classroom context. Based on Bronfenbrenner's model, according to which process, person and context are the main sources of children's development, the current paper combines three theoretical approaches: firstly, in terms of process, the systems communication approach, which refers to teacher-student interactions; secondly, in terms of person, social and emotional learning, which refers to children's social skills; and thirdly, in terms of classroom context, the achievement goal theory, with its emphasis on the mastery of classroom goal structure. Empirical support for the framework resulted in the administration of four instruments to 962 primary students: (a) QTI for teacher-student interactions, (b) MESSY for students' social skills; (c) CGS for classroom context; and (d) SDQ for students' emotional and behavioural difficulties. It was found that students' possession of social skills had a prominent role in the prediction of emotional and behavioural difficulties, while teacher-student interactions and classroom context also affected students' emotional and behavioural difficulties. This perspective provides educators with a theoretical and practical tool for understanding emotional and behavioural difficulties.

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Section: Methodsmentioning

confidence: 99%

Section: Teacher–student Interactions and Students' Emotional And Behmentioning

confidence: 97%

The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context

Πούλου

2014

British Educational Res J

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“…Providing veteran teachers with a new role in the school, that of a mentor, gives them a new esteem in the profession (Eraut, 1985). However, if mentors are to be effective they should be provided with proper training (Bolam, 1976;Bolam et al, 1979;Wubbels et al, 1987). On the other hand, through this Downloaded by [Uniwersytet Warszawski] at 03:54 17 November 2014 relationship and experience, mentee can learn about teaching, feel good about teaching, manage their workloads, and become part of the school community (Wildman et al, 1989).…”

Section: What Culturally Relevant Strategies Can Be Used To Promote Fmentioning

confidence: 98%

Status of female teachers in the Middle East and North Africa Region

Ayyash-Abdo¹

2000

Journal of In-Service Education

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The purpose of this study was to examine the status of female teachers in nine Middle Eastern and North African countries. The results indicated that ineffective pre-service and in-service training, teachers' educational level, and lack of follow up of female teachers at all levels has limited professional competency and growth. In addition, socio-cultural constraints on women have made a negative impact and have contributed to the existing gender disparity. It was also found that lack of monetary and non-monetary incentives negatively impacted the status of female teachers. In light of this assessment, implications are drawn to dramatically increase the time committed to in-service and pre-service training as well as mentor programs. In addition, distance education could also be a viable strategy for training teachers in the region.

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“…Ve studiích zabývajících se interakčními styly učitelů se nejčas-těji mluví o dvou dimenzích: jednak o dimenzi vlivu (in luence), která odpoví-dá na otázku, kdo kontroluje komunikaci (učitel nebo žák), jednak o dimenzi blízkosti (proximity), jež se ptá, zda žáci a učitel kooperují, nebo jsou spolu v opozici (viz Khine & Lourdusamy, 2006). Výzkumníci mapují interakční styl většinou pomocí modelu, který v sobě zahrnuje osm základních charakteristik (Wubbels, Créton, & Hooymayers, 1987 …”

Section: Vztahy Mezi žáKy a Třídním Učitelemunclassified

Třídní učitel v sociálních vztazích se svými žáky: případová studie

Bendová¹

2016

PedOr

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Cílem předkládané studie je analyzovat determinanty dobrého vztahu mezi třídním učitelem a žáky na střední odborné škole. Zaměřujeme se při tom na osobu třídní učitelky. V první části jsou vymezena teoretická východiska. Vycházíme hlavně z výzkumů expertnosti učitele a výzkumů vztahů mezi učitelem a žáky. V druhé části příspěvku jsou představeny dílčí výsledky případové studie středoškolské třídy s dobrým sociálním klimatem, jež se týkají výhradně zkoumané třídní učitelky. Vzorek tvořilo 24 studentů a třídní učitelka. Na základě analýzy dat byly u učitelky identifikovány jednak osobnostní předpoklady k budování optimálního vztahu s žáky (mateřská starostlivost a vřelost, extroverze a zdravé sebevědomí, životní zkušenosti a mladistvost), jednak charakteristické interpersonální chování k žákům (expresivní komunikace, podněcování, povzbuzování, neformální vedení výuky, péče a podpora, otevřené vyjadřování emocí, naslouchání a sdílení osobních informací a uplatňování vlivu).

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A School‐based Teacher Induction Programme

Cited by 38 publications

References 5 publications

The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context

The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context

Status of female teachers in the Middle East and North Africa Region

Třídní učitel v sociálních vztazích se svými žáky: případová studie

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