Characteristics of Effective Teacher

Lang, Harry G.; McKee, Barbara G.; Conner, Kimberly

doi:10.1016/j.sbspro.2014.03.305

Cited by 38 publications

(17 citation statements)

References 1 publication

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“…Moreover, quality-teachers pay attention to students and encourage them. The findings from studies by Lupascu et al (2014) and Akareem and Hossain (2016) indicated that the different traits of effective teachers included being tolerant, calm, friendly, and ability to control emotions. Furthermore, the findings by Blazar and Kraft (2016) demonstrated that high-quality teachers are characterized by the ability to deliver accurate content, support critical thinking, manage classroom behaviours, and contribute to students' social and emotional development.…”

Section: Trainee Teachers' Skillsmentioning

confidence: 99%

“…Education is considered as a significant aspect of a person's life and the challenges manifested in the individual's learning (Lupascu et al, 2014). Like elsewhere, education in the Brunei classroom context entails quality instruction that positively impacts the learning process.…”

Section: Introductionmentioning

confidence: 99%

“…Most advances in learning have been made possible by effective teachers (Yamtim et al, 2014). Effective teaching and learning determine the ability of students to understand and assimilate the information received particularly in the sciences (Lupascu et al, 2014;Sagala et al, 2019). Effective learning in educational institutions requires effective teachers and good teaching methods (Ates & Kadioglu, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, good teaching needs value judgments from professionals in educating their students (Lupascu et al, 2014). The teachers make decisions through instructional designs and assessments to ensure an effective learning process is met.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Mundia¹

2020

EUROPEAN J ED RES

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Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants' performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

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Section: Trainee Teachers' Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Mundia¹

2020

EUROPEAN J ED RES

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“…Findings of the current study which indicate that an effective language teacher knows about the target culture as a part of subject-matter knowledge are also in line with the studies by Arıkan et al (2008), Borg (2006), Erbay et al (2014), Kourieos & Evripidou (2013) and which support the view that effective language teachers have knowledge of the target culture. Similarly, the view that important characteristics of an effective foreign language teacher include friendliness, humanism, tolerance, fairness, open-mindedness, intelligence, enthusiasm, creativity, sense of humor and forgiveness is supported by the studies in the related literature (Brosh 1996;Clark & Walsh 2002;Açıkgöz 2005;Cheung 2006;Arıkan et al 2008;Walker 2008;Shishavan 2009;Simpson & Mengi 2011;Wichadee & Orawiwatnakul 2012;Salahshour & Hajizadeh 2013;Barnes & Loc 2013;Gao & Liu 2013;Çelik, Arıkan & Caner 2013;Dinçer et al 2013;Erbay et al 2014;Lupascu, Panisoara & Panisoara 2014;Baytur & Razı 2015;Shahmohammadi 2015).…”

Section: Discussionmentioning

confidence: 88%

Pre-Service English Language Teachers Views of The Effective Teacher and Teaching

Mutlu¹,

Özkan²

2017

MJH

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Researchers in the field of foreign language teaching and learning have for a long time conducted studies of learners' perceptions regarding their perspectives, beliefs, thoughts, and values about language learning, the language teacher and language learners. The present study focused on Turkish preservice English language teachers' views regarding the characteristics required for an effective language teacher. The participants in the study were a total of 220 freshman students, aged between 18-20 years old, enrolled in an English teaching program. Data for this study was collected through student paragraphs and interviews and were analyzed by means of thematic analysis. The results suggest that language learners are mostly affected by both cultural and personal factors.Öz:Yabancı dil eğitim ve öğretimi alanında yapılan basilica çalışmalar öğrencilerin dil öğrenimi hakkındaki inançları, tutumları ve düşüncelerini içermektedir. Bu çalışmanın amacı İngilizceyi yabancı dil olarak öğrenen Türk üniversite öğrencilerinin etkili dil öğretmeninin özellikleri hakkındaki görüşlerini ortaya çıkarmaktır. Çalışmanın verilerini öğrencilerin yazdığı paragraph düzeyindeki metinler ve birebir görüşmeler oluşturmaktadır. Veri analizi tema çözümlemesi tekniğiileyapılmıştır. Bu çalışmanın katılımcıları yaşları 18 ve 20 arasında değişen 220 birinci sınıf İngilizce öğretmenliği lisans öğrencisidir. Bulgular dil öğrencilerinin etkili öğretmen kavramına ait düşüncelerinin kültürel ve kişisel faktörlere dayandığı yönündedir.

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Don’t Assume Deaf Students are Visual Learners

et al. 2016

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In the education of deaf learners, from primary school to postsecondary settings, it frequently is suggested that deaf students are visual learners. That assumption appears to be based on the visual nature of signed languages—used by some but not all deaf individuals—and the fact that with greater hearing losses, deaf students will rely relatively more on vision than audition. However, the questions of whether individuals with hearing loss are more likely to be visual learners than verbal learners or more likely than hearing peers to be visual learners have not been empirically explored. Several recent studies, in fact, have indicated that hearing learners typically perform as well or better than deaf learners on a variety of visual-spatial tasks. The present study used two standardized instruments to examine learning styles among college deaf students who primarily rely on sign language or spoken language and their hearing peers. The visual-verbal dimension was of particular interest. Consistent with recent indirect findings, results indicated that deaf students are no more likely than hearing students to be visual learners and are no stronger in their visual skills and habits than their verbal skills and habits, nor are deaf students’ visual orientations associated with sign language skills. The results clearly have specific implications for the educating of deaf learners.

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Characteristics of Effective Teacher

Cited by 38 publications

References 1 publication

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Pre-Service English Language Teachers Views of The Effective Teacher and Teaching

Don’t Assume Deaf Students are Visual Learners

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