Characteristics of Master Teachers: German University Students’ Perceptions of High‐Quality Instruction

Abstract

To appreciate the value that German students place on specific qualities and behaviors of faculty whom they consider master teachers, it is beneficial to understand the structure of the educational system in Germany. The traditional model of education in Germany is based on a three-tiered academic system. Children begin elementary school at approximately 6 years old and complete 4 years of schooling, where they are then recommended by their teacher to enter one of three educational tracks based on their academic performance, although a student' s socioeconomic status and familial connections are also influential in the stratification process (Aybek 2013). The secondary general school (Hauptschule) is considered the lowest track and requires students to complete five additional years of schooling. The intermediate school (Realschule) has more advanced academic requirements and typically requires 6 years of education, which then leads to a certificate intended to provide entry into business or skilled-trade apprenticeships. The highest and most prestigious academic track is grammar school (Gymnasium), which requires students to complete 8-9 years of education before they are eligible to complete graduate exams to earn a diploma (Abitur) that is required for admission into a university. University education has often focused on preparing individuals for academia, as well as professional training in medicine, law, teaching, and psychology, among other professions.Those individuals who do not meet the initial qualifications for entrance into a university often wish to acquire training in the vocational and educational training (VET) system, which has been considered the backbone of the German industrial economy (Wolter and Kerst 2015). The dual VET system (duales Berufsbildungssystem) has expanded rapidly over the last decade (Graf 2016). This system combines a 2-3 year business-based NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 156, Winter 2018

“Analytical,” “Angry,” and “(Too) Honest”?! Learners' Stereotypes about Teachers of German

“…The second research question, which is complementary to the first, explored the categories' prevalence. Prior scholarship indicated that learners' perceptions of teachers are primarily mediated through relationship-oriented and affective dimensions, such as a teacher's approachability, honesty, trust, and respect toward students (Brinkworth et al, 2009;Henry & Thorsen, 2018;Zayac & Lenhard, 2018). Supporting previous studies, the most common categories featured affective dimensions.…”

Mindfulness in Teaching and Positive Characteristics in Teachers: Prosocial Behaviors as Mediator

“…In another study, adolescents describe the teachers who are extroverted as ''liked'' teachers (Eryılmaz, 2014). Positive teacher characteristics are included under concepts such as effective (Isenberg et al, 2016;Külekçi, 2018) and master (Zayac & Lenhard, 2018). In the positive teaching model based on positive psychology proposed by Eryılmaz and Bek (2018), these characteristics are stated as having extroverted personality traits, experiencing flow during the lesson, telling the subject by embodying it, including the student in the lesson and establishing positive relationships with the student.…”