Enchanting Teachers among Us

Richards, Jan

doi:10.1080/00094056.2004.10522788

Cited by 6 publications

(4 citation statements)

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“…A growing number of newspaper, magazine and journal articles also aim to either describe or prescribe inspiring teaching practices. The bulk of these include profiles of teachers identified as inspiring, often drawing on the practice of one or several teachers, or on personal experience, to suggest criteria for cultivating inspiring practice (Collins, 2006;Richards, 2004). Some prevalent themes are apparent across the literature:• inspiring teaching is frequently described as exciting, innovative and/or creative…”

mentioning

confidence: 99%

Inspiring teaching: learning from exemplary practitioners

Sammons¹,

Lindorff²,

Ortega³

et al. 2016

Journal of Professional Capital and Community

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Purpose The purpose of this paper is to investigate the concept of ' inspiring teaching' based on case studies of exemplary practitioners in England to inform professional development and collaborative learning and support school improvement. Design/methodology/approach The study adopted a mixed methods design involving multiple perspectives. Data sources included interviews with teachers, two systematic classroom observation schedules and qualitative field notes from classroom observations. Quantitative and qualitative findings were integrated to allow for triangulation and synthesis. Findings The ‘inspiring’ sample of teachers exhibited many strengths in terms of the characteristics of more effective teaching identified in previous literature. However, the integration and synthesis of evidence also reveals core features of inspiring practice and highlighted the strong emotional and reflective components that distinguish inspiring practice, including: positive relationships; good classroom/behaviour management; positive and supportive climate; formative feedback; high quality learning experiences; enjoyment, and high levels of student engagement and motivation. Research limitations/implications This small-scale study was based on a purposive sample of 17 teachers in England therefore results cannot necessarily be generalised to other contexts. Practical implications The research findings and approaches can be used to support teachers' professional development and provide resources to promote collaboration in developing professional learning communities. Originality/value The investigation provides new evidence on the characteristics, practices and views of inspiring teachers. The use of multiple perspectives and integration of findings provides new evidence to inform and support the development of professional learning communities.

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mentioning

confidence: 99%

Inspiring teaching: learning from exemplary practitioners

Sammons¹,

Lindorff²,

Ortega³

et al. 2016

Journal of Professional Capital and Community

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“…Katherine T. Bucher and M. Lee Manning outlined appropriate student behavior to be expected of middle school students and the choice of theories that should be the foundation for middle school education (Bucher & Manning, 2001/02). Jan Richards identified "enchanting teachers," especially a middle school English teacher who "cares and loves us and everyone of her students and doesn't want anyone to ever get hurt" (Richards, 2004). …”

Section: A Psychological Basementioning

confidence: 99%

Classroom Idea-Sparkers

Kieff

2007

Childhood Education

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“…Several previous experts and researchers have provided one key sentence to describe the figure of a professional teacher, namely an inspiring teacher (Burke & Nierenberg, 1998;Gilson, et al, 2002;Day, 2004;Richards, 2004;Collins, 2006;Bryson & Hand, 2007;McGuey & Moore, 2007;Erwin, 2010;Mart, 2013;Bruns & Luque, 2014;and Sammons, 2016). The various studies of these experts agreed that these inspirational teachers were believed to have the qualified ability to develop a great generation, who would also have the opportunity to inspire the next generation to contribute in improving the quality of life (Trash, et al, 2010a).Education is a very strategic long-term investment in human resources in preparing candidates of future generations.…”

Section:  Introductionmentioning

confidence: 99%

The Effect of The Teachers’ Inspirational Behavior on The Students’ Self-Directed Learning

Prianto

Hamidah²,

Soedarto³

et al. 2021

JPP

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The Effect of The Teachers' Inspirational Behavior on The Students' Self-Directed Learning. Objectives: This study intends to examine the effect of the teachers' inspirational behavior on the students' self-directed learning. Methods: The data analysis use a descriptive approach to describe the teacher's inspirational behavior and the level of student's self-directed learning. This study used analysis of variance and regression techniques to examine the relationship between inspirational behavior and self-directed learning. Findings: Several indicators of inspirational behavior that have a dominant influence in forming students' self-directed learning, namely: the ability of teachers to stimulate students, to create an exciting learning atmosphere, to motivate students, to deliver up to date material, and to carry out learning innovatively and creatively. Conclusion: This study concludes that the teachers' inspirational behavior has a positive effect on the students' self-directed learning.

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Enchanting Teachers among Us

Cited by 6 publications

References 0 publications

Inspiring teaching: learning from exemplary practitioners

Inspiring teaching: learning from exemplary practitioners

Classroom Idea-Sparkers

The Effect of The Teachers’ Inspirational Behavior on The Students’ Self-Directed Learning

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