Influences of Teacher Delivery, Student Engagement, and Observation Focus on Preservice Teachers’ Perceptions of Teaching Effectiveness

Abstract

The purpose of this study was to examine how teacher delivery, student engagement, and observation focus influenced preservice teachers' ratings of teaching effectiveness. Participants (N = 84 preservice teachers) viewed short teaching excerpts of orchestral and choral rehearsals wherein the teacher displayed either high or low teacher delivery, the students displayed high or low student engagement, and the camera was focused on either the teacher or the students. Participants were asked to rate the overall effectiveness of the lesson on a 7-point Likert-type scale. Results indicated that lessons with high teacher delivery and high student engagement, with a view of the teacher, were rated as most effective, and lessons with low teacher delivery and low student engagement, with a view of the students, were rated as least effective. There were significant main effects for observation focus, teacher delivery, and student engagement, and significant two-way interactions between each of the variables.

Pedagogical Strategies and Academic Achievement of Students in Public Universities in Uganda

“…For instance, Lak et al (2017) revealed that learner-centred and teacher-centred groups had positive results on the improvement of learners' performance. On their part, Napoles and MacLeod (2016) indicated that lessons with high teacher delivery with a view of the teacher were the most effective than lessons with low teacher delivery. On their part, Ottman (2007) revealed that both studentdirected presentation and traditional teacher centred presentation led to significant improvement in academic achievement of students and there were no significant differences gained students taught using a particular instructional method.…”

“…Several scholars (e.g. Andala & Ng'umbi, 2016;Ganyaupfu, 2013;Lak et al, 2017;Napoles & MacLeod;Oskouei & Saemian, 2012;Ottman, 2007;Zohrabi, Torabi & Baybourdiani, 2012) have related teacher-centred strategy to academic achievement of students. For example, Andala and Ng'umbi (2016) in an experiment designed to test how teaching methods related to the academic performance in universities revealed that the traditional lecture method (teacher centred approach) was the least beneficial teaching approach in determining students' academic achievement.…”

“…Lak et al (2017) investigating the effect of teacher-centred method versus learner-centred method on learners performance with learners revealed that learnercentred and teacher-centred groups had positive results on the improvement of learners' performance. Napoles and MacLeod (2016) while examining how teacher delivery, student engagement, and observation focus influenced teaching effectiveness found out that lessons with high teacher delivery with a view of the teacher were the most effective than lessons with low teacher delivery. Oskouei and Saemian (2012) in a comparison of student-centred and teachercentred teaching approaches revealed that the average of the students receiving student-based instruction was higher than the other students.…”

“…For instance, whereas the studies (e.g. Lak et al, 2017;Napoles & MacLeod, 2016;Oskouei & Saemian, 2012;Ottman, 2007;Zohrabi et al 2012) indicated that the teacher-centred strategy had a positive effect on academic achievement, studies (e.g. Ng'umbi, 2016;Ganyaupfu, 2013) indicated that had the least and negative effect on academic achievement of students.…”

Τα Χαρακτηριστικα Των Σπουδαστων Ατομικου Παραδοσιακου Μουσικου Οργανου Και Οι Αποψεις Τους Για Την Αριστη Διδασκαλια

“…Επίσης, ευρήματα μελετών (Westbrook, 2004;Napoles & MacLeod, 2015) δείχνουν ότι οι λεκτικές διατυπώσεις του δασκάλου, η οπτική επαφή με τον μαθητή, η μεταδοτικότητα, η σωματική απόσταση από τον μαθητή, οι αλλαγές στη φωνή, οι κινήσεις αλλά και οι εκφράσεις του προσώπου του δασκάλου, είναι σημαντικές για τη διδασκαλία και προωθούν τη μάθηση. Επιπλέον χαρακτηριστικά προσωπικότητας του καθηγητή (προσιτός, γνώστης του αντικειμένου, βοηθητικός, ενθουσιώδης, κ.α.…”