Students’ and teachers’ cognitions about good teachers

Beishuizen, J.J.; Hof, Edwin van den; Putten, Cornelis M. van; Bouwmeester, Samantha; Asscher, Jessica J.

doi:10.1348/000709901158451

Cited by 100 publications

(100 citation statements)

References 21 publications

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“…These attributes were considered more important than Rapport and second only to Delivery. This is contrary to findings in other contexts which indicated that students placed higher importance on rapport attributes than on knowledge and credibility attributes (Beishuizen, Hof, van Putten, Bouwmeester, & Asscher, 2001;Clayson, 2005). However, the priority and high importance placed on knowledge of the target language and teacher qualifications is supported by Park and Lee (2006), which is the only other publication we have been able to locate which explores the importance of this attribute in a Korean context and which is based on rigorous quantitative research.…”

Section: Discussioncontrasting

confidence: 99%

Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University

Barnes

Lock

2013

AJTE

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Section: Discussioncontrasting

confidence: 99%

Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University

Barnes

Lock

2013

AJTE

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“…Third, interpersonal and affective aspects are very important when students evaluate their teacher or the course created by their teacher (Johannessen et al 2002). For secondary school students, being a good teacher is almost equivalent to establishing good personal relationships with students (Beishuizen et al 2001). Adolescent students feel a strong need to be supported, understood, and listened to (Blanco et al 2002).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

2010

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Students' perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher-student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.Keywords Instructional design Á Participatory design Á Student perspectives How students perceive instruction determines the nature and quality of their learning processes. Instruction does not influence learning directly, but students' perceptions of instruction influence learning and study behavior and eventually learning outcomes (Doyle 1977;Elen and Lowyck 1999;Entwistle and Tait 1990). Additionally, students tend to stick on learning preferences and habits and only use those elements of instruction that are

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“…He should be in good terms with his colleagues 10. He is willing to take up extra duties with pleasure [12] In 2000 s, the duality of the theories was regarded as a way to organize good teachers' characteristics remained in the work by Beishuizen et al The authors introduced the notions of the Personality View and the Ability View [13]. The Personality View identifies personality components and emphasizes that a good teacher has balanced and mature personality with characteristics such as kindness and enthusiasm.…”

Section: Scientific Literature Reviewmentioning

confidence: 99%

What Makes a Good Teacher?

Ida¹

2017

ujer

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The introduction of the new Teacher CareerModel, the School Inspectorate and the Complex School Assessment imply the basic question "What makes a good teacher?" The scholars have been focusing on the issue for a long period of time. The target of the recent studies is the teachers', school principals' and the teacher students' beliefs. The primary and secondary school students' beliefs have been neglected. This study presents the results of a research in which we explore the secondary school students' expectations of a good teacher. We carried out an anonymous questionnaire survey and asked the students to write an essay on the good teacher. The results show that the students assess their teachers in a lot of aspects. The categories of the questionnaire and the essays reveal certain personality traits and the eight teaching competences of the recently introduced Teacher Career Model. The students would like to have teachers who put a lot of efforts into helping students with acquisition. Furthermore, personal attention, dealing with the students' problems, fair treatment and showing respect to each other take the priority in their beliefs. The results of this study regarded as the starting point of a bigger-scale research can contribute to the development of the graduate and postgraduate teacher training system in Hungary.

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Students’ and teachers’ cognitions about good teachers

Cited by 100 publications

References 21 publications

Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University

Student Perceptions of Effective Foreign Language Teachers: A Quantitative Investigation from a Korean University

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction

What Makes a Good Teacher?

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