The Viewpoints of Instructors about the Effects of Teacher Education Programs on Prospective Teachers? Affective Characteristics

Taneri, Pervin Oya

doi:10.14689/ejer.2017.70.6

Cited by 7 publications

(8 citation statements)

References 11 publications

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“…As highlighted in the foregoing review of the literature, the role of the 'affective' in teaching which includes such as care, 'relatable-ness' and empathy is well documented and is of extreme importance in the teaching-learning dynamics (Taneri, 2017). Its importance is also displayed in the finding of this study.…”

Section: Teacher Affective Characteristicsmentioning

confidence: 56%

“…The role of the 'affective' in teaching is well documented in the literature. Taneri (2017), researching teacher education programmes' ability to develop the 'affective' in student teachers, concludes that future teachers are expected to exhibit numerous affective competencies such as empathy, sensitivity and love. The writer further argues that teacher affective skills can improve or constrain student learning.…”

Section: Teacher Affective Characteristicsmentioning

confidence: 99%

“…For example, the teacher with a positive attitude or enthusiasm for learning can motivate student learning in the future. The fact that Taneri (2017) highlights the importance of the 'affective' to future teachers' development suggests that it is important for all teachers to have and continue to develop their affective skills. This is important because as will be shown later in this paper, students place a high value on teacher affective characteristics and are affected positively and sometimes negatively.…”

Section: Teacher Affective Characteristicsmentioning

confidence: 99%

“…These reflect the views of teachers, teacher educators and educational researchers. For example, Taneri ( 2017) examination of instructors' views on teachers' affective characteristics; Sachs (2004) use of teachers to evaluate 'teacher attributes' that are relevant to successful teaching in Urban Schools and Hopkins and Stern (1996) research on quality teachers and quality schools in regards to policy and from an international perspective.…”

Section: Introductionmentioning

confidence: 99%

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“Teacher characteristics they value”: London upper secondary students’ perspectives

Minott

2020

Educational Studies

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The purpose of this qualitative study is to provide answers to the research question, "What teacher characteristics do London upper Secondary school students value?" Using convenient or opportunity sampling, 51 Grade 12 and 13 students ages 16-18 in a south-west London secondary school were interviewed using a face-to-face method. The analysis of the data revealed that students in this study valued teacher affective and pedagogic characteristics. These include teachers being caring, 'relatable' and empathic. Possessing personal traits (agreeableness-characterized by soft-voice, gentle disposition, patience, high expectation of self and students and helpfulness), pedagogic practices (articulateness, teaching that connects with their out-of-school life and takes their perspective in mind; passion; discipline; professionalism and teaching material free of errors) and the infusion of humour during lessons.Firstly, the study reinforced the idea that London, upper secondary students do hold views about teacher characteristics they value and should be given the opportunity to express their opinions.Secondly, Teachers use of humour as appropriate is recommended even though there seems to be no consensus in the literature in this regard. Finally, beginning teachers or newly qualified teachers (NQTs) as well as seasoned teachers should nurture and utilise their affective characteristics. This is so because, as shown in this study, not doing so can result in students being negatively impacted long-term.

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Section: Teacher Affective Characteristicsmentioning

confidence: 56%

Section: Teacher Affective Characteristicsmentioning

confidence: 99%

Section: Teacher Affective Characteristicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

“Teacher characteristics they value”: London upper secondary students’ perspectives

Minott

2020

Educational Studies

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“…The participants (82%) overwhelmingly favored that teachers' affective competence has more essential role than cognitive and academic competencies in TEYL during the distance education. In this respect, Taneri (2017) states that "there are numerous affective competencies that are essential for prospective teachers to develop such as having positive attitudes towards the teaching profession, developing empathy, sensitivity, love, self-esteem and self-concept are vital for prospective teachers." (p. 113).…”

Section: Teacher Perspectivementioning

confidence: 99%

An investigation of quality assurance practices in online English classes for young learners

İnan¹

2021

QAE

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Purpose The main purpose of this study was to explore the quality assurance practices in teaching English to young learners (TEYL) settings during the sudden switch to digital education. The investigation of the issue was conducted through triple perspectives including institutional, teacher and learner dimensions. Design/methodology/approach A partially mixed sequential dominant status design (P4) method was adopted in this study. The qualitative and quantitative data collection techniques were incorporated, and the data were triangulated to ensure validity. Additionally, trustworthiness, credibility and transferability procedures were strictly followed for the qualitative data. Findings The findings of this study revealed that the investigated institution in this study reacted this process swiftly and made the benefit of young and technology literate teachers while experiencing certain difficulties. On the other hand, teachers were confused in this process, and they showed signs that they were affectively influenced. The most prominent difficulty experienced by the teachers was the integration of four language skills to their teaching and assessment. A small number of the learners in this study revealed that they had negative attitudes toward online education, which was thought to be stemming from the lack of technological equipment and a suitable learning environment. Originality/value To the best of the authors’ knowledge, the present study is one of the first studies to explore quality assurance in TEYL in relation to distance education practices. As a three-dimensional study, the current study explores the issue from triple perspective as institutional, teacher and leaner perspectives.

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A Meta-Analysis On The Impact Of Peer Instruction On Students’ Learning

Woo

Rameli

Kosnin

2022

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Peer instruction (PI) is an interactive teaching strategy that has been widely implemented in a variety of disciplines and institutions to improve students’ learning through discussions and collaboration among peers. The main objective of this study paper is to provide an overview of the impact of PI on students’ learning in cognitive and affective domains. The methodology was carried out based on a literature review search strategy through an online database of ERIC and other web-based service providers such as ScienceDirect, Springer Link, IEEE Xplore Digital Library and Google Scholar. The keywords used in the search included peer instruction, peer instruction in primary school, peer instruction in secondary school and peer instruction in higher education. The results of this meta-analysis revealed that most studies tend to focus more on the cognitive domains as PI could enhance students’ achievement, problem-solving skills, conceptual understanding, learning gain as well as critical and creative thinking skills. For affective aspects, students perceived greater satisfaction along with a positive shift in attitudes and beliefs. Most studies were focused on students at the tertiary level and were mainly conducted in the western contexts. The findings from this meta-analysis will give a clear picture to educators regarded the benefits of implementing PI to achieve a successful teaching and learning process.

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The Viewpoints of Instructors about the Effects of Teacher Education Programs on Prospective Teachers? Affective Characteristics

Cited by 7 publications

References 11 publications

“Teacher characteristics they value”: London upper secondary students’ perspectives

“Teacher characteristics they value”: London upper secondary students’ perspectives

An investigation of quality assurance practices in online English classes for young learners

A Meta-Analysis On The Impact Of Peer Instruction On Students’ Learning

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