Training Teachers to Cope with the ‘Reality Shock’

Wubbels, Theo; Créton, Hans; Hooymayers, H.P.; Holvast, A. J. C. D.

doi:10.1080/03057268208559899

Cited by 13 publications

(17 citation statements)

References 1 publication

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“…A promising induction support plan that has involved science teachers in the Netherlands was developed by Wubbels, Creton and Hooymayers (1 987). First, a survey of 240 young physical science teachers in the Netherlands showed that 60% were not very satisfied with the lessons they taught (Wubbels, Creton, Hooymayers & Holvast, 1982). Maintaining discipline and "how to use teaching methods" were cited as the most difficult problems.…”

Section: Opportunities For Changementioning

confidence: 99%

Learning on the job: Conditions for professional development of beginning science teachers

Sanford

1988

Science Education

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Section: Opportunities For Changementioning

confidence: 99%

Learning on the job: Conditions for professional development of beginning science teachers

Sanford

1988

Science Education

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“…Tachtig docenten in het voortgezet onderwijs en hun leerlingen hebben vragen beantwoord over hun perceptie van de docent-leerling interactie (Vragenlijst Interpersoonlijk Leraarsgedrag; Wubbels et al, 1985) en de ervaren emoties tijdens een les (gebaseerd op de Achievement Emotions Questionnaire; Pekrun et al, 2011). Het interpersoonlijk gedrag van zowel docenten en leerlingen (i.e., Agency/dominantie en Communion/vriendelijkheid; zie Figuur 2) tijdens de betreffende les is op basis van een video-opname gecodeerd door drie getrainde observatoren (Sadler et al, 2015).…”

Section: Methode Van Onderzoekunclassified

“…De derde presentatie vergelijkt leerlingpercepties met de docent-en observatorenperceptie van de docent en kijkt in hoeverre de verschillende percepties van invloed zijn op de emoties van leerlingen en docenten. Hiervoor is de "Vragenlijst Interpersoonlijk Leraarsgedrag" (VIL; Wubbels et al, 1985) gebruikt. De uitkomsten en inzichten van deze studies zullen worden besproken en bediscussieerd.…”

Section: Overzicht Van De Presentatiesunclassified

How Do STEM Career Change Teachers Experience the Transition?: A Comparison Between Dutch and Australian Teachers

Varadharajan

Buchanan

2021

Career Change Teachers

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“…The Questionnaire on Teacher Interaction (QTI) is another highly validated scale examining TSRQ (Wubbels et al, 1985). The 64-item American version of the QTI allows students to rate their teachers with respect to the following behavior types: leading, helpful/friendly, understanding, student responsibility/freedom, uncertain, dissatisfied, admonishing, and strict.…”

Section: Measuring Tsrqmentioning

confidence: 99%

Measurement invariance of the inventory of teacher–student relationships among middle and high school students.

Srisarajivakul,

Fennimore,

Thornton

et al. 2024

School Psychology

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Teacher-student relationship quality (TSRQ) predicts academic motivation (Wentzel, 1997), school engagement, and academic achievement (Hughes, 2011). However, TSRQ appears to differ across demographics. For example, boys and racially/ethnically minoritized students consistently have poorer relationships with their teachers than girls and White students (Koomen & Jellesma, 2015;Murray et al., 2008). Ensuring that TSRQ is consistently conceptualized across individuals will allow demographic differences on TSRQ to be compared. The present study aims to further validate a survey instrument used to measure TSRQ, called the Inventory of Teacher-Student Relationships (IT-SR; Murray & Zvoch, 2011). Participants included 3,541 middle and high school students in a large school district in the Southeastern United States. The results of the study confirmed the hypothesized three-factor structure of the instrument. The instrument demonstrated configural, metric, and scalar invariance across race/ethnicity (Black/African American, White, Hispanic/Latinx, and multiracial) and partial metric and scalar invariance across gender (boys and girls) and school level (middle school and high school). Significant latent mean differences were found, where boys, Black/African American students, Hispanic/Latinx students, and high school students reported lower scores on various factors on the IT-SR compared to girls, White students, multiracial students, and middle school students, respectively. Results support future research and applied use of the IT-SR with middle and high school students. Impact and ImplicationsThis study provides evidence of measurement invariance for the Inventory of Teacher-Student Relationships, a student self-report measuring teacher-student relationship quality. Results suggest that comparisons among Black/African American, White, Hispanic, and multiracial students; boys and girls; and middle and high school students can be made using scores from this measure.

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Training Teachers to Cope with the ‘Reality Shock’

Cited by 13 publications

References 1 publication

Learning on the job: Conditions for professional development of beginning science teachers

Learning on the job: Conditions for professional development of beginning science teachers

How Do STEM Career Change Teachers Experience the Transition?: A Comparison Between Dutch and Australian Teachers

Measurement invariance of the inventory of teacher–student relationships among middle and high school students.

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