Students' perception of "good" and "bad" teachers. Results of a qualitative thematic analysis with German adolescents.

Autor/inn/en	Raufelder, Diana; Nitsche, Lisa; Breitmeyer, Sven; Keßler, Sabrina; Herrmann, Elisa; Regner, Nicola
Titel	Students' perception of "good" and "bad" teachers. Results of a qualitative thematic analysis with German adolescents.
Quelle	In: International journal of educational research, 75 (2016) 2016, S. 31-44Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2015.11.004
Schlagwörter	Fremdwahrnehmung; Interpersonale Interaktion; Interpersonale Wahrnehmung; Schuljahr 07; Schuljahr 08; Schulalltag; Sekundarstufe I; Weiterführende Schule; Lehrerbeurteilung; Lehrer-Schüler-Interaktion; Unterrichtsqualität; Lehrqualität
Abstract	There is a large amount of research concerning the qualities of a good teacher. However, students' perception is rarely considered in both educational research and practice, although their daily school life is dominated by relationships with teachers. Semi-structured interviews with 86 7th and 8th graders from German secondary schools were conducted to examine how students perceive "good" and "bad" teachers based on their daily school experiences. A thematic analysis was used to extract themes and subthemes that describe the students' perception of "good" and "bad" teachers, and that might function as potential starting points to improve the teacher-student relationship. Interestingly, the qualities of bad teachers were not always opposed to those of good teachers. Overall, the findings show that students prioritize teachers' (inter)personal dimensions over their academic abilities in everyday classroom interactions when evaluating them as educators. The study discusses practical implications as well as future research direction. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2