Teacher Opinions about Qualities of Effective Teaching

Autor/inn/en	Bozkus, Kivanc; Tastan, Mustafa
Titel	Teacher Opinions about Qualities of Effective Teaching
Quelle	6 (2016) 4, S.469-490 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Opinions; Teacher Effectiveness; Classroom Techniques; Educational Planning; Personality Traits; Progress Monitoring; Faculty Development; Teacher Student Relationship; Teaching Methods; Public School Teachers; Foreign Countries; Caring; Teacher Characteristics; Teacher Motivation; Gender Differences; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrmeinung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Bildungsplanung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Care; Pflege; Sorge; Betreuung; Geschlechterkonflikt; Türkei
Abstract	This study aimed to determine both the importance order of qualities that effective teachers should have and differences between perceptions based on gender, branch and school types. Results indicated that the most important quality perceived by teachers was classroom management. Other qualities were respectively the planning of instruction, personality traits, instruction, and monitoring of student progress. Teachers did not spent enough effort to improve their qualities, and they did not care enough for pupils left behind of class. Classroom teachers attached more importance to classroom management than branch teachers. Researching of why teachers perceive classroom management as the most important quality rather than instruction, why they do not care for professional development and face to face interaction with pupils, and why classroom teachers attached more importance to classroom management than branch teachers are recommended. Also, it is suggested that the preparation and professional development activities of teachers should prioritize trainings of classroom management, instruction and monitoring of student progress. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01