Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students

Autor/in	Georgakopoulos, Alexia
Titel	Teacher Effectiveness Examined as a System: Interpretive Structural Modeling and Facilitation Sessions with U.S. and Japanese Students
Quelle	In: International Education Studies, 2 (2009) 3, S.60-76 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Teacher Effectiveness; Qualitative Research; Structural Equation Models; Confucianism; Systems Approach; Teacher Behavior; Teacher Characteristics; Cross Cultural Studies; Knowledge Base for Teaching; Intercultural Communication; Power Structure; Teacher Student Relationship; Faculty Development; Cultural Differences; Cultural Influences; Student Attitudes; Foreign Countries; Nonverbal Communication; Asians; College Students; College Faculty; Foreign Students; Workshops; Japan; United States + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung; Konfuzianismus; Systemischer Ansatz; Teacher behaviour; Lehrerverhalten; Cultural comparison; Kulturvergleich; Teaching theory; Theory of teaching; Unterrichtstheorie; Interkulturelle Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Cultural influence; Kultureinfluss; Schülerverhalten; Ausland; Non-verbal communication; Nonverbale Kommunikation; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Fakultät; Lernwerkstatt; Schulung; USA
Abstract	This study challenges narrow definitions of teacher effectiveness and uses a systems approach to investigate teacher effectiveness as a multi-dimensional, holistic phenomenon. The methods of Nominal Group Technique and Interpretive Structural Modeling were used to assist U.S. and Japanese students separately construct influence structures during facilitation sessions. The influence structures represent maps for understanding teacher effectiveness as a system. The influence maps indicate that there are a number of teacher behaviors and characteristics that promote, support and influence one another within the overall system; however, the plurality of teacher elements, which are structured with priority, concerns teacher knowledge characteristics and verbal teacher immediacy behaviors for both cultural groups. The findings of the study were explored from thematic perspectives in intercultural communication such as power distance, identity and contact orientation. Given the qualitative nature of the study, participants' own theories-in-use were important in the study. Also, Confucianism principles were significant in the Japanese assessment of teacher effectiveness. The study has implications for professors across fields since the majority of professors are educators who have not been formally trained in the education field. The study points to the importance of ongoing faculty development in teacher effectiveness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01