Inspiring Teachers: Perspectives and Practices. Summary Report

Autor/inn/en	Sammons, Pam; Kington, Alison; Lindorff-Vijayendran, Ariel; Ortega, Lorena
Institution	CfBT Education Trust (United Kingdom); University of Oxford (England), Department of Education
Titel	Inspiring Teachers: Perspectives and Practices. Summary Report
Quelle	(2014), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-909437-52-4
Schlagwörter	Foreign Countries; Teacher Attitudes; Observation; Interviews; Instructional Effectiveness; Teacher Effectiveness; Teacher Characteristics; Classroom Techniques; Formative Evaluation; Feedback (Response); Positive Reinforcement; Classroom Environment; Elementary School Teachers; Secondary School Teachers; Principals; Teacher Student Relationship; Relevance (Education); Reflection; Educational Innovation; Occupational Aspiration; Job Satisfaction; Cooperation; Teaching Methods; Technology Uses in Education; Questioning Techniques; Student Behavior; Student Attitudes; Positive Attitudes; Humor; Pedagogical Content Knowledge; Teacher Evaluation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Klassenführung; Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Teacher student relationships; Lehrer-Schüler-Beziehung; Relevance; Relevanz; Instructional innovation; Bildungsinnovation; Berufsneigung; Berufsziel; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Co-operation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Befragungstechnik; Fragetechnik; Student behaviour; Schülerverhalten; Humoristische Darstellung; Pädagogische Kompetenz; Teacher appraisal; Lehrerbeurteilung
Abstract	This study investigates the notion of "inspiring" teaching. The research was commissioned by CfBT as part of a collaborative professional development initiative involving its schools. It arose from headteachers' suggestions that schools nominate a number of "inspiring" teachers so that their practice could be studied and the results shared across the participating schools to promote the professional development of staff, and spread good practice through encouraging greater collaboration and learning across the CfBT family of schools. The main aim of the research was to provide robust new evidence about both inspiring teachers and inspiring teaching from different perspectives to increase understanding of these widely used but elusive and often poorly defined concepts. The findings reported in this document provide new evidence and insights about what inspiring teachers do (through observations), what they think (through interviews), and how their students think about their teachers and lessons (through questionnaires). The research had two complementary components--an investigation led by practitioners and another led by a team of academics from the Department of Education at the University of Oxford and the Institute of Education at the University of Worcester. Each study adopted different methods and a different approach to investigating what it is to be an inspiring teacher. This report presents a description of inspiring teachers that draws on the findings from both of these studies. A complementary fuller report, based predominantly on the academic study, is also available. This report is a shorter account of the findings from both studies. [The University of Worcester contributed to this research project. For the full report: "Inspiring Teachers: Perspectives and Practices," see ED546804.] (ERIC).
Anmerkungen	CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: researchenquiries@cfbt.com; Web site: http://www.cfbt.com/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10