Conceptualizing How Mature Teachers Can Influence Students' Growth in Learning

Autor/inn/en	Maynes, Nancy; Hatt, Blaine E.
Titel	Conceptualizing How Mature Teachers Can Influence Students' Growth in Learning
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 24 (2015) 2, S.4-19 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Focus Groups; Teacher Characteristics; Experienced Teachers; Teacher Influence; Teacher Education Programs; Teacher Effectiveness; Faculty Development; Teacher Attitudes; Teacher Competencies; Foreign Countries; College Faculty; Preservice Teachers; Canada + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Lehrkunst; Ausland; Fakultät; Kanada
Abstract	This article has two purposes. First, it reports the first year results from focus group methodology conducted to determine how teacher characteristics may influence students' learning. Second, the article establishes a framework to support ongoing research related to the professional maturation of teachers. Both of these research outcomes are presented in diagram format. Plans for further research into the teacher characteristics that were identified by the first year of research into this topic are presented and discussed. (As Provided).
Anmerkungen	Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01