When Educator-Learner Perceptions of Instruction Diverge: Teachers' Perspectives

Autor/inn/en	Holzer, Julia; Sessig, Elena; Lüftenegger, Marko
Titel	When Educator-Learner Perceptions of Instruction Diverge: Teachers' Perspectives
Quelle	In: Educational Research, 65 (2023) 1, S.99-120 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holzer, Julia) ORCID (Lüftenegger, Marko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2022.2116348
Schlagwörter	Foreign Countries; Secondary School Teachers; Secondary School Students; Teacher Attitudes; Student Attitudes; Teacher Student Relationship; Differences; Educational Practices; Teaching Methods; Educational Quality; Motivation; Affective Behavior; Cognitive Ability; Academic Achievement; Metacognition; Instructional Effectiveness; Perspective Taking; Misconceptions; Austria + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Lehrerverhalten; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterscheiden; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; psychologische; Motivation (psychologisch); Affective disturbance; Active behaviour; Affektive Störung; Denkfähigkeit; Schulleistung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtserfolg; Zukunftsperspektive; Missverständnis; Österreich
Abstract	Background: Research suggests that students and teachers often tend to diverge in their perceptions of instructional practices that are part of their everyday classroom experience. This might include differing views about assessment and feedback, or the effectiveness of task design. Accordingly, there is a need to understand as much as possible about the reasons for such differences. Purpose: Whilst it is important to investigate students' and teachers' views on the reasons for these differences, the present study aimed to contribute to the 'why' and 'how' behind student-teacher divergence in perception by specifically focusing on teachers' perspectives. Method: A total of 398 Austrian secondary school teachers responded to an open response question in an online survey. They were invited to reflect on the possible reasons for student-teacher divergence in terms of perceptions of instruction. The teachers' statements written in response to the question were analysed, in detail, using qualitative content analysis. Data were grouped according to micro, meso and marcrolevel factors. Findings: Analysis gave rise to a detailed categorisation of the reasons given by teachers, from their viewpoints, for student-teacher divergence in perception. The resultant categories and subcategories revealed a wide range of explanations, including sociodemographic, motivational and emotional factors, and consideration of classroom features, and environmental factors. Conclusions: As the themes that emerged were largely consistent with factors discussed in previous literature, the findings offer further in-depth insight into the possible underlying mechanisms, as well as highlighting some newly identified explanations, from teachers' viewpoints, for student-teacher divergence in perception. The study generates some new ways to think about why teachers and students may have different perceptions of everyday instructional practices in the classroom, and draws attention to the significance of this complex area for all concerned with strengthening the quality of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01