Duration and Incident Frequencies as Observation Indices

Adams, Raymond S.

doi:10.1177/001316447003000314

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…Many studies tried to answer this question by listing the qualities a good teacher should have (Bkz. Feldman, 1976: 243;Adams, 1987;White et al, 1987:90-91;Becker and at al., 2003;Hotaman, 2012;Edwards, 1997;Lemlech, 1991). Amongst these, according to Clifford, an influential teacher should have the essential skills of field speciality, encouraging learning, awareness of student differences, planning the teaching, knowing and using teaching-learning strategies, regulating learning environment, efficient communication, and objective assessment (Hargreves, 2003;Virginia and Fallona, 2001).…”

Section: Teacher's Classroom Management Skillsmentioning

confidence: 99%

The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

Hotaman¹

2017

IOJES

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All education systems need qualified teachers who have high knowledge and skills to gain them operability and character traits that are compatible with the profession. The aim of "Teaching and School Practicum" in Turkey is to employ this opportunity. While the professional compatibility of the teacher candidate students are being constituted with the Teaching and School Practicum classes, their professional development is endeavoured to be ensured. In this study, what classroom management skills and teaching strategies are, the attitudes of practicum teachers towards teacher candidates, and the contribution of school practicum to the development of teacher candidates in terms of teacher qualifications are elaborately discussed. Mixed methods have been used in the study. Although the main research question has been investigated in a quantitative fashion, phenomenology from qualitative paradigm has been used for other sub research questions. For this purpose, convenience sampling, which is a type of purposive sampling, has been used and 41 teacher candidate students, who attend to Teaching and School Practicum internship in two different high schools in European part of İstanbul, have been determined as the participants. In data collection process, first literature reviewed and expert opinion was taken to determine the classroom management skills and teaching strategies for teachers, then data related to the third and fourth sub questions has been gathered via open ended questions. When the findings were analysed, it was understood that the classroom management skills, the used teaching strategies of teacher candidate students and the practicum teachers resembled each other, but the practicum teachers have a lack of knowledge in both classroom management skills and teaching strategies. The attitudes of school administration and practicum teachers towards candidate students have been found as positive. Therefore the opinion that Teaching and School Practicum courses have contributed to their professional development has been supported.

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Section: Teacher's Classroom Management Skillsmentioning

confidence: 99%

The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

Hotaman¹

2017

IOJES

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“…Many skills have been outlined as being desired traits for good teaching, including empathy, accessibility, good communication, enthusiasm, supportiveness, fairness, love and knowledge of the subject, friendliness, humour, punctuality, organisation, open mindedness, adaptability and confidence (Adams, 1970;Avent, 1931;Dewar, 2002;Roy, 1987). A good teacher may not need to have all the traits outlined, but rather possess a good mix that are appropriate for a given learning environment (Dewar, 2002).…”

Section: A Teachermentioning

confidence: 99%

“…Factors contributing to effective lecture presentation include being organised, providing variation and including appropriate examples or stories of personal experiences to maintain class interest (Adams, 1970;Dewar, 2002). To ensure you communicate effectively consider your voice, volume, gesture, humour, timing and self-confidence (Dewar, 2002).…”

Section: A Teachermentioning

confidence: 99%

Reflections of a novice sports science lecturer: Perceptions of the challenges and sources of support

Hughes¹

2010

JoHLSTE

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The article aims to highlight perceptions of the main demands and challenges placed on a novice sports science university lecturer and consider sources of support available during the early stages of their career. A lecturer is typically required to perform the roles of administrator, teacher, personal tutor, researcher and consultant. Discussion is given to the challenges a novice lecturer is likely to face within each of these roles and possible ways to overcome these challenges. Finally, a number of sources of support are identified to ensure a novice lecturer maintains the focus of their work and continues their professional development.

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On Being a Good Teacher

Dewar¹

2002

JoHLSTE

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Duration and Incident Frequencies as Observation Indices

Cited by 4 publications

References 2 publications

The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

The Teacher Candidates’ Views on Essential Teaching Skills of Practicum Teachers

Reflections of a novice sports science lecturer: Perceptions of the challenges and sources of support

On Being a Good Teacher

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