How should be a Good Faculty of Education and a Good Student in the Faculty of Education?

Kaplan, Tuba; Işık, Ahmet; Öztürk, Ferhat

doi:10.1016/j.sbspro.2013.12.149

Cited by 1 publication

(2 citation statements)

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“…These days not only academic skills but also many other attributes are also considered important to define a good student. Numerous researchers have researched this topic to find the other attributes that come not only from the academic side, but also can come from the non-academic side, such as personal characteristics by Crede and Niehorster (2012) and (Stelnicki, Nordstoke, & Saklofske, 2015); reflection (Petrie, Eddie, Antonius, & Paulien, 2018); have good communication skills (Kaplan & Ozturk, 2013); social and personal skill (Mayhew, et al, 2016) and critical thinking (Lai, 2011). Although the additional attributes have been discovered by numerous researchers, other certain attributes to define a good student are still limited.…”

Section: Introductionmentioning

confidence: 99%

“…It stated that for them, education was not only about individual advancement but directly related fairness to themselves, their families, and communities. Kaplan & Ozturk (2013) also stated that student proficiencies should be considered to define a good student. A good student should develop themselves, should be a role model, and should have good communication skills.…”

Section: Introductionmentioning

confidence: 99%

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What Makes A Good Student: Voice from Teacher

Fauziyyah

Maharani

Rosdiani

et al. 2018

EEAL

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Commonly, a good student equals good academic achievement. General people tend to associate good students with only excellence in academics. But in reality, another attribute will come up when people stated the definition of a good student. To make a clearer concept of a good student, finding another supporting attribute is needed. This present study aims to identify other attributes as a good student as perceive by the teacher. The teacher’s perspective is chosen because students first acquaint and the first observer is their teacher. Teachers’ perspectives such as teacher’s beliefs, opinions, and concerns are compiled as the source and obtained using interviews with semi- structured questions. Fifteen available teachers from different school levels and ages from 25 to 56 years old involved using convenience sampling in this study. The result of this study showed that teachers define a good student into four aspects or categories. The first is seeing from their academic skill, the second is dependent on the students’ personality, the third is their proficiencies and the last category is from the reflection. A surprising fact, teachers’ experiences, ages, and levels didn’t much influence their perspectives. Meanwhile, teachers’ gender affected their perspectives to define a good student.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%