Preservice Teachers' Educational Beliefs and Their Perceptions of Characteristics of Effective Teachers

Minor, Lynn C.; Onwuegbuzie, Anthony J.; Witcher, Ann E.; James, Terry

doi:10.1080/00220670209598798

Cited by 189 publications

(147 citation statements)

References 18 publications

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“…Ayrıca, genel ruh hali pozitiftir; dinamik, uyarıcı, enerjik ve etkileyicidir. Bu öğretmenler ölçülü bir mizah anlayışına sahiptir ve bu mizah anlayışını dersi daha zevkli hale getirerek öğrencilerin motivasyonunu arttırmak, sınıf içi sorunları gidermek ve öğrencilerin kendilerini daha mutlu hissetmelerini sağlamak için kullanır; hem öğrencilerinin öğreneceğine hem de kendisinin öğretebileceğine inanır, sonucun yanında sürece de önem verir ve öğrencilerini başarı yönünde yüreklendirir, niçin sınıfta olduğunu bilir ve öğrencilerini açıkça belirlenmiş öğretim hedeflerine ulaştırmak için çaba gösterir (Minor, Onwuegbuzie, Witcher ve James, 2002 (Walls, Nardi, Minden ve Hoffman, 2002).…”

Section: Introductionunclassified

Analysis of the Level of Teacher Effectiveness, Having Different Locus of Control

İhtiyaroğlu¹,

Demir²

2015

PAU J Soc Sci Ins

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Bu araştırmanın amacı, ortaöğretim okullarında görev yapan öğretmen görüşlerine göre farklı denetim odağına sahip öğretmenlerin etkililik düzeylerini belirlemektir. İlişkisel tarama modelinin kullanıldığı araştırmada; Ankara ilindeki 5 ilçeden toplam 512 lise öğretmenine "Rotter'in İç-Dış Denetim Odağı Ölçeği" ve "Öğretmen Etkililiği Değerlendirme Ölçeği" uygulanarak elde edilen veriler kullanılmıştır. Değişkenler arasındaki ilişkiler korelasyon ve çoklu regresyon analizi ile hesaplanmıştır. Yapılan analizlerde, denetim odağı ve öğretmen etkililiği değişkenlerinin cinsiyete göre farklılaşmadığı saptanmıştır. Korelasyon analizi sonuçlarına göre; iç denetim odağı ve öğretmen etkililiği arasında pozitif yönde anlamlı düzeyde ilişki bulunmuştur. Ayrıca, dış denetim odağı ile öğretmen etkililiği arasında da pozitif ancak zayıf bir ilişki vardır. Çoklu regrasyon analizi sonuçlarına göre ise, iç denetim odağı, öğretmen etkililiğinin anlamlı bir yordayıcısıdır. Bu bulgulara göre öğretmenlerin iç denetimli olması etkililik düzeylerini olumlu yönde etkilemektedir. Araştırmanın sonunda, öğretmenlerin iç denetimli hale getirilmesine yönelik öneriler sunulmuştur.Anahtar Kelimeler: İç Denetim Odağı, Dış Denetim Odağı, Öğretmen Etkililiği. ANALYSIS OF THE LEVEL OF TEACHER EFFECTIVENESS, HAVING DIFFERENT LOCUS OF CONTROL AbstractThe objective of this study is to examine the level of teacher effectiveness, having different locus of control from the view of high school teachers using a relational screening model research. A total of 512 teachers from districts of Ankara participated in the research. "Rotter's Internal and External Locus of Control Scale" and "Teacher Effectiveness Evaluation Scale" were used to gather data. The correlations between variables were calculated by means of correlation and regression analysis. According to findings, there is not a significant difference between sex and locus of control and teacher effectiveness. Correlation analysis indicated that there was meaningful positive relationship between internal locus of control and teacher effectiveness. Besides, external locus of control correlates with teacher effectiveness weakly but positively. Internal locus of control is a significant predictor for teacher effectiveness according to results of multiple regression analysis. These findings showed that internal locus of control closely associated with level of teacher effectiveness. Suggestions for making teachers internal controlled were presented at the end of the study.

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Section: Introductionunclassified

Analysis of the Level of Teacher Effectiveness, Having Different Locus of Control

İhtiyaroğlu¹,

Demir²

2015

PAU J Soc Sci Ins

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“…Several studies regarding primary and secondary school students, PSTs' and in-service teachers' views of good, effective or ideal teachers have been conducted over the years (Darling-Hammond & Youngs, 2002;Evans, 2002;Fraser, 2010;Korthagen, 2004;Miller & Shifflet, 2015;Minor et al, 2002;Watkins & Zhang, 2006). PSTs' see the ideal teacher as student-centred, enthusiastic about teaching, ethical, good at classroom and behavioural management, good at teaching methodology and knowledgeable about the subject (Minor, Onwuegbuzie & Witcher, 2000;Minor et al, 2002).…”

Section: Pre-service Teachers' Views Of the Ideal Teachermentioning

confidence: 99%

“…PSTs' see the ideal teacher as student-centred, enthusiastic about teaching, ethical, good at classroom and behavioural management, good at teaching methodology and knowledgeable about the subject (Minor, Onwuegbuzie & Witcher, 2000;Minor et al, 2002). Studies by Minor et al (2000Minor et al ( , 2002 also revealed also that the term 'student-centred teacher' included concepts of optimism, supportiveness and patience (see also Murphy, Delli & Edwards 2004, 87); 'a competent instructor' included being open to new teaching styles and able to spark children's interest; and lastly, 'enthusiastic about teaching' included a love of the subject, a passion for teaching, and dedication. Furthermore, PSTs have progressive beliefs regarding an effective teacher, relating to being a modern and experimental teacher, and the teacher as a facilitator, guide and motivator of learning (Minor et al 2002).…”

Section: Pre-service Teachers' Views Of the Ideal Teachermentioning

confidence: 99%

“…from the perspectives of beliefs, attitudes, practices, perceptions and professional identity (Arnon & Reichel, 2007;Helterbran, 2008;Korthagen, 2004;Minor, Onwuegbuzie, Witcher & James 2002;Miller & Shifflet, 2015;Watkins & Zhang, 2006). Often, the ideal teacher has been portrayed through different kinds of descriptive qualities, such as being empathetic or a good leader (for more, see Arnon & Reichel, 2007), or being a competent instructor, student-centred and knowledgeable about the subject (Minor et al, 2002). Moreover, Cruickshank and Haefele (2001) acknowledge the characteristics of good teacher as being analytical, dutiful, competent, expert, reflective, diversity-responsive and respected.…”

Section: Introductionmentioning

confidence: 99%

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The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

Pellikka

Lutovac

Kaasila

2018

NorDiNa

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Literature acknowledges that pre-service teachers' memories of their past might influence how they see their future as teachers, and thus on the construction of their teacher identity. However, we know little about the nature of the relation between pre-service teachers' views of the ideal teacher and their memories of their own school teachers, particularly regarding specific subject disciplines, such as biology and geography. This study addresses the significance of this relation. Narratives from three pre-service elementary teachers reveal that positive memories of biology and geography teachers and future-oriented reflection connect their past and the ideal teacher. The findings suggest that just one positive memory can have far-reaching significance. In addition, their views of the ideal teacher were found not to be subject-specific. Finally, suggestions for teacher education are presented. Raimo Kaasila (PhD) is a professor of teacher education in the Faculty of Education, University of Oulu. His main research areas are pre-service teachers' beliefs and identity formation during teacher education, as well as affective domain and the use of narrative and rhetorical methods in teacher and mathematics education. ANNE PELLIKKA

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“…This is supported by Mishra and Koehler (2006) with the explanation of three aspects of knowledge as technological, pedagogical, and content knowledge, and the need for teachers to integrate subject-matter knowledge with both technological and pedagogical expertise for a successful teaching career. Effective teaching is not based on who a teacher is, but on what a teacher does in terms of preparation and applying plans into the teaching-learning environment (König, Blömeke, Paine, Schmidt, & Hsieh, 2011;Minor, Onwuegbuzie, Witcher, & James, 2002).…”

Section: Editor: Elsje Scottmentioning

confidence: 99%

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Çakır

Yıldırım

2013

JITE:IIP

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Executive SummaryTechnology integration into the classroom has a major role in creating rich learning and teaching environments. It is obvious that the success of the effective use of technology in classrooms highly depends on Information and Communication Technology (ICT) teachers who are responsible for integrating technology and mentoring other teachers in using it successfully. However, it is unclear how ICT teachers play a role for the achievement of the integration process and what challenges they experience during this process. The purpose of this study is, therefore, to portray the professional growth of ICT teachers in terms of their perceptions of teaching and their competencies in the Turkish elementary education system. Data was obtained from 104 (55 female, 49 male) ICT teachers. The quantitative data analysis was supplemented with a qualitative analysis to get a better understanding of the professional growth among in-service ICT teachers. Results showed that despite their positive self-perceptions of competence, ICT teachers faced difficulties such as classroom management, number of students, and hardware-software issues regarding the effective use of technology, especially cutting edge technology, in the classroom. According to teachers, the ability to integrate technology in the classroom was negatively affected by time limitations, poor design of Information Technology (IT) class, lack of flexibility in their roles as teachers, overcrowded classes, and classroom management issues. Finally, this study looked at ICT teachers' opinions regarding factors that encourage/discourage them from working in schools. The results of this study also shed light on the awareness of the significance of integrating technology into their teaching and learning activities.

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Preservice Teachers' Educational Beliefs and Their Perceptions of Characteristics of Effective Teachers

Cited by 189 publications

References 18 publications

Analysis of the Level of Teacher Effectiveness, Having Different Locus of Control

Analysis of the Level of Teacher Effectiveness, Having Different Locus of Control

The nature of the relation between pre-service teachers’ views of an ideal teacher and their positive memories of biology and geography teachers

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

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