Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation

Witcher, Ann E.; Jiao, Qun G.; Onwuegbuzie, Anthony J.; Collins, Kathleen M. T.; James, Terry; Minor, Lynn C.

doi:10.1080/08878730802247852

Cited by 15 publications

(22 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This interest in teachers' beliefs is consistent with the pivotal role of the teacher in the contemporary curricula (see for example The Kindergarten Curriculum, Pedagogical Institute: 2011) in organising challenging learning contexts and shaping children's behavioral and academic profiles in the classroom. However, it is documented that prospective teachers are more oriented to authoritarian management styles that use a lot of extrinsic motivation practices especially penalties and restrictions (Kaufman & Moss, 2010;Kaya, et al, 2010;Witcher, et al, 2008) reporting that traditional methods are more effiecient not only in the academic domain but also with regard to discipline issues (Witcher, et al, 2008). These studies are in line with earlier findings showing that prospective teachers become more custodial and bureaucratic by the end of their student teaching experience (Hoy, 1967;Hoy & Rees, 1977;Roberts & Blankenship, 1970).…”

Section: Efthymia and Galini 239supporting

confidence: 82%

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

Penderi¹,

Rekalidou²

2015

JEHD

View full text Add to dashboard Cite

AbstactThe educational literature provides a consensus over two basic ideological systems about student behavior control. The custodial orientation is related to the traditional scope of education delivering to the teacher the responsibility of students' control. The humanistic orientation emphasizes on children's self-regulation and participation in classroom management processes. Accordingly, Willower and his associates (1967) developed a rating system, Pupils Control Ideology (PCI). With reference to preschool education, there is a gap in the literature concerning teachers' personal ideologies about classroom management and behavior control. Of great importance is future teachers' idea concerning discipline, as they seem to determine the practices during their teaching carriers. The purpose of the study is to examine the psychometric properties of the Preschool Children Control Ideology (PCCI), developed by modifying the 20 items of the original scale and adding six more concerning rules setting. It was tested with a sample of 294 future kindergarten students. The scale had high internal consistency. Student teachers had more or less balanced ideas over the continuum of custodial and humanistic control ideologies, with a shift to a more humanistic orientation. Senior students to have more humanistic believes than juniors. Teaching efficacy beliefs were positively related with the humanistic beliefs.Keywords: pupils control ideolory, kindergarten, prospective teachers, teaching efficacy, Greece IntroductionAccoding to Wolfgang and Glickman (1986), classroom discipline refers to structures and rules that shape students' behavior and to teachers' efforts to cotrol students so that they comply to these rules. In a recent study, Gursmsek (2014) provided a very comprehensive description of discipline scope. "The main aim of discipline is to socialize children and help them to construct their own values, to teach students to cooperate with others and to develop integrity to make ethical choices and the confidence to act on their values" (p. 437). A discipline model consists of a set of concrete processes that function in multiple ways, focusing on setting rules and maintaining discipline or/and restoring classroom harmonious relationships and functioning. It represents a certain philosophical orientation towards classroom management delivered through a number of practices that may reflect a range of either custodial or humanistic beliefs. These practices are influential in forming social and pedagogical relationships and affect students' social development and school success. As McCaslin and Good (1992) argue, there should be continuity between learning goals and classroom management aims. When, for example the curriculum mandates the development of skills through children's self-regulation, this principle should be followed not only in the academic domain but also when it comes to behavior and relationships management in the classroom. It is noted, however, that although modern curricula lay emphasis on critical th...

show abstract

Section: Efthymia and Galini 239supporting

confidence: 82%

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

Penderi¹,

Rekalidou²

2015

JEHD

View full text Add to dashboard Cite

show abstract

“…Faculty members also pointed out the importance of motivation, enthusiasm, passion, and respect, characteristics which are emphasized in many studies as being effective tools (Witcher et al 2008;Balam, 2006). The data from both the student and faculty member focus groups also highlighted some cultural motives related to student satisfaction levels.…”

Section: Discussionmentioning

confidence: 99%

“…This study suggests that effectiveness is mainly perceived as the provision of a supportive environment in which teachers scaffold learning effectively and promote effective interaction with their students. Investigating perceptions of students, Witcher et al (2008) associate effective teaching with having a student-centered attitude, being knowledgeable about the subject matter, being professional and enthusiastic about teaching, being an effective communicator, being accessible, being competent in instruction, being fair and respectful, and providing adequate feedback. The research conducted by Delaney, Johnson, Johnson, and Treslan (2010) identifies important characteristics of effective teachers in the ranking of the importance: respectful, knowledgeable, approachable, engaging, communicative, organized, responsive, professional, and humorous.…”

Section: Introductionmentioning

confidence: 99%

Perceptions versus Realities: Teaching Quality in Higher Education

Üstünlüoğlu

2016

View full text Add to dashboard Cite

KeywordsThe purpose of this study is to investigate the perceptions of both students and faculty members on teaching quality in higher education, taking nationality, gender, GPA and faculty members' perceptions of university priorities into consideration. The mixed method approach was used to collect both quantitative and qualitative data simultaneously in the study. The quantitative data were collected from two countries: The United States and Turkey through a questionnaire developed for the study. Qualitative data were collected through focus group meetings; two with the faculty members and two with the students. The results indicated a difference between the perceptions of the student and faculty groups, regardless of nationality. In contrast to the students, faculty members perceived themselves competent in the three areas of delivery of instruction, rapport, and assessment. It was also found that nationality and GPA had an impact on students' perceptions whereas gender had an insignificant effect. As for perceived priorities, although both groups stated that teaching is important, it was interesting to note that Turkish group also emphasized administrative work and research/publication as priorities for the university. The results of this research suggests that more work is still needed to reach the high expectations for teaching quality in higher education such as in-service training and professional development activities, particularly on as self-reflection, improvement of teaching skills, and innovative teaching methods with an emphasis on technology. Teaching qualityHigher education PerceptionsArticle Info

show abstract

“…Furthermore, a critical review of recent studies (Beran and Violato 2005;Coladarci and Kornfield 2007;Yates 2005;Witcher et al 2008) shows that an effective teacher establishes rapport and credibility with students by emphasising, modelling and practising fairness and respect. Respect and equity are identified as the prerequisites of effective teaching in the eyes of students.…”

Section: Humanist Qualities Of Effective Teachersmentioning

confidence: 98%

Humanistic qualities of the teacher as perceived by undergraduate students in Bahrain and Kuwait

Al-Musawi

Karam

2011

Journal of Education for Teaching

View full text Add to dashboard Cite

Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation

Cited by 15 publications

References 14 publications

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

Perceptions versus Realities: Teaching Quality in Higher Education

Humanistic qualities of the teacher as perceived by undergraduate students in Bahrain and Kuwait

Contact Info

Product

Resources

About