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首页> 外文期刊>The Teacher Educator >Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation
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Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation

机译：职前教师对有效教师特征的感知与学科导向的关系：混合方法研究

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摘要

This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. The study's first purpose was to determine whether preservice teachers tend to possess a predominant discipline style. The second purpose was to ascertain the degree to which preservice teachers' endorsement of each of the three discipline styles (i.e., interventionist vs. interactionalist vs. non-interventionist) predicts their perceptions of characteristics of effective teachers. Participants were 63 preservice teachers enrolled at a large southeastern university. Both interventionism and interactionalism received significantly greater endorsements than did non-interventionism. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.
机译：这项混合方法的研究调查了职前教师学科取向与他们对什么才是有效教师的看法相一致的程度。这项研究的第一个目的是确定职前教师是否倾向于拥有主导的学科风格。第二个目的是要确定职前教师对三种学科风格（即干预主义与互动主义与非干预主义）中的每一种的认可程度，以预测他们对有效教师特征的看法。参加者是一所东南大学的63名职前教师。干预主义和互动主义都得到了比非干预主义更大的认可。现象学分析揭示了许多岗前教师认为可以反映有效教学的七个特征：以学生为中心，有效的课堂和行为管理者，称职的讲师，道德，对教学热心，对学科知识丰富和专业。典范的相关分析表明，学科定位的程度是其中某些特征的预测因素。讨论了含义。

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  • 来源
    《The Teacher Educator》 |2008年第4期|279-301|共23页
  • 作者

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

  • 作者单位

    Teaching, Learning, & Technology, University of Central Arkansas,;

    Newman Library, Baruch College, City University of New York,;

    Educational Leadership & Counseling, Sam Houston State University,;

    College of Education & Health Professions, University of Arkansas at Fayetteville,;

    Leadership Studies, University of Central Arkansas,;

    Early Childhood and Reading Education, Valdosta State University,;

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  • 入库时间 2022-08-17 23:33:00

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