Figure 1.2 Quality Teaching Attributes.docx (original) (raw)

Desirable Characteristics Defining to Describe an Effective Teacher

Procedia - Social and Behavioral Sciences, 2015

The present study is based on the importance of characteristics to describe an effective teacher. The studies (Darling-Hammond, 2000) showed that there is a positive relationship between teacher quality as "enthusiasm, creativity, flexibility and adaptability and school success of its students". Researchers show that teachers need 5 to 8 years to go from the stage of beginner teacher at various levels of expertise, in order to acquire the art, science and technique of teaching (Darling-Hammond, 2000; Education Review Office, 1998). The research aimed to find out to what extent teachers in Romania develop desirable characteristics for the teaching profession during various forms of education: initial training, courses pedagogical completion which is certified as teachers, training courses. Quantitative research was conducted during March 2014, being conducted on a sample of 1145 teachers from Romania. The results of analysis of available data, teachers' participating in our research declares that they have been developed ten features in training courses.

What Makes a Quality Teacher

A. Introduction As a preparatory exercise for the World Teachers’ Day 2004 a study was carried out by the Institute of Social Sciences for UNESCO and UNICEF to answer the question “What makes a quality teacher?” The study involved a review of the literature and a quick survey of the views of various stakeholder groups in 10 rural and urban locations in 3 provinces of Pakistan. The key findings of the study and a summary of recommendations are presented in the following pages. B. Key Findings from Literature Review The following key findings emerge from the literature review:  A quality teacher is a good human being, has good interpersonal skills and is an effective and dedicated teacher who enjoys teaching and being with children.  The quality of a teacher is affected by the level and quality of his education, while the role of experience is less clear. Teacher competencies are critical to pupil learning.  Pre-service training in government institutions is not improving teacher knowledge and skills because of a variety of reasons, while a number of non-government institutions are producing better results.  There are a number of problems in both in-service training and especially the application of training in the classroom. However, a number of innovative projects in the government and non-government sector have improved teaching quality through on-going training, closely linked to classroom practice, and good classroom support.  Pupil learning is higher in non-government as compared to government schools, mainly due to better management and supervision of teachers. Similar practices in government schools also produce good teaching and learning.  Teachers help each other in academic work, and certain projects are employing mentors to provide on-going support to teachers.  Physical facilities in schools are important, but do not in themselves improve learning.  The government curriculum and textbooks are not based on the mental levels of pupils, creating problems in learning.  The examination system encourages rote learning and selective study, while other examination systems are producing better results. A good government model of on-going pupil assessment has the potential for national replication.  Education of family members and involvement in school affairs has a positive impact on child learning.  Teaching is an attractive profession for women, and can be made more attractive to both men and women by removing restraining factors. C. Key Findings from Survey The survey identified the following as critical to producing quality teachers:  personal qualities: basic human traits (commitment, focus on children, and tolerance); personal habits (punctuality, hard working and continuous learning); knowledge and skills (teaching skills and conceptual clarity), consider teaching a noble profession, enjoy teaching, and have a mission to spread knowledge  teacher’s education: good content knowledge, positive attitudes and behaviours, good teaching and communication skills, use of teaching aids.  trainer characteristics: mastery of subject, pedagogical and communication skills, a role model, positive attitudes  training: skill-oriented, based on psychology of student-teacher and latest curriculum/ research, upgrades content knowledge and professional skills  training institutes: quality trainers, good library, latest equipment and materials, opportunity for supervised teaching practice  management/head practices: provide incentives, classroom observation/feedback, coaching/guidance, assist in content knowledge, involve in decision making  collegial behaviour: consult each other, share ideas, meet on academic issues, assist in teaching, encourage them, solve problems, mutual respect, regular feedback/support  pupil behaviours: respect teacher, ready to learn, do work diligently, good achievement, regular and punctual  school facilities: teaching aids, library, laboratory, basic facilities, appropriate class size, pleasant environment  supervisory behaviours: incentives, interest in problems, guidance, feedback, regular/ complete supervision  self-development: read educative materials and newspapers, learn from colleagues and experts, watch/hear educational programmes, conduct research, attend lectures/seminars, attend and apply training, assess themselves or ask others to assess them  home environment: family support/encouragement, absence of financial/marital problems, atmosphere of reading and writing at home, familial love/respect for children, time for preparing lessons, parental role model  parental behaviour: child-focused (interest in pupil progress, ensure homework, punctuality/regularity, cleanliness of child); school-focused (regular contact, appreciate teacher performance, trust/respect teacher, attend programmes, give suggestions to teacher  sustaining excellence: personal factors (desire for continuous learning, enjoy teaching/hard work, concern for quality and reputation persistence); school factors (good performance of children, supportive environment, on-going supervision, inspiring teachers/heads); system factors (incentives for good performance, on-going training, disincentives for bad performance, satisfactory economic support) D. Key Recommendations for Stakeholders Based on the findings of the literature review and the survey a set of actions were recommended for various stakeholders. One of the key objectives of the study was to generate ideas to promote teacher support networks. The report recommends that any effort in this direction should capitalize on the work of those teacher associations who are already playing a role in improving the quality of education in the country. It is recommended that the findings of this study are presented to these associations, and the associations should themselves decide on the kind of actions they would like to take in response to the findings. Any external agency should only play a facilitative role in the process. The approach should be evaluated after some time, and measures considered for improvement and replication.

Investigating characteristics of a good teacher

INVESTIGATION CHARACTERISTCS OF A GOOD TEACHER, 2024

This study delves into the multifaceted characteristics that constitute an effective teacher. Through a comprehensive review of literature and empirical investigation, this research aims to discern the key attributes that contribute to successful teaching practices. Drawing upon various educational theories and models, the study examines the role of pedagogical expertise, interpersonal skills, adaptability, and passion for teaching in fostering student learning and development. Additionally, the research explores the significance of empathy, patience, and effective communication in creating a supportive and conducive learning environment. Furthermore, the study investigates the impact of continuous professional development and reflective practices on enhancing teaching effectiveness. By synthesizing existing research findings and empirical evidence, this study seeks to provide valuable insights into the complex interplay of factors that characterize an exemplary educator, thereby informing educational policies and practices aimed at improving teaching quality and student outcomes.

Characteristics of quality teachers: Students' perspectives in high performing schools

2008

Teaching is at the heart of education, and the single most important action the nation can take to improve schools is to strengthen teaching" (National Board for Professional Teaching Standards, 2000, p.6). "The core of education is teaching and learning, and the teaching and learning connection works best when we have effective teachers working with students every day" (Stronge, 2006, p. 1).

Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics?

2016

As the most influential figure in the classroom, a good teacher has long been the object of research. His/her most important characteristics can be analysed from more than one point of view. The objective of this study was to apply Korthagen’s model of levels of change in exploring the most important characteristics of a good teacher from the perspective of students, teachers and parents, and possible differences depending on elementary and high school and teachers’ experience. There were 384 participants: 158 students, 78 teachers, and 148 parents. The most desirable characteristics from all three perspectives were fairness, patience and teaching skills. Some differences were found between elementary and high school students and teachers. The listed characteristics fit Korthagen’s model mostly in the levels of mission and competencies.

The Characteristics of an Exemplary Teacher: What are they?

This article presents the findings of a study conducted in October, 2011 with students studying English at the School of Languages at Sabanci University (SU) and the participants (English teachers, academicians, and English teacher candidates) who attended our presentation "What are the characteristics of a good teacher?" presented at the 15th International INGED Conference, "Taking it to the Limits" held on 20th October, 2011 on their perceived characteristics of the exemplary teacher. The idea to conduct such a study came about upon observation of teachers' unease about the evaluation forms that students complete at the end of each semester. Teachers' perceptions of effective teaching seemed to differ from those of students. Therefore, we decided to prepare various instruments to identify and measure students' perceptions of the characteristics of exemplary language teachers and teachers' perceptions of the characteristics of the exemplary language teacher and compare the results. In light of this aim, 31 intermediate 1 and 2 level students were asked to provide a written response to the prompt "Describe your perception of the good English teacher" to explore the characteristics they find exemplary in their (past and present) language teachers' teaching practices. The participants attending our session at the INGED conference were also presented the same prompt at the beginning of our presentation and asked for a written response. The participants kept their responses until the end of the presentation in case they wanted to make any changes or additions. We hope that the findings in this paper encourage teachers to 're-contemplate' their own teaching methodology and its impacts on students' learning processes, and, if necessary, make changes to their teaching to promote students' language competence and performance.

The Three Characteristics of an Effective Teacher

2019

This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.

THE ESSENTIAL TRAITS OF EFFECTIVE TEACHER

This paper focuses on characteristics of an effective teacher that have not been previously discussed. A teacher with these characteristics is marked by intellectual, technical and psycability. An effective teacher is expected to have this characteristic. The subject he teaches should be based on the reality and the surrounding environment. Students should see in the subject of matter means to solve their individual difficulties and those societal issues. A high-quality teacher is characterized by an emphasis on building the student's mindset, develops attitudes and relates the past to the present.

Characteristics of Effective Teacher

Procedia - Social and Behavioral Sciences, 2014

Developing a desired teacher behavior is the subject of many studies. It is important to find the aspects that make teacher attractive not only to implement a rigorous training before starting teaching career but also to further improve their professional activity, knowing that the focus is on continuous training of the teacher. When teacher know how to be attractive for teenage pupils many of school problems diminishes: school dropout, violence and absenteeism. This study aims to identify some of the personality traits and behaviors of the effective/ineffective teacher and is intended to be a starting point for more research.