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1.
This study examines the association between teachers’ preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their thinking styles by the thinking style inventory‐revised (TSI‐R). Results indicated that teachers in both regions preferred to employ student‐centred interpersonal behaviour (leadership, helpful and friendly, understanding and freedom teaching styles) in the classroom teaching. Teachers’ thinking styles were related to their preferred interpersonal teaching styles. Specific relationships were found between the types of thinking styles and their preferred teacher interpersonal behaviour among Hong Kong and Macau teachers.  相似文献   

2.
Abstract

The crucial role of teacher-student relationships has been reported in many studies. Yet, how teacher-student relationships develop from moment-to-moment interactions during lessons remains understudied. The present study combined insights from interpersonal theory and dynamic systems approaches to study indices of interpersonal content and structure in teacher-student interactions and their association with the teacher’s interpersonal style. We found that moment-to-moment teacher behavior was indeed related to student perceptions of the teacher’s interpersonal style. Indices of variability (structure) in interactions discriminated between teachers with less preferred and more preferred interpersonal styles, while, contrary to earlier research, the indicator of predictableness of interactions could not. Results are discussed considering the expectations, and suggestions made for future research and practice.  相似文献   

3.
Abstract

One key to effective teaching is the ability to identify and understand the different ways students process information and acquire skills. The purpose of this study was to examine experienced and preservice teachers’ ability to diagnose student learning-style preferences. The subjects were 15 pairs of physical education teachers and their student teachers and 5 randomly selected students from each school site. To determine student learning styles, students completed the Canfield Learning Styles Inventory, and corresponding teachers and student teachers completed the Canfield Learning Styles Profile Assessment on each of their 5 students. The relationship between preservice/experienced teachers’ perceived scores and the students’ actual learning style scores was analyzed by the Pearson product-moment correlation technique. The results indicated that a wide variety of learning styles existed among the students and that neither experienced nor preservice teachers accurately diagnosed the learning styles of their students. The implications of this study are twofold. First, if teachers are going to make informed decisions about the teaching process, then they need to know the learning styles of their students. Second, information about learning styles should be included in the curriculum of professional preparation programs.  相似文献   

4.
Mathematics educators and writers of mathematics education policy documents continue to emphasize the importance of teachers focusing on and using student thinking to inform their instructional decisions and interactions with students. In this paper, we characterize the interactions between a teacher and student(s) that exhibit this focus. Specifically, we extend previous work in this area by utilizing Piaget’s construct of decentering (The language and thought of the child. Meridian Books, Cleveland, 1955) to explain teachers’ actions relative to both their thinking and their students’ thinking. In characterizing decentering with respect to a teacher’s focus on student thinking, we use two illustrations that highlight the importance of decentering in making in-the-moment decisions that are based on student thinking. We also discuss the influence of teacher decentering actions on the quality of student–teacher interactions and their influence on student learning. We close by discussing various implications of decentering, including how decentering is related to other research constructs including teachers’ development and enactment of mathematical knowledge for teaching.  相似文献   

5.
ABSTRACT

Systems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education.  相似文献   

6.
Student cooperativeness underlies high quality teacher-student relationships, and has been positively associated with students' school engagement. Fostering cooperative rather than oppositional student behavior might be especially helpful for protecting at-risk students against academic failure. To understand how exactly students' cooperativeness can be fostered, we investigated the interpersonal behaviors of secondary school teachers and at-risk students during dyadic interactions (N = 82 dyads) in the context of positive teacher-student relationships. Using Continuous Assessment of Interpersonal Dynamics, moment-to-moment teacher and student behavior was captured in terms of interpersonal agency (dominance vs. submissiveness) and communion (opposition vs. cooperation). Time-series analyses were used to analyze interpersonal behavior within individuals, within dyads, and between dyads. Cooperative student behavior was most likely if teachers acted friendly and cooperatively and if teachers ‘loosened up’ their agency and the structure they imposed on the interaction repeatedly, which may give students more freedom to express themselves and to cooperate.  相似文献   

7.
The study investigated the relationship of teacher and student ethnic background to their perceptions of teacher interpersonal behaviour. It is theoretically linked to research on multicultural education and teacher interpersonal communication styles. Perceptions of 27 Asian-American and Hispanic-American teachers and their students in culturally diverse high schools were gathered by means of questionnaires and structured interviews. Teachers had more favourable perceptions of their own behaviour than their students did. Student and teacher ethnic background had a small but significant impact on students’ perceptions of their teachers. Interview data provided some evidence that concepts studied in relation to the cultural dimensions of communication, such as respect from students, closeness, and identification of students with their teachers, are helpful in explaining the relationship between ethnic background and perceptions of students and teachers. The results merit further research into the effects of culture on perceptions and provide recommendations for improvements in culturally responsive education.  相似文献   

8.

Often, mathematics teachers do not incorporate whole-class discourse of students’ various ideas and solution methods into their teaching practice. Particularly complex is the in-the-moment decision-making that is necessary to build on students’ thinking and develop their collective construction of mathematics. This study explores the decision-making patterns of five experienced Dutch mathematics teachers during their novice attempts at orchestrating whole-class discourse concerning students’ various solution methods. Our goal has been to unpack the complexity of their in-the-moment decision-making during whole-class discourse through lesson observations and stimulated recall interviews. We investigated teacher decision-making adopting a model that combines two perspectives, namely (1) we explored student-teacher interaction with regard to building on student thinking and (2) we explored how the teachers based decisions during such interaction upon their own personal conceptions and interpretation of student thinking. During these novice attempts at orchestrating whole-class discourse, the teachers created many situations for students to articulate their thinking. We found that at certain instances, teachers’ in-the-moment decision-making resulted in opportunities to build on student thinking that were not completely seized. During such instances, the teachers’ decision-making was shaped by the teachers’ own conceptions of the relevant mathematics and by teacher conceptions that centered around student understanding and mathematical goals. Our findings suggest that teachers might be supported in their novice attempts at whole-class discourse by explicit discussion of the mathematics and of their conceptions with regard to student understanding and mathematical goals.

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9.

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

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10.
What makes a good educator? The relevance of meta programmes   总被引：1，自引：0，他引：1  
This paper reports the results of a qualitative study which explores the relevance of meta programmes to students' perceptions of teaching quality. Meta programmes are a model of personality preferences from the discipline of Neuro Linguistic Programming (NLP). Research into teaching effectiveness indicates that students rate as important ‘hygiene factors’ such as the teacher's ‘knowledge of the subject’ as well as less tangible qualities including ‘ability to communicate’ and ‘student–teacher rapport’. This study reveals the need for similar qualities but, in some cases, presence of these ‘hygiene factors’ was insufficient; students cited other factors related to personality. Some students were found to like the approach of certain teachers whilst other students rated the same teachers less favourably. When questioned as to why, factors emerged that relate to the distinct teaching style adopted by these teachers that appeared to suit particular students and not others. This study suggests that a teacher's meta programmes influence the approaches adopted in their teaching and these styles suit students with matching meta programme preferences. Where students have different meta programme preferences from the teacher, then, even where the ‘hygiene factors’ are met, this leaves the student dissatisfied. There is potential for teachers to adopt teaching approaches more appropriate for the meta programme profiles of their students. Also, on the part of the students, an increased awareness of their meta programme preferences offers the potential to improve their learning experience.  相似文献   

11.
师生行为互动博弈：角色定位与影响因素分析新视角   总被引：1，自引：0，他引：1  
随着教育环境的变化,课堂上的师生角色定位需要重新进行审视。学生可在多方面影响教师行为：学生层次和需求愿望;课程内容的可接受性;教学质量评价体系;学校对教学的管理强度;学校的奖惩制度设计;课堂学生规模与专业构成;授课时间安排;教师对课堂的愿望。教师也可通过多方面影响学生行为：教师的仪态仪表;学术影响;承担行政职务;行为举止;与学生交流的愿望;创造性的思维方式;课堂教学的组织能力;与学生的沟通方式。师生之间的行为互动是通过不完全信息博弈机制完成的。  相似文献   

12.
This contribution reviews research that links students’ and teachers’ ethnic background to students’ perceptions of teacher interpersonal behavior, teacher treatment of individual students, and student achievement and subject-related attitudes. The review mainly includes studies from the United States, Australia and the Netherlands and a few Asian countries (Singapore, Brunei and Taiwan). The literature revealed that ethnicity is consistently associated with students’ perceptions of their teachers, that the way teachers communicate varies according to the ethnicity of their students and that teacher interpersonal behavior may be more important for immigrant minority students’ outcomes than for their indigenous peers. The article finishes off by offering suggestions for future research.  相似文献   

13.
M. Veronica 《教育心理学》1997,17(1-2):157-170
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14.
关于师生互动类型划分的研究   总被引：12，自引：0，他引：12  
按照不同的划分标准,可将师生互动关系划分为不同的类型。国内外的研究者按照师生互动中的主体地位、师生行为、师生之间的不同情感以及教师的行为作风、师生行为的对象、行为属性和师生互动方式等划分标准将师生互动类型划分为教师中心式、学生中心式和知识中心式;教师命令式、民主协商式和师生互不干涉式;师个互动、师组互动和师班互动;等等。而以师生互动中权威的主导地位为划分标准,可以将师生互动划分为师权型师生互动、生权型师生互动和平等型师生互动。  相似文献   

15.
This paper reports on results of research from a 25-year program of studies investigating teacher–student relationships in secondary classrooms. The authors review the research that examines teaching from an interpersonal perspective using a communicative systems approach and propose a model to describe teacher–student relationships in terms of teacher behavior. The studies used the Questionnaire on Teacher Interaction (QTI) to collect data on students’ and teachers’ perceptions of the teacher–student relationship. The authors review studies showing that teacher–student relationships appropriate for high student outcomes are characterized by a rather high degree of teacher influence and proximity towards students. Studies on non-verbal behavior and the spatial position of the teacher in the class support the need for beginning teachers to portray the image of an experienced teacher whenever they address the class as a group. The paper concludes that the QTI is a useful research tool, but research on the QTI as a feedback instrument for teachers is insufficient to prove its usefulness.  相似文献   

16.
This study investigated the relationship between thinking styles and preferred teacher interpersonal behavior based on the Model for Interpersonal Teacher Behavior (MITB, Wubbels, Créton, & Hooymayers, 1985) among 247 Hong Kong secondary school female students. The Thinking Style Inventory Revised (TSI-R, Sternberg, Wagner, & Zhang, 2003) and the Questionnaire for Teacher Interaction (QTI, Wubbels et al., 1985) were used to measure students' thinking styles and their preferred teacher interpersonal behavior. Research results showed that Type I global and liberal styles positively and negatively predicted student-centered teacher interpersonal behavior respectively, while Type I legislative and judicial styles negatively and positively predicted teacher-centered interpersonal behavior respectively. Type II conservative and executive styles positively predicted teacher-centered interpersonal behavior, while Type II executive and conservative styles positively and negatively predicted student-centered interpersonal behavior respectively. Implications of the research findings are discussed.  相似文献   

17.
Teacher–student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students’ interpersonal perceptions of their teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items that focus on class behaviour, instead of teacher behaviour, or that include conditionals and negations. The present study aimed to develop an improved Chinese version of the QTI which is conceptually parallel with the original QTI and with the use of optimal item wording. The process contained several steps, including expert panels and student and teacher interviews. New items were also created based on the Chinese secondary classroom context, rather than only using translations of English items. The final version of the Chinese version of the QTI presented in this paper was evaluated with a sample of 2000 students from 4 secondary schools in mainland China who rated a total of 80 teachers. The resulting version of the Chinese QTI had adequate validity and reliability, and it distinguished clearly between teachers. The predictive validity was supported by the relation between the students’ perceptions of their teachers and their academic emotions in class. Although further improvement of the instrument is recommended, it can be used to study interpersonal teacher behaviour in China and to help to improve Chinese teachers’ teaching practices.  相似文献   

18.
ABSTRACT

This article argues that representations of teacher and student identity obscure the complexity of individuals as becomings. Evidence from interviews and observations with Western teachers in international schools in Vietnam suggests that these representations posit the existence of stable teacher and student identities and derive the difference between them from static images of Western and Asian cultures. I argue that thinking through Deleuze’s concepts of becoming, difference, and faciality offers possibilities for different kinds of encounters between teachers and students as individuals.  相似文献   

19.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher.  相似文献   

20.
Abstract

Programmes for teacher training should train (aspiring) teachers to be able to make use of information and communications technology as mindtools. Mindtools are not pieces of specialised software that‘teach’ a subject, but computer programs and applications that facilitate meaningful professional thinking and working. Teachers can use these programs and applications to engage their students in critical thinking and to help further their own professional development. In the latter case mindtools can be applied for cooperation (between teachers, teacher educators and student teachers) and collaboration (with other teachers, experts, designers, etc. on pedagogical projects). In this article we focus on electronic networking technologies (conversation tools) as mindtools in communities of practice for teacher professional development. Examples of good practice from teacher training institutions in Europe illustrate how to prepare (aspirant) teachers for working with mindtools that enhance teacher professional development  相似文献   

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