Perceptions of competence: How parents and teachers view each other

The home-school relationship typically has been described from the perspective of mothers and teachers, disregarding fathers, and there is usually no reference to the child involved. A 22-item Parent and Teacher Attitude Questionnaire (PTAQ) was completed by the mothers (N = 150), fathers (N = 114), and teachers (N = 127) of children in grades kindergarten through five in relation to vignettes of an overreactive and underreactive child. The gender and grade in the vignettes also were varied. A factor analysis of the PTAQ demonstrated that the most salient dimensions were Teacher Competence and Parent Competence. Parent and teacher attitudes on these dimensions were compared as a function of vignette behavior type, gender, and grade, using an analysis of variance with repeated measures. The results showed that parent and teacher perceptions did not vary according to child characteristics, but there was a significant interaction between parents and teachers on the PTAQ dimensions.     

Perceptions of Asian-American and Hispanic-American teachers and their students on teacher interpersonal communication style

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.     

What and how do student teachers learn during school-based teacher education

This study looks at how student teachers learn to teach during school-based teacher education. It explores the changes that occurred in the practical theories of the student teachers and how the student teachers made these modifications. Eight student teachers were closely monitored during their training. The study's findings show that all student teachers developed broad, well-structured practical theories that focused on pupils' learning processes. Their learning processes displayed considerable individual variation. As a result of these findings, several questions have been formulated for further research concerning the impact of learning style on learning outcomes and learning in a work-based context.     

What we're teaching teachers: An analysis of multicultural teacher education coursework syllabi

This study is an examination of syllabi from multicultural teacher education (MTE) courses taught across the United States. Using qualitative content analysis and drawing on existing typologies for multicultural education, I analyzed the theories and philosophies underlying MTE course designs. The analysis revealed that most of the courses were designed to prepare teachers with pragmatic skills and personal awareness, but not to prepare them in accordance with the key principles of multicultural education, such as critical consciousness and a commitment to educational equity. An unexpected outcome was a new five-layer typology for MTE.     

What Islamic school teachers want: towards developing an Islamic teacher education programme

In the 70 year history of Islamic schools in North America, there is yet to be an accredited teacher education programme to train and professionally equip Islamic school teachers with an understanding of an Islamic pedagogy. Arguably, there has been an imbalance of energy placed on curriculum development projects over the considerations of teacher training. From my experience working as a teacher trainer/education consultant for Islamic schools for the past 10 years, it is evident that the underlying assumption for many school administrators is that a State/Ministry certified teacher who is Muslim will know how to teach ‘Islamically’. The aims of this paper are to first establish some semblance of what it means to teach Islamically or, more accurately, to teach through an Islamic pedagogy. From this framework, the crux of the paper is to present findings from a series of focus groups with Islamic school educators about their teacher training needs. The findings of this study establish the need for a formal teacher education programme in Islamic pedagogy within an established faculty of education. Such a programme would achieve three major ends in cultivating the stewardship of Islamic schools in North America: 1. Define and establish Islamic education as a valid and relevant pedagogical model that can contribute to the broader discourse of alternative, faith-based education;

2. Standardise the pedagogy and curriculum of Islamic schools based on the principles of education in Islam and to make both contextually relevant;

3. Contribute to raising the standards of Islamic schools through a teacher education programme at credible faculties of education where ongoing research and development will also be supported.

     

Course characteristics and college students' ratings of their teachers: What we know and what we don't

From showing in a general way that there is room for course context to influence class (average) ratings of instruction, this review proceeds to a search for specific course characteristics that are associated with these ratings. Extant research has centered around five such characteristics: class size, course level, the electivity of the course, the particular subject matter of the course, and the time of day that the course is held. Although statistically significant zero-order relationships do not appear in every piece of research located for review, such relationships are more likely to be found than not for the first four of these characteristics. The associations may not be particularly strong, but rather clear-cut patterns do emerge. Of the studies reporting an association between size of class and class ratings, most find it to be inverse, although several studies show a curvilinear (U-shaped) relationship. Teacher (and course) ratings tend to be somewhat higher for upper division courses and elective courses. Compared to other instructors, those teaching humanities, fine arts, and languages tend to receive somewhat higher ratings. The possible reasons for these relationships are many and complex. A precise understanding of the contribution of course characteristics to the ratings of teachers (and the courses themselves) is hampered by two circumstances. Studies in which relevant variables are controlled are far fewer in number than are the studies in which only the zero-order relationships between course characteristics and ratings are considered. More importantly, existing multivariate studies tend to underplay or ignore the exact place of course characteristics in a causal network of variables.     

Teacher efficacy and teacher competency ratings

This cross-validation study investigated the relationships among teacher sense of efficacy, superintendents' ratings of teacher competency, and selected demographic and background variables. One hundred fifty-five teachers from 15 districts in a Southeastern state participated in the study. Multiple regression indicated variables significantly related to efficacy scores were: competency rating by superintendent, birth order, and whether the teacher would again choose teaching as a career. Using discriminant analysis, superior and average competency teachers could be differentiated from low competency teachers on the basis of four significant variables, one of which was efficacy scores. This analysis placed 80.52% of the teachers in the appropriate group, and accounted for 29% of the variance in groups. Analyses also indicated some support for the consistency of superintendents' ratings of teachers across districts.     

Linkage within teacher education: cooperative learning of teachers and student teachers

The close linkage between different institutions is widely recognized as a method of improving teacher education. This paper introduces an attempt to link university teacher training programmes with further teacher education thereby showing the benefits of the approach and factors influencing its success. To enable teachers and student teachers to participate, a blended learning course programme was designed. The findings presented in this article are based on a course evaluation comprising data from 19 teachers and 88 student teachers. The findings indicate that teachers and student teachers benefit in many ways through cooperative learning. For example, both groups appreciated having multiple perspectives and the opportunity to exchange their experiences and opinions. Communication and interaction between teachers and student teachers is significant to make cooperative learning successful. Adequate communication and interaction, satisfying for both participant groups, are crucial for the success of this approach.     

Towards diversity in teacher education: teacher preparation of immigrant teachers

Teacher education programs have been slow in responding to the increasing diversity in education systems and tertiary institutions. In this paper, we focus on the development of teacher education programs for immigrant teachers, drawing on interview and other data from a study of 110 teachers in programs at the Faculty of Education, University of Sydney, Australia. We argue that for teacher education programs to respond to the growing diversity they need four components: (i) ways to increase access for students from minority backgrounds; (ii) appropriate delivery modes and structures; (iii) inclusive curriculum along with a range of support programs for students; and (iv) incorporation of equity provisions into institutional structures.

Les programmes de formation des maîtres ont été lents à s'adapter à la diversité croissante des systèmes éducatifs et des institutions d'enseignement supérieur. Cette présentation est focalisée sur le développement des programmes de formation des maîtres ciblant les professeurs immigrés; elle est basée sur des interviews et autres données provenant d'une enquête effectuée auprès de 110 professeurs inscrits dans les programmes de la Faculté d'Education, à l'université de Sydney, en Australie. Notre argument est que si l'on veut que les programmes de formation des maîtres reflètent cette diversité croissante, quatre éléments sont nécessaires : (i) que l'accès à ces programmes soit facilité pour les étudiants appartenant à des minorités; (ii) que des structures et stratégies appropriées soient utilisées; (iii) que les cursus eux‐mêmes soient modifiés pour convenir à ces minorités et incluent une panoplie de programmes de soutien; et (iv) que des mesures égalitaires soient introduites dans les institutions au niveau des structures.

Los programas de educación para profesores han sido lentos para responder a la creciente diversidad en sistemas educacionales e instituciones terciarias. En este trabajo, nosotros enfocamos la atención en el desarrollo de programas educacionales para profesores inmigrantes, obtenidos de entrevistas y otros datos de un estudio de 110 profesores en programas en la Facultad de Educación de la Universidad de Sydney, Australia. Nosotros planteamos que para que los programas de educación para profesores respondan al aumento de la diversidad ellos requieren cuatro componentes: (i) se necesitan maneras de incrementar el acceso para estudiantes de origen de grupos minoritarios; (ii) se necesitan modos apropiados de distribución y estructuras; (iii) inclusive un currículo junto con un rango de programas de apoyo para estudiantes y, (iv) la incorporación de provisiones equitativas en las estructuras institucionales.

Ausbildungsprogramme für Lehrer haben nur langsam auf die wachsende ethnische Diversität in Ausbildungssystemen und pädagogischen Hochschulen reagiert. In diesem Referat konzentrieren wir uns auf die Entwicklung von Ausbildungsprogrammen für ausländische Lehrer und verwerten dabei Material aus Interviews sowie Angaben aus einer Studie von 110 Lehrern in Ausbildungsprogrammen an der pädagogischen Fakultät der Universität in Sydney, Australien. Wir argumentieren, dass vier Faktoren notwendig sind, damit diese Ausbildungsprogramme auf die wachsende ethnische Diversität eingehen: (i) benötigen wir Wege zu Erleichterung des Zugangs für Studenten, die einer ethnische Minorität angehören; (ii) angemessene Lehrmethoden und‐strukturen; (iii) ferner einen umfassenden Studien‐ und Lehrplan mit verschiedenen Hilfsprogrammen für Studenten, und (iv) die Eingliederung von Gleichheitsmaßnahmen in institutionelle Strukturen.     

The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka

This chapter examines a distance education program to train primary schoolteachers in Sri Lanka and looks for evidence of its success. Quasi-longitudinal data on (a) teacher perceptions of the program; (b) teacher knowledge, skill, and attitudes; (c) teacher classroom performance; and (d) pupil achievement are used to compare distance education with two other teacher education programs in Sri Lanka — an institutional inservice program and a preservice approach. More specifically, the interpersonal aspects of this distance education program are examined as a possible explanation of the program's effectiveness when compared with other distance education as well as conventional approaches to educating teachers.     

Effects of teacher gender and principal gender on ratings of teacher performance

The Ohio State University     

Students' ratings of teacher personality and teaching competence

The validity of student rating of teaching is discussed in terms of the effect that students' perceptions of teacher personality might have on that rating. A procedure for using student feedback to evaluate teaching was trialled which sought to minimise the effect of teacher personality on students' ratings of teaching quality. A total of fifteen rating exercises, using ten teachers over a two year period, was carried out. Results indicate that teacher personality, as perceived by students, is still very significantly related to their ratings of teaching quality. It is argued that this is a proper state of affairs which does not undermine the validity of student ratings.     

Researchers and teachers learning together and from each other using video‐based multimodal analysis

This paper discusses a year‐long technology integration project during which teachers and researchers joined forces to explore children's collaborative activities through the use of touch screens. In the research project discussed in this paper, 16 touch screens were integrated into teaching and learning activities in two separate classrooms; the learning and collaborative processes were captured by using a video, collecting over 150 hours of footage. By using digital research technologies and a longitudinal design, the authors of the research project studied how teachers and children gradually integrated touch screens into their teaching and learning. This paper examines the methodological usefulness of video‐based multimodal analysis. Through reflection on the research project, we discuss how, by using video‐based multimodal analysis, researchers and teachers can study children's touch‐screen supported collaboration and how researchers and teachers can learn together.     

Teacher effectiveness and teacher growth from student ratings: An action research of school-based teacher evaluation

Teacher effectiveness evaluations are considered an effective mechanism for promoting teacher growth. We implemented teacher effectiveness evaluations in three Chinese secondary schools over two years and (a) developed an action research framework for school-based teacher evaluations composed of five links, i.e., purpose and consensus, data collection and analysis, data interpretation and feedback, data use, and evaluation of the actions and (b) found that “school-based” instruments of student ratings have valid statistical properties, and teacher effectiveness can be regarded as a single-factor holistic concept in different schools. We also (c) analysed 2-year longitudinal data and identified changing trajectories of teacher effectiveness as an example for data feedback and use. Teacher effectiveness presents changing trajectories for different subgroups, representing different ecologies in three schools and provides insights for teacher growth. A (d) meta-evaluation of the actions shows that most teachers are positive about this evaluation, although differences are observed between schools.