"Good" Teaching in Context: Factors Contributing to Perceived Effectiveness and Ineffectiveness of Primary Teachers in Botswana.

Autor/in	Yoder, John H.
Titel	"Good" Teaching in Context: Factors Contributing to Perceived Effectiveness and Ineffectiveness of Primary Teachers in Botswana.
Quelle	(1992), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Context Effect; Cultural Context; Demography; Developing Nations; Education Majors; Educational History; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Personality Assessment; Preservice Teacher Education; Role of Education; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teaching Experience; Teaching Skills; Botswana + Suchen Sie Ihr Suchwort? Klassenführung; Demografie; Developing country; Developing countries; Entwicklungsland; History of education; Bildungsgeschichte; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Persönlichkeitsanalyse; Lehramtsstudiengang; Lehrerausbildung; Bildungsauftrag; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	It is hypothesized that the educational, cultural, and historical context in which education takes place, especially in a developing country, will result in a particular view of teaching effectiveness. This study, conducted at the University of Botswana, sought to identify classes of teacher characteristics that were considered to be contributors toward the perceived effectiveness or ineffectiveness of primary school teachers. Questionnaires elicited information from experienced primary teachers regarding characteristics of specific teachers who had taught them in primary school. In addition to demographic characteristics, 14 different teacher characteristics in one of three classes of variables (personality/relationship, instruction, or class management) were rank ordered in terms of their contribution to the perceived effectiveness or ineffectiveness of the identified teachers. Results suggest that "instructional" characteristics of teachers contribute more to perceived teaching effectiveness (but not necessarily ineffectiveness) than do personality or relationship characteristics. It is argued that the context in which teaching takes place (including especially the tacit purpose of education) colors the ways in which persons within that setting understand and evaluate teaching and learning and that attempts to improve teaching in developing countries must begin with an understanding of such perceptions and the context from which they have arisen. (Contains 34 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC