Cross-Cultural Studies: A Challenge to Teacher Education. Research Reports A:156.

Sonst. Personen	Yli-Renko, Kaarina (Hrsg.)
Institution	Turku Univ. (Finland). Faculty of Education.
Titel	Cross-Cultural Studies: A Challenge to Teacher Education. Research Reports A:156.
Quelle	(1992), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0359-8829
ISBN	951-880-807-4
Schlagwörter	Classroom Techniques; College Students; Comparative Analysis; Cross Cultural Training; Education Majors; Elementary Education; Foreign Countries; German; Higher Education; Intercultural Communication; Language Teachers; Personality Traits; Student Attitudes; Surveys; Teacher Characteristics; Teacher Education; Teacher Effectiveness; Teaching Skills; Botswana; California; Finland; Zimbabwe + Suchen Sie Ihr Suchwort? Klassenführung; Collegestudent; Interkulturelle Orientierung; Elementarunterricht; Ausland; Deutscher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interkulturelle Kommunikation; Language teacher; Sprachunterricht; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Survey; Umfrage; Befragung; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kalifornien; Finnland; Simbabwe
Abstract	Two studies are reported: "Elements of 'Good Teaching': A Comparison of Education Students' Perceptions in Botswana, California, Finland, and Zimbabwe" (John Yoder, Larry Shaw, Ben Siyakwazi, Kaarina Yli-Renko) and "Intercultural Communication: A Challenge to German Language Teacher Education" (Kaarina Yli-Renko). The first explored differences in the perceptions of 279 teachers in training in 4 countries concerning what constitutes effective and ineffective teaching. Subjects were asked to identify among their own primary school teachers the specific teacher they considered most effective and the teacher considered most ineffective. Results show that in Botswana, Finland, and Zimbabwe, teachers were knowledgeable about subject matter and able to teach well. Californians considered personal factors of greater importance than did other subjects. The Finns placed a higher priority on instructional skills than on personality characteristics. All groups felt class management skills were of least importance. The second study investigated factors affecting oral communication in German by Finns, based on a survey of 129 Germans living in Finland. Results indicate slowness, shyness, and communicative helplessness of Finns in speaking German may cause problems in intercultural communication. Finnish behavior also appeared to Germans to be distant and guarded, their intonation patterns monotonous, and their communication less non-verbal. (MSE)
Anmerkungen	University of Turku, Dept. of Teacher Education, Lemminkaisenkatu 1, FIN 20520 TURKU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC