Characteristics of Effective Teachers: Perceptions of Preservice Teachers.

Autor/inn/en	Witcher, Ann; Onwuegbuzie, Anthony J.
Titel	Characteristics of Effective Teachers: Perceptions of Preservice Teachers.
Quelle	(1999), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Classroom Techniques; Elementary Secondary Education; Ethics; Ethnicity; Higher Education; Knowledge Base for Teaching; Preservice Teacher Education; Preservice Teachers; Sex Differences; Specialization; Student Centered Curriculum; Teacher Characteristics; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Klassenführung; Ethik; Ethnizität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Sex difference; Geschlechtsunterschied; Arbeitsteilige Spezialisierung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study determined preservice teachers' perceptions about the characteristics of effective teachers and investigated factors (e.g., gender, ethnicity, age, year of study, area of specialization, and parental status) that may have influenced their responses. Participants were 219 students attending a large mid-Southern university. The students completed a questionnaire asking them to identify, rank, and define between three and six characteristics that they believed excellent teachers possess or demonstrate. A phenomenological analysis (i.e., method of constant comparison) of responses revealed several characteristics that many of the preservice teachers considered to reflect effective teaching. In order of endorsement level, the following six themes emerged from these characteristics: student-centeredness, enthusiasm for teaching, ethicalness, classroom and behavior management, teaching methodology, and knowledge of subject. A canonical correlation analysis revealed that females, college-level juniors, and minority students tended to endorse teaching methodology and teacher characteristics that were classified as ethical to a greater extent than did their counterparts, and to rate attributes that were associated with knowledge of subject and classroom behavior management to a lesser degree. Age served as a suppressor variable. The implications of these findings are discussed, as are recommendations for future research. (Contains 22 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC