Teachers' Conceptions of Effective Teaching and Their Teaching Practices: A Mixed-Method Approach

Autor/inn/en	Tavakoli, Mansoor; Baniasad-Azad, Somayeh
Titel	Teachers' Conceptions of Effective Teaching and Their Teaching Practices: A Mixed-Method Approach
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 6, S.674-688 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1218326
Schlagwörter	Mixed Methods Research; Teacher Attitudes; Instructional Effectiveness; Best Practices; Educational Practices; Secondary School Teachers; Questionnaires; Observation; Interviews; Teaching Methods; Teaching Models; Self Disclosure (Individuals); Student Centered Learning; Professionalism; Teacher Student Relationship; Foreign Countries; Multivariate Analysis; Iran + Suchen Sie Ihr Suchwort? Lehrerverhalten; Unterrichtserfolg; Bildungspraxis; Fragebogen; Beobachtung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Professionalität; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Multivariate Analyse
Abstract	This study investigated Iranian high school teachers' conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified "being student-focused" and "being exam-oriented" as the most important indicators of effectiveness. "Encouraging the students' involvement in learning," "being exam-oriented," and "using the novelty of methods" were identified as the most common teaching practices. A high consistency between the teachers' conception of effective teaching and their corresponding teaching practices was observed. Interview and observation confirmed the results of the survey. Implications for teacher professional development, teaching standards, and teacher improvement are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01