Learning to Be a Responsive, Authoritative Teacher: Effects of Experience and Age on Teachers' Interactional Styles

Autor/inn/en	Torff, Bruce; Kimmons, Kathleen
Titel	Learning to Be a Responsive, Authoritative Teacher: Effects of Experience and Age on Teachers' Interactional Styles
Quelle	In: Educational Forum, 85 (2021) 1, S.77-88 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2019.1698685
Schlagwörter	Secondary School Teachers; Preferences; Teaching Styles; Interaction; Teacher Student Relationship; Caring; Classroom Techniques; Discipline; Academic Achievement; Educational Objectives; Predictor Variables; Teaching Experience; Age Differences; Gender Differences + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Klassenführung; Disziplin; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Prädiktor; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	Investigating the development of teachers' interactional styles (related to "authoritative teaching"), survey research examined how interactional styles are predicted by teaching experience, age, and educational attainment, as well as gender. Secondary teachers (N = 272) completed an instructional-style scale measuring preferences concerning response, demand, and control. More experienced teachers, younger teachers, and females were significantly higher in response. No differences were found for demand or control, and educational attainment had no effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01