Elements of "Good Teaching": A Comparison of Education Students' Perceptions in Botswana, California, Finland and Zimbabwe.

Autor/inn/en	Yoder, John; und weitere
Titel	Elements of "Good Teaching": A Comparison of Education Students' Perceptions in Botswana, California, Finland and Zimbabwe.
Quelle	(1993), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Context Effect; Cultural Differences; Developed Nations; Developing Nations; Education Majors; Educational Philosophy; Educational Practices; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Preservice Teacher Education; Questionnaires; Student Evaluation of Teacher Performance; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teaching Skills; Botswana; California; Finland; Zimbabwe + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Fragebogen; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kalifornien; Finnland; Simbabwe
Abstract	The debate about what constitutes good teaching in the industrialized countries of the world tends to be carried over into the developing world without examining ways in which social and cultural contexts of the originating countries differ from those of the receiving ones. This study explores differences in perceptions of elementary education students in four countries (Finland, United States, Botswana, and Zimbabwe) and the extent to which effective classroom practices and teaching methodologies interact with social norms and expectations. Teachers in training (N=279) from the four countries completed a two-part questionnaire identifying their own most effective and ineffective elementary school teacher and rank-ordering 14 teacher characteristics in terms of how important they thought each of these to have been in contributing toward making this teacher seem effective. Results indicate broad agreement among respondents with respect to effective and ineffective teacher characteristics; disagreement was reflected in terms of educational traditions and social and cultural contexts, which may lead to different philosophical assumptions about the role and purpose of education and teaching. (A summary of findings and rankings for each country is displayed in tabular form.) (Contains 32 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC