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Teacher Behaviour (teacher + behaviour)

Distribution by Scientific Domains
Medical Sciences62%

Selected Abstracts

Commentary on Hsu L-L (2006) An analysis of clinical teacher behaviour in a nursing practicum in Taiwan.

JOURNAL OF CLINICAL NURSING, Issue 12 2007
Journal of Clinical Nursing 1
[source]

Group-based evaluations for pupil-on-teacher violence: The impact of teacher intervention strategy

JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2010
Claire Lawrence
Abstract Although extreme violence to teachers is rare, the fact remains that in the UK, 29% of teachers report having been physically assaulted by a pupil (ATL, 2008a). The ways in which responsibility for such assaults are attributed can have legal, educational and managerial implications. In the current study, teachers (N,=,66), pupils (N,=,68) and parents (N,=,64) from a large secondary school in the UK read an incident report form outlining an incident depicting a pupil physically assaulting a teacher. The incident report was manipulated such that, prior to being assaulted, the teacher had either separated the assailant pupil from another pupil using a physical or non-physical intervention. Results revealed that participating parents' and teachers' evaluations of the assailant's parents and the teacher differed from those of pupils in several ways. The results are discussed in terms of group-based responsibility for deviant behaviour and implications for teacher behaviour in response to pupil on teacher violence. Copyright © 2010 John Wiley & Sons, Ltd. [source]

Role modelling: how does it influence teaching in Family Medicine?

MEDICAL EDUCATION, Issue 6 2000
Christopher Matthews
Objective To undertake a qualitative study to explore the influence of role modelling on teaching by comparing faculty members recollections of their teachers' behaviours with residents perceptions of the same behaviours in a family medicine residency programme in Saudi Arabia. Method Using semi-structured interviews of faculty and a questionnaire based on the issues arising from the interviews, faculty members' recollections of their medical teachers' behaviours were compared with residents' current perceptions of the same teaching behaviours. Setting Department of Family Medicine, King Fahad National Guard Hospital, Riyadh, Saudi Arabia. Subjects Faculty and residents. Results The four best-remembered teacher behaviours were: positive behaviour towards patients, negative behaviour towards junior colleagues, effective presentation of subject content and encouragement to participate in patient care. The residents perceived positive behaviour towards patients, positive behaviour towards junior colleagues, suboptimal skills of subject content presentation, and insufficient encouragement for trainees to actively participate in patient management. Although faculty retained many unhappy memories of teacher behaviour, it was encouraging that there was no evidence of perpetuation of the negatively perceived behaviours which provoked them. Conclusions Discernment of the value of technical teaching skills was not a predictor of later proficiency. [source]

Pupil-centred learning, ICT, and teacher behaviour: observations in educational practice

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2001
Ed Smeets
Information and Communication Technology (ICT) is believed to contribute to innovative, pupil-centred learning environments. In these environments, curriculum characteristics fit pupil characteristics better and teachers act as coaches instead of lecturers. This article presents results from a study of teaching,learning characteristics and the role of the teacher in ICT learning environments. Observations were carried out in classrooms of 25 technology-rich primary and secondary schools in five European countries. Qualitative and quantitative results show that in many cases ICT is used to facilitate traditional ways of teaching. Some examples of promising ICT teaching,learning situations are presented. In addition, quantitative results indicate that learning environments are more pupil-centred when there is a higher degree of curriculum differentiation and when teachers act as coaches. However, even if teachers act as coaches, they tend to stay firmly in control of the learning environment. [source]

Role modelling: how does it influence teaching in Family Medicine?

MEDICAL EDUCATION, Issue 6 2000
Christopher Matthews
Objective To undertake a qualitative study to explore the influence of role modelling on teaching by comparing faculty members recollections of their teachers' behaviours with residents perceptions of the same behaviours in a family medicine residency programme in Saudi Arabia. Method Using semi-structured interviews of faculty and a questionnaire based on the issues arising from the interviews, faculty members' recollections of their medical teachers' behaviours were compared with residents' current perceptions of the same teaching behaviours. Setting Department of Family Medicine, King Fahad National Guard Hospital, Riyadh, Saudi Arabia. Subjects Faculty and residents. Results The four best-remembered teacher behaviours were: positive behaviour towards patients, negative behaviour towards junior colleagues, effective presentation of subject content and encouragement to participate in patient care. The residents perceived positive behaviour towards patients, positive behaviour towards junior colleagues, suboptimal skills of subject content presentation, and insufficient encouragement for trainees to actively participate in patient management. Although faculty retained many unhappy memories of teacher behaviour, it was encouraging that there was no evidence of perpetuation of the negatively perceived behaviours which provoked them. Conclusions Discernment of the value of technical teaching skills was not a predictor of later proficiency. [source]

,It's Not Fair!',Voicing Pupils' Criticisms of School Rules

CHILDREN & SOCIETY, Issue 6 2008
Robert Thornberg
Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils' critical thinking about school rules and their teachers' behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers' explanations of particular school rules, perceive some school rules and teachers' interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education. [source]

Role modelling: how does it influence teaching in Family Medicine?

MEDICAL EDUCATION, Issue 6 2000
Christopher Matthews
Objective To undertake a qualitative study to explore the influence of role modelling on teaching by comparing faculty members recollections of their teachers' behaviours with residents perceptions of the same behaviours in a family medicine residency programme in Saudi Arabia. Method Using semi-structured interviews of faculty and a questionnaire based on the issues arising from the interviews, faculty members' recollections of their medical teachers' behaviours were compared with residents' current perceptions of the same teaching behaviours. Setting Department of Family Medicine, King Fahad National Guard Hospital, Riyadh, Saudi Arabia. Subjects Faculty and residents. Results The four best-remembered teacher behaviours were: positive behaviour towards patients, negative behaviour towards junior colleagues, effective presentation of subject content and encouragement to participate in patient care. The residents perceived positive behaviour towards patients, positive behaviour towards junior colleagues, suboptimal skills of subject content presentation, and insufficient encouragement for trainees to actively participate in patient management. Although faculty retained many unhappy memories of teacher behaviour, it was encouraging that there was no evidence of perpetuation of the negatively perceived behaviours which provoked them. Conclusions Discernment of the value of technical teaching skills was not a predictor of later proficiency. [source]