National context and teacher characteristics : Exploring the critical non-cognitive attributes of novice teachers in four countries
| Autor: | Tracy L. Durksen, Ken Longden, Waleed Talib Abdullah Al Hashmi, Lisa E. Kim, Anna-Maija Poikkeus, Riitta-Leena Metsäpelto, Janos Gyori, Robert M. Klassen |
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| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Malawi
Oman media_common.quotation_subject Comparative case Cultural context Context (language use) Empathy noviisit 050105 experimental psychology Education kontekstuaalisuus kulttuuri Perception Cultural diversity empatia Suomi Mathematics education 0501 psychology and cognitive sciences ta516 contextuality empathy Finland media_common resilienssi teachers kulttuuri (toimintatavat) 4. Education 05 social sciences Great Britain 050301 education yhteisöt opettajat tiedostamaton Non cognitive Psychological resilience Psychology 0503 education Iso-Britannia |
| Zdroj: | Teaching and Teacher Education BASE-Bielefeld Academic Search Engine |
| ISSN: | 0742-051X |
| Popis: | The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers’ relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers. peerReviewed |
| Databáze: | OpenAIRE |
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