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At least 19 recordsLinked to original sources
PubMed2005

A comparative study of voice complaints and risk factors for voice complaints in female student teachers and practicing teachers early in their career.

A cross-sectional questionnaire survey was performed to compare female student teachers (454 subjects; 1st to 4th year of training) and practicing teachers (82 female teachers; 1st to 4th year of teaching career) of primary education early in their career, with regard to risk factors perceived to be a negative influence on the voice, and the relative risk of the given risk factors for voice complaints. This enables the observation of whether there is a sudden increase or difference in the perceived risk factors after starting a professional teaching career. Additionally, the existence of a history of voice problems during training was questioned among the teachers. Teachers with voice complaints compared to teachers without voice complaints reported a history of voice complaints during their training (P =0.013). Teachers compared to student teachers reported more voice complaints at the moment and/or during the past year (P =0.002). The following data were obtained from student teachers and teachers reporting voice complaints. Only around a third of the subjects of both groups sought voice care (P =0.286-0.893). Risk factors were estimated in relation to voice complaints. Student teachers reported less frequently than teachers that stress (P =0.014), work pressure (P =0.003) and the composition of the class (P =0.013) have a negative influence on their voice. Student teachers reported less frequently than teachers that the number of people they communicate with (P <0.001) and the deterioration of their general physical condition (P =0.010) have a negative influence on their voice. Student teachers reported more frequently than teachers that environmental irritants (P <0.001) and humidity (P =0.020) of the classroom have a negative influence on their voice. Student teachers more than teachers were of the opinion that the attention paid to the voice during their training was sufficient (P <0.001). To test whether professional status (student teacher versus teacher) is an effect modifier for the risk factors, odds ratios (OR) were compared between the group of teachers and of student teachers (total group with and without voice complaints) to search for interactions between the risk factors and professional status. There is a significant difference in the pattern of risk factors for student teachers and teachers (P =0.010). There is an indication that vocal loading factors and environmental factors are more influential in student teachers and that there is a tendency for psycho-emotional factors to be more influential for teachers early in their career.

Adolescent↗
PubMed2001

Students' and teachers' cognitions about good teachers.

BACKGROUND: Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers' practices and opinions than to students' views. AIMS: The study reported here attempted to deepen our understanding of what students think about good teachers. SAMPLE: Students of four age groups (7, 10, 13, and 16 years of age) and teachers from primary and secondary schools were asked to write an essay on the good teacher. METHODS: The correspondence between conceptual items in the essays was investigated by determining the extent to which they were used in the same essays to describe good teachers. RESULTS: Correspondence analysis revealed two dimensions. The first dimension reflected the preference of students and teachers for describing the good teacher in terms of either personality or ability characteristics. The second dimension was interpreted as an orientation in the essays towards either attachment to, detachment from or commitment to school and teachers. Students and teachers were compared to establish the amount of (dis)agreement about what makes a good teacher. Primary school students described good teachers primarily as competent instructors, focusing on transfer of knowledge and skills, whereas secondary school students emphasised relational aspects of good teachers. Teachers, however, considered good teachers in the first place a matter of establishing personal relationships with their students. Consequently, primary school students and teachers disagreed about the characteristics of good teachers. In secondary education, disagreements between teachers and students were relatively small. CONCLUSIONS: The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the resulting representation of similarities between items and groups of participants.

Adolescent↗
PubMed2004

Elementary school teachers' strategies to handle externalizing classroom behavior: a study of relations between perceived control, teacher orientation and strategy preferences.

Strategies for dealing with problematic student behavior are an important part of the teacher role. Relations between teachers' perceptions of control over children's classroom behavior, teacher orientation and teachers' strategy preferences when confronted with externalizing child behaviors were investigated. Eighty-six primary school teachers, 91% of all first grade teachers in one municipality in Sweden, completed a questionnaire. Disciplinary strategy preferences were measured through vignettes describing externalizing child behaviors, with response alternatives modeled after the Parental Discipline Interview (Scarr, Pinkerton & Eisenberg, 1991). Perceived control was measured with a subscale applied to teachers from the Parental Locus of Control Scale (Campis, Lyman & Prentice-Dunn, 1986). Newly constructed measures of teacher orientation were used. The results indicated that perceived low control over one's classroom situation and a custodial teacher orientation were associated with preferences for authoritarian strategies (firm verbal reprimands, physical restraint) and perceived high control and a humanistic teacher orientation were associated with non-authoritarian strategies (e.g. reasoning with students). Teachers' strategy preferences and associations between perceived control, teacher orientation and strategy preferences were to some extent validated in relations to observed teacher behavior in a subsample of the classrooms.

Acting Out↗
PubMed2005

Emerging identity of Finnish nurse teachers: student teachers' narratives in a group exam.

In Finland students pursuing in Master's Degree Programme have a previous degree in nursing from polytechnics. Nurse teacher qualification also includes at least five year's experience of working in practice. This article concentrates on the conflicts student teachers brought up in a group exam as regards changing a nurse's identity into a teacher's identity in teacher training. The approach of the study on this group was narrative. The data were collected by videotaping two group exam situations (five hours in all) of volunteer student teachers (N= 5) during the last course (Nurse teacher's inquiring mind) of their nurse teacher studies in 2002. The material was transcribed and analysed using categorical-content reading to identify particular themes, story lines and messages within material. By abstracting these, stories that describe the content can be found. Three narratives emerged in the analysis: 1. Competence creates confidence; 2. Shared teacher identity; 3. Ethics of teacher identity. The narratives raised new ideas for developing nurse teacher education in the future. Nowadays, there are good prospects for developing a shared teacher identity if there is willingness to co-operate within a learning community of a new kind.

Educational Measurement↗
PubMed2006

Teacher quality: a comparison of National Board-certified and non-Board-certified teachers of deaf students.

THE STUDY was designed to identify specific components of teacher excellence, focusing initially on the characteristics of the small number of teachers of the deaf who are certified by the National Board for Professional Teaching Standards (NBPTS), then comparing those with the characteristics of other teachers identified as master teachers by university faculty in teacher preparation in deafness. Classroom observation, written lesson plans, teacher questionnaires on beliefs, and content analysis of interactive electronic focus groups were used to compare the two groups of teachers. Results indicated similarities between Board-certified and non-Board-certified master teachers in regard to teacher behaviors and commitment to well-founded pedagogical principles. Differences were found in classroom priorities and in the greater level of interconnectivity expressed by Board-certified teachers as the result of becoming Board certified. Recommendations are made for preparing teachers of deaf students.

Achievement↗
PubMed2005

Confirmatory factor analysis of the Teacher Efficacy Scale for prospective teachers.

BACKGROUND: Research on teacher self-efficacy has revealed substantive problems concerning the validity of instruments used to measure teacher self-efficacy beliefs. Although claims about the influence of teachers' self-efficacy beliefs on student achievement, success with curriculum innovation, and so on, may be true statements, one cannot make those claims on the basis of that body of evidence if the instruments are not valid measures of teachers' self-efficacy beliefs. AIMS: The purpose of this investigation is to employ the use of modern confirmatory factor-analytic techniques to investigate the validity of the hypothesized dimensions of the Teacher Efficacy Scale (Gibson & Dembo, 1984; Woolfolk & Hoy, 1990). SAMPLE: Participants for this investigation were 387 prospective teachers recruited from a university located in the south-western region of the UA. Participants for Study 2 were 131 prospective elementary teachers recruited from the same university as in Study 1. RESULTS: A confirmatory factor analysis (CFA) procedure was used to evaluate the goodness-of-fit for two theoretical models of the TES items. The proposed two- and three-factor models of teacher self-efficacy for prospective teachers were rejected. A re-specified three-factor model of the TES was then derived from theoretical and empirical considerations. The re-specified model hypothesized three dimensions: self-efficacy beliefs, outcome expectations, and external locus-of-causality. In Study 2, the re-specified three-factor measurement model was evaluated in a new sample. Results of the CFA procedure indicated satisfactory fit of the re-specified model to the data; however, the results were not consistent with predictions derived from social learning theory. CONCLUSIONS: The results of this study call into question the use of the TES and the interpretation of a large body of literature purporting to study the relationship of teachers' self-efficacy beliefs to important educational outcomes.

Adult↗
PubMed2006

[Influence of inclusive child day-care on nursery school teachers: a questionnaire survey of teachers with experience in inclusive child day-care in K City].

The purpose of this survey questionnaire is to investigate the factors influencing how nursery school teachers perceive inclusive child day-care in K City in order to qualify what support we can provide. The questionnaire was sent to nursery school teachers with experience in inclusive child day-care in K City. Three hundred seventeen teachers provided sufficient data for analysis. The results of this survey suggest that teachers perceive inclusive child day-care to lead up to self-development and the pleasure of child-caring. On the other hand, they feel a burden of inclusive child day-care, with teachers in their 40 s feeling a stronger burden than teachers in their 20 s. And teachers with experience in taking care of emotionally disturbed children or teachers with experience in taking care of hearing-impaired children feel a stronger burden than teachers without experience in taking care of them. The results of our survey also suggest that it is necessary for support systems to have special knowledge about disabled children and special ways of caring, and to decrease teachers' burden or dissatisfaction with inclusive child day-care.

Adult↗
PubMed2004

The role of teachers' perceived control and children's characteristics in interactions between 6-year-olds and their teachers.

The study aimed at an understanding of child-teacher interactions in school preparatory classrooms. Relations between observed interactions and sex of the child, teachers' ratings of their perceived control, and of children's undercontrolled and overcontrolled problem behaviors, social competence and work efficiency were studied. Thirty-six teachers and 92 six-year-olds, 39 girls and 53 boys, from 19 classrooms were directly observed on 2-5 occasions during a total mean of 60 minutes per child. The results showed that interactions involving teacher support behaviors were the most common, but comparatively less well explained by the predictors. Associations were found between perceived control and two types of teacher command interactions. For teacher commands initiated by child externalizing behavior, the relation with perceived control was shown to hold for boys only. Male sex and rated undercontrolled problems were predictive of more interactions initiated with externalizing behaviors and also of more restrictive teacher responses following child positive behaviors. Overcontrolled children, who had teachers high in perceived control, were more often met with support behavior when they were off-task. It was concluded that teacher perceptions of control and of child behaviors as well as sex of the child contribute to ongoing processes in preschool classrooms and that the chosen methodology could be used to further the search for factors affecting interactions in preschool settings.

Analysis of Variance↗
PubMed1997

Teachers of the deaf as compared with other groups of teachers. Attitudes toward people with disabilities and inclusion.

This study examines and compares the attitudes toward disability and inclusion of three groups of teachers working in different placements. 290 teachers, working in different placements in two large geographical areas participated in the study. The attitudes of these teachers toward people with disabilities were evaluated using the Attitudes Toward Disabled Persons original scale. The teachers' attitudes toward inclusion were examined using a Likert-like scale constructed by the authors. Results revealed that attitudes of teachers varied depending on their placement. Teachers of the deaf had a more favorable attitude than the other groups of teachers toward people with disabilities, but their attitude toward integration was the most negative. Attitudes of regular and special education teachers toward school integration can be explained by their attitudes toward disability, but for the teachers of the deaf, attitudes toward school inclusion are not related to attitudes toward people with disabilities.

Adult↗
PubMed1990

Nursing Clinical Teacher Effectiveness Inventory: a replication study of the characteristics of 'best' and 'worst' clinical teachers as perceived by nursing faculty and students.

This study determined the characteristics of 'best' and 'worst' clinical teachers as perceived by 63 baccalaureate nursing faculty and 121 BSN students in Ohio. It is a replication of the 1987 study by Knox & Mogan. The Nursing Clinical Teacher Effectiveness Inventory (NCTEI) they developed is a 48-item Likert scale checklist which described discrete teacher characteristics clustered into five subscales or categories: teaching ability, nursing competence, personality traits, interpersonal relationship and evaluation. Respondents are asked to rate their 'best' clinical teacher using the NCTEI and then their 'worst' clinical teacher. Results show that both faculty and students agree, in both Knox & Mogan's sample and this sample, that the 'best' clinical teachers are good role models, enjoy nursing, enjoy teaching and demonstrate clinical skills and judgement. The 'worst' clinical teachers are not good role models. The most critical distinguishing characteristics between the 'best' and the 'worst' clinical teachers are being a good role model and encouraging mutual respect.

Adult↗
PubMed1983

The effects of a teacher training program in family life and human sexuality on the knowledge and attitudes of public school teachers.

This study evaluated the effects of a teacher training program in family life and human sexuality. An attempt was made to determine the extent to which age, sex, race, marital status and years of teaching experience can be used to predict sex-related attitudes of teachers. Teachers who volunteered for a Title IV-C Teacher Training Program in Family Living and Human Sexuality were tested before and after the training program using a knowledge test and an attitude inventory. The pretest and posttest scores of the experimental teachers were compared with a control group to assess the degree of change. Results indicated the teachers who participated in the teacher training program made significant gains in sex-related knowledge. While no changes were evident in overall attitudes, the experimental teachers became more accepting of the practice of masturbation. A major finding in the study was the relationship between age and permissiveness of attitudes toward controversial issues.

Adult↗
PubMed1995

Symposium on teacher stress. Occupational stress among vocational teachers.

There is a widespread belief that work related stress among teachers is serious, with implications for teachers' health status and performance. The difficulty with interpreting data on teacher stress is that the measuring instruments used are often neither standardised nor sometimes focused on stressors pertinent to the occupational roles of teachers. This study, therefore, uses a recently developed test instrument called the Occupational Stress Inventory (OSI) which concisely measures occupational stress, strain and coping resources. Data were obtained, using the OSI, from a group of vocational teachers and compared to a group of professional non-teachers. Overall the results showed a significantly higher level of teacher stress, although only one of 10 stress and strain measures contributed to this effect. The implications for teachers, in terms of occupational role, are discussed.

Burnout, Professional↗
PubMed1996

An exploratory study into the experience of part-time nurse teachers compared to full-time nurse teachers.

The part-time labour force, in nursing as elsewhere, is often unacknowledged, or conveniently assumed to have lesser commitment than the full-time labour force (Davies 1990). This paper reports the findings of an ethnographic study of five part-time nurse teachers and five full-time nurse teachers, which explored whether organisational and other constraints experienced by five part-time nurse teachers at one college of nursing, were the same for full-time nurse teachers. Four major themes emerged from the findings. Three constraints were identified by both part-time and full-time members, and they were related to issues of communication networks, valuing colleagues, and the results of coercive psychological contracts. The full-time teachers experienced these constraints but apparently to a lesser degree. The fourth theme was related to part-time teachers only. They identified that the flexibility of part-time hours enabled them to make compromises between their professional and other roles. The results of this study suggest that there is a need for part-time and full-time nurse teachers to work together in a collaborative manner, so that they are able to negotiate local working arrangements.

Cooperative Behavior↗
PubMed2004

National and school policies on restrictions of teacher smoking: a multilevel analysis of student exposure to teacher smoking in seven European countries.

The paper examines the association between restrictions on teacher tobacco smoking at school and student exposure to teachers who smoke during school hours. The data are taken from a European Commission-funded study 'Control of Adolescent Smoking' (the CAS study) in seven European countries. Multilevel modelling analyses were applied to investigate associations between national legislation concerning tobacco smoking in school, local school smoking restrictions and students' exposure to teachers who smoke at school. The analyses integrate data from three levels: national (types of policy and how restrictive they are), school (survey among teachers, n = 455) and student (survey among 15-year-old students, n = 10890). The results suggest that both national- and school-level policies on restriction of smoking among teachers are associated with a decreased probability of students reporting that they are exposed to teachers who smoke indoors, but an increased probability of being exposed to teachers smoking outdoors.

Adolescent↗
PubMed1996

The clinical role of the nurse teacher: an exploratory study of the nurse teacher's present and ideal role in the clinical area.

This paper describes a study which aimed to explore the present and ideal role of the nurse teacher in the clinical area from the perspective of: nurse teachers; ward sisters/charge nurses; staff nurses and students nurses undertaking the 'traditional' and Project 2000 programmes of training. The study adopted a qualitative design. Findings from this study demonstrate that the clinical role of the nurse teacher lacks clarity, however, clear criteria emerged as to how trained nurses and student nurses perceived the ideal role. Nurse teachers' role in assuring the quality of the clinical learning environment emerged as a major area of criticism. It was suggested that, if nurse teachers adopted a clinical role that was primarily concerned with supporting clinically based nurses in their teaching role, this served to assure the quality of students' clinical learning experience. In conclusion, it is suggested that for nurse teachers to meet the needs of trained nurses and student nurses in the clinical area, the role must be diverse and flexible. Attempts to prescribe a unimodel approach to deliver the service should be avoided. Rather, the role must be negotiated between teachers, clinical nurses and students, and constructed in a way that best meets the needs of all parties concerned.

Faculty, Nursing↗
PubMed2005

The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers.

AIM: The aim of the study was to explore the different ways in which doctors have learned to teach and train. INTRODUCTION: There is no coherent theory of medical teacher development. Doctors are experts in what they teach; most have had little or no training in how they teach. Research has mostly concentrated on the acquisition and improvement of pedagogical skills by attendance at formal, generally short courses. These may have limited impact. METHODS: We carried out semistructured interviews with 10 experienced medical teachers. A review of the literature had suggested areas to explore. Interviews were transcribed and coded and thematic analysis and grounded theory used as the framework for qualitative analysis. RESULTS: Four areas were identified as important in teacher development: acquisition of educational knowledge and skills; modelling and practice of teaching skills; encouragement and motivation of teachers, and constraints on teaching and learning. DISCUSSION: The results suggest a model for teacher development that begins with doctors as learners, learning to learn and watching teachers teach. They then start to teach, acquiring and practising skills, and subsequently move on to reflect on their teaching. They can be encouraged to teach but may also be prevented from teaching. CONCLUSIONS: This inductive study proposes a model for medical teacher development that attempts to explain how doctors learn to teach and train. More research is needed to clarify the findings. There are implications for faculty development.

Education, Medical↗
PubMed1985

Health concerns and teacher training of selected elementary teachers in Michigan.

With reductions in the number of school-based health personnel, increased responsibility for the identification of health problems falls to the classroom teacher. This paper describes a survey of the level of health-related training among a sample of elementary teachers in a Michigan intermediate school district, with the teachers' perceptions of their ability to recognize and deal with selected student health problems. Though some differences existed between classroom and other teachers, and between veteran and newly-trained teachers, the overall results were clear--elementary teachers are not well-prepared for their expanded role. This fact was especially true for more difficult to recognize and potentially more serious health problems such as injury to the head and substance abuse, where teachers expressed considerable discomfort with their ability and lack of preparation. Several recommendations are offered relating to the need for health training.

Diagnosis↗
PubMed1995

Preschool teachers' theoretical and pedagogical stances on the language and literacy development of deaf and hard-of-hearing children. Implications for teacher preparation and in-service programs.

This study was an investigation into three preschool teachers' theoretical and pedagogical stances on the language and literacy development of deaf and hard-of-hearing children. Transcripts from formal, audiotaped interviews provided the primary data source for the investigation of the teachers' theoretical orientations toward language and literacy learning. The primary data sources used in examining the teachers' instructional practices were videotape recordings, handwritten field notes, and photographs of the teachers and their students participating in classroom language and literacy events over a six-month period. Data were analyzed inductively using the procedures and techniques related to grounded theory analysis. Results of the study indicated that the teachers held differing theories and that these theories influenced the teachers' instruction in significant ways. The study highlights the growth in one teacher's perspectives and the resulting changes in her classroom practice.

Child↗