Ideal Teacher Research Articles

Rubbing Off the Corners: The Rite of Passage of the Teacher Trainee in 20th Century New Zealand

: This paper investigates how, in the early 20th Century training colleges of New Zealand, student teachers actively constituted themselves through internalising the norms imposed upon them by the educational authorities. It explores how their training resulted in "rubbing off the corners" so that they could be ethically and pedagogically transformed into the ideal teacher. The result of this was the emergence of a disciplined body of conforming individuals who could implement the state's moral and pedagogical imperatives. This occurred through a three-phase rite of passage: the separation of trainees from their original society; a transition in the enclosed world of the college where their existing identity was deconstructed; and (iii) a subsequent integration into the society of teachers when acculturation had occurred and appropriate norms and values had been internalised. This signalled a readiness to accept the increased status and responsibilities of the qualified teacher. This paper draws extensively on the theories of Arnold van Gennep and Michel Foucault and is based on a recent doctoral investigation.

The Ideal Primary School Teacher

The qualities that an ideal primary school teacher has to have according to the view of 109 teacher trainees were investigated. Data were collected from an open-ended question in which the participants' views about the ideal primary school teacher and the reasoning behind those views were explored. Content analysis, frequency analysis, and percentage techniques of the collected data resulted in 6 themes: ethical and humanistic values; teaching skills; cultural and scientific knowledge; personal qualities; interaction with society, environment, and parents; and self-values.

George Braine: Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth.

Today we live in a very interesting world. The English language, spoken approximately by two billion people in varying degrees of proficiencies (Graddol 2006), is now considered to be ‘the world's first truly global language’ (Crystal 2004: 4) and believed to have ‘touched the lives of so many people, in so many cultures and continents, in so many functional roles, and with so much prestige’ (Kachru 1990: 5). What makes this picture even more interesting is that it is acknowledged that non-native English speakers (NNSs) are estimated to outnumber their native speaker (NS) counterparts by three to one (Crystal 2003). Therefore, there is a growing realization that the ownership of English is shared by all its speakers, regardless of their ‘nativeness’ (Widdowson 1994). English language teachers, particularly non-native English-speaking teachers (NNESTs) comprising 80% of the world's English teacher labour force (Canagarajah 2005), have a unique role in the global triumph of English. Nevertheless, they are frequently perceived and treated at a lower professional status as compared with native English-speaking teachers (NESTs), which leads to unprofessional favouritism in many settings (Medgyes 2001) and unfair employment discrimination (Selvi 2010). Problematizing the politically and ideologically driven concept of ‘native speaker’ (Davies 1991), and demystifying the prevalent assumption that ‘the ideal teacher of English is a NS’ [a phenomenon (Phillipson 1992) calls the ‘NS fallacy’] paved the way to a reconceptualization of pedagogical and professional legitimacy in the NS/NNS dichotomy. These efforts have been institutionalized by the promotion of anti-discriminatory practices such as issuing position statements (TESOL 1992; 2006) and the establishment of the Non-native English-speaking Teachers Caucus within TESOL, Inc. and thereby planted the seeds for the emergence of a viable area of research: the NNEST movement. This legitimate area of research has exponentially grown in the last two decades and expanded in both depth and width and has resulted in several edited volumes (Braine 1999; Kamhi-Stein 2004; Llurda 2005; Mahboob 2010), nearly 200 scholarly journal and newsletter articles, tens of MA theses and PhD dissertations. In this picture, George Braine's latest contribution to the NNEST movement, Nonnative Speaker English Teachers: Research, Pedagogy, and Professional Growth, requires attention for two reasons. First, in a single-authored volume, it presents a coherent and accessible reading about the developmental trajectory and future directions of the movement. Secondly, it was written by one of the forefathers and highly acclaimed leaders of the NNEST movement, George Braine, who himself is a prolific researcher and dedicated NNEST, and the founder of the NNEST Caucus within TESOL, Inc.

An Ideal Medical Teacher

Science is knowledge and it needs to be dispersed and disseminated in order to translate into an improved quality of life for the local, regional and global community. The responsibility of conveying and decoding the language of medical science into the minds of learners falls upon the shoulders of medical educators. They are the ones who pave the way in the making of our future physicians and surgeons. The functions of medical teachers extend far beyond the mere imparting of theoretical, stereotype bookish concepts or developing the routine protocol of clinical skills. Their duties include the framing of personal and professional growth among medical students, while developing among them, a sense of responsibility for themselves and the community and instilling within the medical learners, the requisite ethical standards for fulfilling the Hippocrates Oath of physicians. The expectations from the 21 st century teacher of medicine are often too many and unrealistic, but they constantly strive towards fulfilling their roles. This article pays a tribute to all such persona along with highlighting some of their unique characteristics

Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers

The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers’ emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited negative emotions. The major expression patterns were identified as direct staging and the suppression of emotions. Teachers considered emotion expression in front of children as a skill, and their emotion regulation processes involved considering various purposes, appropriately using emotion expression, and ideal teacher images. The findings suggest that high-quality teachers effectively use emotional competence in teaching.

Tomorrow’s EFL teacher educators

Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL). However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher educator analyzing the testimonies of teachers from public and private schools. The study used four focus groups sessions and a questionnaire as the main data collection techniques. The results suggest that issues such as knowledge of local realities, broad experience in teaching EFL, command of the language, and experience in research are identified as the most desirable characteristics of EFL teacher educators.

On Being a Muslim Teacher in England

This article charts a new area in Muslim educational thought by providing insights into perspectives held by Muslim primary state-school teachers in England regarding teachers and teaching. It attempts to explore themes, in the context of education, related to the evolving relationship between faith and professionalism. Drawing on data from research conducted using a life-history approach to discover the experiences of these teachers, it examines the dynamics of teacher identity and the role of faith in schooling. The findings indicate that faith is important to these teachers in relation to their work, although fundamental distinctions exist about its role. “Ideal teachers” are conceptualized in terms of the religion and teaching. From a teacher’s perspective, their narratives give the perception that from various standpoints, Muhammad (ṢAAS) is considered as an ideal teacher and a model. Their interpretation of the meaning of being a Muslim teacher reflects a heterogeneous understanding, and it affects some of their thinking in the classroom. The article concludes, cautiously, that for these Muslim teachers, while the centrality of faith is significant in their lives, there does not appear to be a necessary transference of being a Muslim and having a faith position into being a teacher. Apparently, their foremost concern is teaching, and successful teaching is achieved by maintaining their integrity and that of the children they teach. Some teachers among them are able to meet their faith requirements through the guidelines provided by their faith. Guidelines from faith perspectives need to be understood by school leaders in order to assist teachers from all communities to be comfortable with their faith in a school environment.

On Being a Muslim Teacher in England

This article charts a new area in Muslim educational thought by providing insights into perspectives held by Muslim primary state-school teachers in England regarding teachers and teaching. It attempts to explore themes, in the context of education, related to the evolving relationship between faith and professionalism. Drawing on data from research conducted using a life-history approach to discover the experiences of these teachers, it examines the dynamics of teacher identity and the role of faith in schooling. The findings indicate that faith is important to these teachers in relation to their work, although fundamental distinctions exist about its role. “Ideal teachers” are conceptualized in terms of the religion and teaching. From a teacher’s perspective, their narratives give the perception that from various standpoints, Muhammad (ṢAAS) is considered as an ideal teacher and a model. Their interpretation of the meaning of being a Muslim teacher reflects a heterogeneous understanding, and it affects some of their thinking in the classroom. The article concludes, cautiously, that for these Muslim teachers, while the centrality of faith is significant in their lives, there does not appear to be a necessary transference of being a Muslim and having a faith position into being a teacher. Apparently, their foremost concern is teaching, and successful teaching is achieved by maintaining their integrity and that of the children they teach. Some teachers among them are able to meet their faith requirements through the guidelines provided by their faith. Guidelines from faith perspectives need to be understood by school leaders in order to assist teachers from all communities to be comfortable with their faith in a school environment.

Image of Ideal Teachers among Turkish Young Teacher Candidates

The aim of the current study is to determine the perception of teacher candidates concerning ideal teachers and to determine the perception of qualitative teachers that teacher candidates have and put a light on the selection of teacher candidates and the development of teacher-training programs. In the study, quantitative and qualitative techniques were used depending on a descriptive model. The data were examined through text and concept analysis. A sample comprising 593 teacher candidates was determined. The categories were formed under three categories: basic roles, perceptive subroles, and perceptive qualifications. The perception of the sample concerning basic roles was identified in eight categories. The sample expressed the perceptive subroles regarding 25 subroles with 318 perceptive qualities.

The Importance of Teachers' Attitude in Nurturing and Educating Gifted Children

For many decades the issue of "who is to teach the gifted" has been at the center of many teachers-training programs, in many different countries, and in a variety of institutions for higher education. Most experts have agreed that the teacher of the gifted should love teaching, be an interesting person, very knowledgeable, especially in the subject matter he or she teaches, loves to help, be considerate, must be self-confidence, s well as polite and respects others. Others have found that the most important trait of teachers of the gifted is their intelligence: while many gifted students could not connect educationally and emotionally to average intelligence-teachers, the loved being taught by teachers who were experts in the subject matter, taught in a logical, well-built structure; teachers who were not only intelligent but creative as well. However, a recent study done with education students in two teachers colleges revealed a different picture. The most important characteristic of the "ideal teacher" was her or his personal traits, while the least important was her or his general education and broad mindedness. Indeed, in countries such as Israel, where the requirements for being admitted to a teachers ’college are the lowest among all other academic professions, it has been hard for many gifted students to be taught by some of the less intelligent teachers. But the most important characteristic of the good teacher of the gifted has been her or his attitude towards the gifted: High intelligent and high educated teachers with a negative attitude towards giftedness made bad teachers for the gifted.

How Does Gender Interact With Clinical Teachers’ Perceptions of Clinical Teaching?

This study analyzed 816 medical professors’ perceptions of clinical teaching, as measured with the online version of the Clinical Teaching Perception Inventory, and examined difficulties that female professors faced in becoming the ideal clinical teacher. While describing themselves as a clinical teacher, female professors rated themselves lower than did their male counterparts on the stereotypical masculine characteristics “stimulating,” “well read,” “assured,” and “secure” and rated themselves higher on a stereotypical feminine characteristic “feeling.” It is possible that female medical professors underrate their actual behaviors as clinical teachers. Implications are discussed for future faculty development and the advancement of gender equity in medical education, where numbers of women have been steadily increasing. Recommendations for further research are offered.

Aligning teaching practices with an understanding of quality teaching: A faculty development agenda

Background: To guide the future faculty development practices in a better manner, it is important to determine how clinical teachers perceive their own skill development.Aim: The objective of this study was to examine the extent to which clinical teachers aligned their teaching practices, as measured with a self-rating instrument, with their understanding of what constitutes good clinical teaching.Method: A sample of 1523 residents and 737 faculty members completed the clinical teaching perception inventory (CTPI) online and ranked 28 single-word descriptors that characterized clinical teachers along a seven-point scale in two measures, “My Ideal Teacher” and “Myself as a Teacher.”Results: Faculty and residents showed strikingly similar discrepancies, in both their magnitudes and directions, between their ratings of “My Ideal Teacher” and those of “Myself as a Teacher.” Both residents and faculty found it most difficult to develop the stimulating, well-read, and innovative nature to meet their own standards.Conclusions: Data did not support our hypothesis that faculty would demonstrate stronger congruence between “My Ideal Teacher” and “Myself as a Teacher” than residents. Medical faculty would benefit from future faculty development practices that are designed to assist them in becoming stimulating, well-read, and innovative teachers, while using less control and caution in their teaching.

Students’ views of mexican nationals as english teachers.

Este documento discute el impacto que el estatus como hablantes no-nativos del idioma inglés (NNESs, siglas en inglés) ha tenido en seis connacionales Mexicanos como maestros del idioma extranjero. La idea del hablante nativo como el maestro ideal del inglés es explorada desde las perspectivas y experiencias de los maestros no-nativos del inglés (NNESTs, siglas en inglés) basadas en la manera en que son percibidos por sus alumnos. A través de entrevistas en forma de narrativas personales, las historias de vida de los maestros no-nativos del inglés fueron recabadas con la finalidad de analizar las experiencias y retos a los que se confrontan en la profesión con relación a su estatus como hablantes no-nativos. La información muestra que los NNESTs se confrontan con situaciones de credibilidad y aceptación por parte de sus alumnos en base a factores como el de ser nativos y de etnicidad. Esto por supuesto tiene un impacto en la vida profesional y personal de los maestros de inglés.

„In der Funktion als Arzt“: Erwartungen an das PJ Allgemeinmedizin aus Sicht von Studierenden

Successful curricular development requires that consideration be given to the opinions of faculty members, teachers and students. The aim of the present study was to explore students' expectations of the final year Family Medicine elective. Three focus group discussions took place with a total of 15 participants who were either in their fifth year (n=11) or had already passed Family Medicine in their final year (third focus group). The discussions were transcribed verbatim and analysed independently by two of the authors using qualitative content analysis. Final codes were developed and clustered under category names. As students found that Medical School was too theoretical, they aimed at learning through practice in order to be able to make decisions and act independently. Their ideal teacher would respect them as colleagues. Typical Family Medicine skills were mentioned less often by the "pre-" in contrast to the "post-" practical year students than the learning of technical aspects (ECG, ultrasound). The students discussed three different models of instruction and learning (student and patient alone, student or doctor observes consultation). Considering that the final year elective in Family Medicine will take place away from Medical School different teaching models should be evaluated for their effectiveness as well as their learner-centeredness.

The North’s Korea’s Education Scheme, through the Role of an Ideal Teacher

The North’s Korea’s Education Scheme, through the Role of an Ideal Teacher

Defining the Ideal Teacher: Productive Dialogue in Schools in Israel

Defining the Ideal Teacher: Productive Dialogue in Schools in Israel

Globalization and native English speakers in English Programme in Korea (EPIK)

This study demonstrates how English Programme in Korea (EPIK) is an example of Korea's active response to the globalization process through which Korea not only accommodates external demands but also strategically pursues national interests through equipping its citizens with a command of English. EPIK, affiliated with the Korean Ministry of Education, was established in 1995 in order to hire native speakers of English as teachers, with the mandate to improve the English speaking abilities of students and teachers in Korea and to reform English teaching methodologies. After presenting an overview of EPIK, this study highlights that the South Korean government has responded to and actively participated in the global spread of English by adopting and implementing the EPIK programme. Furthermore, the ideology of the native English speaker as the ideal teacher, readily adopted by the Korean government and people, does not grant native English teachers legitimacy as teachers in their everyday interactions with Korean teachers of English and Korean students. This study demonstrates that the dichotomy of the native speaker of English as a superior teacher, and the non-native speaker of English as an inferior teacher, is too simplistic to explain real-life experiences of EPIK teachers.

A Brief Study of the People’s Culture in the Indian Subcontinent

Men’s culture is affected by numerous factors. Some of those have been discussed in details in the chapter on Indian culture. Here we shall mention some of the recent factors. These are : (01) Affects of URBANIZATION, (02) Affects of modern EDUCATION, (03) Affects of modern system of MARRIAGE, (04) Affects of RELIGIONS, (05) Affects of MIGRATION, (06) Role of the PARENTS and older members, (07) Role of Ideal TEACHERS, (08) Role of PERFORMING ARTS, (09) Role of LITERATURE, (10) Competition for SUPERIORITY etc. In this article we shall endeavor to prepare a brief description of various types of people’s culture in the countries of ex-India subcontinent.

Save the Baby, Not the Bathwater

Institutionalizing psychoanalysis despoils what it means to create. Training should be student driven, with no imposed rules or regulations, no licensing or credentialing, and in the ideal institute teachers would teach for the love of their craft. Then, instead of disdaining a dogma-ridden, seemingly irrelevant profession, the public might rediscover its love affair with a process that offers richly absorbing intimacy and thrilling insights.

Skolan och den 'goda' utbildningen - för ett konkurrenskraftigt Europa

This thesis takes its departure in the recent criticism directed to the Swedish school system and its schools, teachers and pupils, but especially the epidemic of policies produced in order to develop and improve Swedish schools, in particular after the change of government in 2006. The general aim of this thesis is to study how teachers and pupils are represented, and thus constructed, regulated and positioned in a number of current key policy texts. The study also involves a discussion of the construction and regulation practices regarding the school, and its role in society. The main context for the study is policy texts and policy practices related to teacher education. Four studies form the cornerstone of the thesis. Through these policy texts different institutional practices are analyzed. These range from European union policy to examination data from a local teacher education institution in Sweden. A main source of inspiration to the theoretical framework of the study has been provided by the work of Michel Foucault. However, in addition to Foucault's constructionist and poststructural basis, theoretical and methodological approaches drawn from Norman Fairclough's critical discourse analysis, Mark Olssen's social-materialist analysis of policy and Stephen J Ball's policy sociology are also included. The first study examines the constructions and governing technologies in four policy texts within the European Union working programme 'Education 2010'. The second study takes a historical perspective in the construction of teachers and pupils, based on teacher education policy text since 1948, and how the ideal teacher, pupil and school are constructed and positioned genealogically. The third study explores the discursive notions of teacher professionalism and how the regulation of teachers operates through this and other discursive practices by the Swedish government and the Teacher union (Lararforbundet) during two different time periods, 1995-2000 and 2007-2008. The final study examines student teachers' examination assignments, as a local policy practice, and how the student teachers position the ideal pupil and themselves as ideal teachers. It examines how different policy discourses operate in relation to positioning practices. The thesis shows that current neoliberal discourse order in educational policy today is partly challenged by neoconservative rationalities. Secondly, the thesis shows how each teacher and pupil is governed through several discourses, governing technologies and governing techniques, and how these three entities function relationally in the governing of the subject. In common for discourses, governing technologies and techniques are that they are often very 'seductively packaged', which implies that it is almost impossible to resist and oppose them. Finally I claim that the current discourse order, and its discourses, and governing technologies and techniques imply structural inequalities for teachers, but especially between different pupil groups