National context and teacher characteristics : Exploring the critical non-cognitive attributes of novice teachers in four countries
Klassen, R. M., Durksen, T. L., Hashmi, W. A., Kim, L. E., Longden, K., Metsäpelto, R.-L., Poikkeus, A.-M., & Györi, J. G. (2018). National context and teacher characteristics : Exploring the critical non-cognitive attributes of novice teachers in four countries. Teaching and Teacher Education, 72(May), 64-74. https://doi.org/10.1016/j.tate.2018.03.001
Julkaistu sarjassa
Teaching and Teacher EducationTekijät
Päivämäärä
2018Tekijänoikeudet
© 2018 The Authors. Published by Elsevier Ltd. This is an open access article distributed under the terms of the Creative Commons License.
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.
Julkaisija
Pergamon PressISSN Hae Julkaisufoorumista
0742-051XAsiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/27938827
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Ellei muuten mainita, aineiston lisenssi on © 2018 The Authors. Published by Elsevier Ltd. This is an open access article distributed under the terms of the Creative Commons License.
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