Pupils' perceptions of a good teacher: A developmental perspective from Trinidad and Tobago
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Nov. 1993
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Abstract
This study reports on a large-scale survey of students' perceptions of a good teacher in Trinidad and Tobago. An essay-based, interpretive mode of research was used to elicit and identify constructs used by students between ages 7 and 17. The sample was a proportional, stratified, clustered, yet randomly selected representation of primary schools throughout the country. A total of 1,633 essays were content analysed and coded for age developmental comparison. Factor analysis showed no consistent underlying groupings of the 166 conceptual items by age, thus analysis was undertaken within logically constructed sets of items that are described: physical and personal characteristics of the teacher, quality of the relationship between teacher and student, control of behaviour by teacher, descriptions of the teaching process, and expected educational and other outcomes obtained by students due to teacher efforts. Results showed a general increase in number of conceptual items by age. All ages perceived good teachers by physical presentation (clothing and appearance), teachers' care for students, descriptive teaching actions, and trustworthiness. Younger students focused on appearance, subjects taught, and assertion of physical punishment. Mid-aged students focused on the range of classroom control used by teachers, actions involved in the teaching process, and a growing awareness of the individual needs of students. Oldest students understood that good teachers must be well trained and highly motivated, should be sensitive and responsive to the needs of students, draw the students into the learning process, and have a major responsibility in preparing the student for the world of work and further education. Important aspects of the study show the link between students' conceptual reality and classroom environment, that students are very concerned about the relationship between themselves and teachers, and that the curriculum dominated approach to teaching does not meet student expectations
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DOI: 10.1111/j.2044-8279.1993.tb01067.x