• Corpus ID: 85526434

...But I Love Children: Changing Elementary Teacher Candidates' Conceptions of the Qualities of Effective Teachers.

  title={...But I Love Children: Changing Elementary Teacher Candidates' Conceptions of the Qualities of Effective Teachers.},
  author={Nancy Brown and Pamela Morehead and Julia Smith},
  journal={Teacher Education Quarterly},
Effective teaching, as endorsed by the current standards movement, describes an effective teacher as one who is "highly-qualified." No Child Left Behind (2001) defines a highly qualified teacher as one who possesses a bachelor's degree, full state certification or licensure, and prove that they know each subject they teach. Essentially, policymakers have defined the qualities of effective teachers only in terms of the teachers' academic abilities. In contrast, research suggests that teacher… 

Figures from this paper

Parent Preferred Teacher Qualities: The Call for Highly Qualified Teachers

This study sought to answer the question, “What teacher characteristics do parents value most?” as an initial response to the No Child Left Behind Act of 2001.The purpose of this study was to

Spanish Teachers’ Communication Competence as It Relates to Student Performance on the National Spanish Exams

Multivariate analyses suggest that there is a positive relationship between Spanish teacher socio-communicative orientation, cognitive flexibility, and students’ scores on the exams.

Pockets of Excellence: Teacher Beliefs and Behaviors That Lead to High Student Achievement at Low Achieving Schools

This qualitative multiple case study examined the beliefs and behaviors of three teachers who worked at former Reading First Schools and whose student population consistently scored 10% above state

A Descriptive Analysis of Good Teaching and Good Teachers from the Perspective of Preservice Teachers

The primary purpose of the present study was to examine what good teaching is and what characteristics good teachers carry for preservice teachers who were registered in an introductory teaching

From initial teacher education through induction and beyond: a longitudinal study of primary teacher beliefs

A better understanding of the relationship between beginning teachers' beliefs and the pedagogies of teacher education (TE) programmes that support their learning across time can enhance TE programme

Pre-service teachers’ conceptions of effective teacher talk: their critical reflections on a sample teacher-student dialogue

This study aimed to explore pre-service elementary teachers’ (PSTs’) conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of

The Relationship Between Preschool Teachers’ Tendency of Liking Children and the Levels of Professional Burnout

The aim of this study is to examine the differentiation state of preschool teachers’ liking of children and their professional burnout according to their personal characteristics and the predictive

The heart of quality teaching : a values-based pedagogy for pre-service teacher education

In an ever changing world the adults of the future will be faced with many challenges. To cope with these challenges it seems apparent that values education will need to become paramount within a

A Mixed-Method Study: Assessing the BAR Model's Impact on Preservice Teachers' Efficacy Beliefs

This study took place at a mid-sized, Midwestern university located in a mid-sized town. The researchers developed the BAR model to teach mathematics methods both in the classroom and in the field.

Adult Learners' and Millennials' Preferred Methods of Instruction in the College Classroom

Adult Learners’ and Millennials’ Preferred Methods of Instruction in the College Classroom by January Marie Baker MA, La Salle University, 2005 BS, La Salle University, 2003 Dissertation Submitted in



The Characteristics of Effective and Ineffective Teachers.

Pajares (1992) concluded that beliefs about teaching are well formed by the time a student begins college. These behavior-impacting beliefs were proposed to be self-perpetuating and persevering, even

Teacher Learning: Implications of New Views of Cognition

Current educational reform efforts in the United States are setting forth ambitious goals for schools, teachers, and students (e.g., National Council of Teachers of Mathematics, 1989; National

Professional Growth Among Preservice and Beginning Teachers

I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies

Characteristics of Effective Teachers: Perceptions of Preservice Teachers.

The purpose of this study was to determine preservice teachers' perceptions about the characteristics of effective teachers, as well as to investigate factors (e.g., gender, ethnicity, age, year of

The Impact of the Student Teaching Experience on the Development of Teacher Perspectives

Questions persist, according to the authors, with respect to how much influence student teaching plays in the teacher socializa tion process. Some researchers, such as Lortie, argue that the

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct

Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot.

Perspectives on learning to teach

This paper looks at issues subsumed by the phrase "learning to teach" that have implications for the design and conduct of teacher education. The first section lays out a temporal perspective by

Those Who Understand: Knowledge Growth in Teaching

I don't know in what fit of pique George Bernard Shaw wrote that infamous aphorism, words that have plagued members of the teaching profession for nearly a century. They are found in "Maxims for

Storying the Self: Life Politics and the Study of the Teacher's Life and Work.

The current changes in the economy and the superstructure associated with postmodernity pose particular perils and promises for the world of education. In particular, identity is no longer an