Kutnick P, Jules V
ICAPE, University of Sussex, Brighton.
Br J Educ Psychol. 1993 Nov;63 ( Pt 3):400-13. doi: 10.1111/j.2044-8279.1993.tb01067.x.
The study reports on a large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago. An essay-based, interpretive mode of research was used to elicit and identify constructs used by pupils between ages 7 and 17. The sample was a proportional, stratified, clustered, yet randomly selected representation of primary and secondary schools across the two islands. 1633 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 pupil, control of behaviour by teacher, descriptions of the teaching process, and expected educational and other outcomes obtained by pupils due to teacher efforts. Results showed a general increase in number of conceptual items (and words per essay) by age, but this confuses four further criteria of item used. The four criteria were: age constancy, characteristics of younger pupils, characteristics of 11-13 year-olds, and characteristics of the oldest pupils. All ages perceived good teachers by physical presentation (clothing and appearance), teachers' care for pupils, descriptive teaching actions, and trustworthiness. Younger pupils focused on appearance, subjects taught, and assertion of physical punishment. Mid-aged pupils focused on the range of classroom control used by teachers (including distributive and retributive punishments), actions involved in the teaching process, and a growing awareness of the individual needs of pupils. Oldest pupils understood that good teachers must be well trained and highly motivated, should be sensitive and responsive to the needs of pupils, draw the pupils into the learning process, and have a major responsibility in preparing the pupil for the world of work and further education. Important aspects of the study show the link between pupils' conceptual reality and classroom environment, that pupils are very concerned about the relationship between themselves and teachers, and that the curriculum dominated approach to teaching does not meet pupil expectations.
该研究报告了在加勒比地区特立尼达和多巴哥共和国对学生对优秀教师看法的大规模调查。采用了基于论文的解释性研究模式，以引出并识别7至17岁学生使用的概念。样本是两个岛屿上中小学按比例、分层、聚类且随机选取的代表。对1633篇论文进行了内容分析并编码，以进行年龄发展比较。因子分析表明，166个概念项目在年龄上没有一致的潜在分组，因此在逻辑构建的项目组内进行分析，这些项目组包括：教师的身体和个人特征、师生关系质量、教师对行为的控制、教学过程描述以及学生因教师努力而期望获得的教育和其他成果。结果显示，概念项目数量（以及每篇论文的字数）总体上随年龄增长，但这混淆了使用项目的另外四个标准。这四个标准是：年龄恒常性、低年级学生特征、11至13岁学生特征以及高年级学生特征。所有年龄段的学生都通过外在表现（着装和外表）、教师对学生的关心、描述性教学行为以及可信赖性来感知优秀教师。低年级学生关注外表、所教科目以及体罚的主张。中年学生关注教师使用的课堂控制范围（包括分配性和惩罚性惩罚）、教学过程中涉及的行为以及对学生个体需求的日益认识。高年级学生明白优秀教师必须训练有素且积极性高，应敏锐且能回应学生需求，引导学生参与学习过程，并在使学生为工作和继续教育做好准备方面承担主要责任。该研究的重要方面表明了学生概念现实与课堂环境之间的联系，学生非常关注自己与教师的关系，以及以课程为主导的教学方法不符合学生期望。
