Jules V, Kutnick P
University of the West Indies, Trinidad.
Br J Educ Psychol. 1997 Dec;67 ( Pt 4):497-511. doi: 10.1111/j.2044-8279.1997.tb01261.x.
A large-scale survey of pupils' perceptions of a good teacher in the Caribbean republic of Trinidad and Tobago is reported. An essay-based, interpretative mode of research was used to elicit and identify constructs used by boys and girls.
The study explores similarities and differences between boys and girls in their perceptions of a good teacher, in a society where girls achieve superior academic performance (than boys).
A total of 1756 pupils and students aged between 8 and 16 provided the sample, which was proportional, stratified, clustered. Within these constraints classrooms were randomly selected to be representative of primary and secondary schools across the two islands.
Altogether 1539 essays and 217 interviews were content analysed, coded for age development and compared between boys and girls. Content items identified by the pupils were logically grouped into: physical and personal characteristics of the teacher, quality of the relationship between the teacher and pupil, control of behaviour by the teacher, descriptions of the teaching process, and educational and other outcomes obtained by pupils due to teacher efforts.
Female pupils identified more good teacher concepts at all age levels than males. There was some commonality between the sexes in concepts regarding interpersonal relationships and inclusiveness in the good teachers' teaching practices and boys showed significantly greater concerns regarding teacher control and use of punishment. Males as young as 8 years stated that good teachers should be sensitive to their needs. Only among the 16-year-old males were males noted as good teachers.
Consideration is given to the roles of male and female teachers, how their classroom actions may set the basis for future success (or failure) of their pupils, and the needs of pupils with regard to teacher support within developing and developed countries.
本文报道了在加勒比地区的特立尼达和多巴哥共和国开展的一项关于学生对优秀教师看法的大规模调查。研究采用基于论文的解释性研究模式，以引出并识别男孩和女孩所使用的概念。
在一个女孩学业成绩优于男孩的社会中，本研究探讨男孩和女孩对优秀教师看法的异同。
共有1756名年龄在8至16岁之间的学生提供了样本，该样本按比例分层聚类。在这些限制条件下，随机选择教室以代表两个岛屿上的中小学。
对总共1539篇论文和217次访谈进行内容分析，按年龄发展进行编码，并在男孩和女孩之间进行比较。学生们确定的内容项目被逻辑地分组为：教师的身体和个人特征、师生关系的质量、教师对行为的控制、教学过程的描述，以及学生因教师努力而获得的教育和其他成果。
在所有年龄组中，女学生识别出的优秀教师概念比男学生更多。在优秀教师教学实践中的人际关系和包容性概念方面，两性之间存在一些共性，男孩对教师的控制和惩罚使用表现出明显更大的关注。年仅8岁的男孩表示，优秀教师应该对他们的需求敏感。只有在16岁的男性中，男性才被视为优秀教师。
考虑了男女教师的角色、他们在课堂上的行为如何可能为学生未来的成功（或失败）奠定基础，以及发展中国家和发达国家学生对教师支持的需求。
