Klassen, Robert Mark orcid.org/0000-0002-1127-5777, Durksen, Tracy, Al Hashmi, Waleed Talib Abdullah et al. (5 more authors) (2018) National Context and Teacher Characteristics:Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries. Teaching and Teacher Education. pp. 64-74. ISSN 0742-051X
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 The Authors. |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 02 Mar 2018 09:50 |
Last Modified: | 22 Jan 2025 00:09 |
Published Version: | https://doi.org/10.1016/j.tate.2018.03.001 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1016/j.tate.2018.03.001 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:128098 |
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Description: February 21 2018 TATE resubmission
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