Loading...
OBSERVATIONS OF TEACHER EXPERTISE BEHAVIOR BASED ON A CHECKLIST DEVELOPED FROM STUDENT PERCEPTIONS
Timony, David D.
Timony, David D.
Citations
Altmetric:
Genre
Thesis/Dissertation
Date
2009
Advisor
Committee member
Group
Department
Educational Psychology
Permanent link to this record
Collections
Research Projects
Organizational Units
Journal Issue
DOI
http://dx.doi.org/10.34944/dspace/4110
Abstract
Exploration into teacher competency of various types has gone on for quite some time. An untapped resource regarding teacher expertise is that of the students' perceptions of teacher expertise, particularly the ability of students to identify the types of behaviors that expert and non-expert teachers exhibit in the classroom. The frequency and variety of expert behaviors in the high school classroom were investigated in this study. High school teachers (n = 25) were observed during regular class periods using the Teacher Behavior Checklist, a checklist of behaviors developed for this study from discussions with high school students, teachers, administrators, and existing teacher competency literature. Results suggest discrimination of expert and non-expert teachers similar to Berliner (2001). Agreement among students' perception of expertise, classroom observations, and the literature suggest that high school students are capable of accurately identifying expert and non-expert behaviors of teachers. Further, some data suggest that expert teachers draw from a narrower behavioral scheme and exhibit expert designated behaviors more often than do their non-expert colleagues. This study highlights the need to close the evaluative loop through the utilization of student perception.
Description
Citation
Citation to related work
Has part
ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu