6533b852fe1ef96bd12aa46a
RESEARCH PRODUCT
National context and teacher characteristics : Exploring the critical non-cognitive attributes of novice teachers in four countries
Tracy L. DurksenKen LongdenWaleed Talib Abdullah Al HashmiLisa E. KimPoikkeus Anna-maijaRiitta-leena MetsäpeltoJanos GyoriRobert M. Klassensubject
MalawiOman3304media_common.quotation_subjectComparative caseCultural contextContext (language use)Empathynoviisit050105 experimental psychologyEducationkontekstuaalisuuskulttuuriPerceptionCultural diversityempatiaSuomiMathematics education0501 psychology and cognitive sciencesta516contextualityempathyFinlandmedia_commonresilienssiteacherskulttuuri (toimintatavat)4. Education05 social sciencesGreat Britain050301 educationyhteisötopettajattiedostamatonNon cognitivePsychological resiliencePsychology0503 educationIso-Britanniadescription
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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-05-01 | Teaching and Teacher Education |