Abstract
A major emphasis throughout this book has been that, if we wish to understand child behaviour, we must consider not only the child himself but the various influences that are brought to bear upon him. Within the context of school, the most important of these is usually the teacher. Research into teacher personality, and by this we mean the whole range of personal characteristics that may affect the way in which the teacher goes about his task, has not been as systematic as research into child characteristics, but nevertheless there are a number of useful inferences that can be drawn.
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References
Bennett, N. (1976) Teaching Styles and Pupil Progress. London: Open Books.
Bruner, J.S. (1976) The styles of teaching. New Society, April.
Cortis, G.A. (1973) The assessment of a group of teachers in relation to earlier career experience. Educational Review, 25, 112–123.
Fontana, D. (1972) What do we mean by a good teacher? In G. Chanan (ed.), Research Forum on Teacher Education. London: NFER.
Haddon, F.H. and Lytton, H. (1968) Teaching approach and the development of divergent thinking abilities in primary school children. British Journal of Educational Psychology, 38, 171–180.
Haddon, F.H. and Lytton, H. (1971) Primary education and divergent thinking abilities — four years on. British Journal of Educational Psychology, 41, 136–147.
Oliver, R.A. and Butcher, H.J. (1968) Teachers’ attitudes to education. British Journal of Educational Psychology, 38, 38–44.
Rosenshine, B. (1970) Evaluation of classroom instruction. Review of Educational Research, 40, 279–300.
Ryans, D.G. (1960) Characteristics of Teachers. Washington, DC: American Council on Education.
Further reading
Brophy, J.E. and Good, T.L. (1974) Teacher-Student Relationships: Causes and consequences. New York: Holt, Rinehart & Winston. Recommended reading for the last chapter, and is relevant here again.
Fontana, D. (1977) Personality and Education. London: Open Books. This has also been recommended earlier in this book.
Solomon, D. and Kendall, A. (1979) Children in Classrooms: An investigation of person-environment interaction. New York: Praeger. This is more specifically focussed on the topic in hand.
Bennett, N. (1976) Teaching Styles and Pupil Progress. London: Open Books. This book also contains much relevant information.
Simon, B. and Galton, M. (1980) Progress and Performance in the Primary Classroom. London: Routledge & Kegan Paul. A recent study which bears out some of the points made in the chapter on the effective teacher. Of particular relevance is their research-based finding that it is the teachers who spend most time on class teaching who ask the most open-ended, thought-provoking questions, and whose pupils make best progress in mathematics, reading and language. Their book, which contains the main findings to date of the long-term study of primary schools currently being carried out at the University of Leicester, makes interesting reading for all teachers.
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© 1981 The British Psychological Society
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Fontana, D. (1981). Teacher Personality and Characteristics. In: Psychology for Teachers. Psychology for Professional Groups. Palgrave, London. https://doi.org/10.1007/978-1-349-16944-3_17
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DOI: https://doi.org/10.1007/978-1-349-16944-3_17
Publisher Name: Palgrave, London
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