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Teacher Personality and Characteristics

  • David Fontana
Chapter
Part of the Psychology for Professional Groups book series (PPG)

Abstract

A major emphasis throughout this book is that if we wish to understand child behaviour, we must consider not only children themselves but the various influences that are brought to bear upon them. Within the context of school, the most important of these is usually the teacher. Research into teacher personality, and by this I mean the whole range of personal characteristics that may affect the way in which teachers go about their tasks, has not been as systematic as research into child characteristics, but nevertheless there are a number of valuable inferences that can be drawn.

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References

  1. Bennett, N. (1976). Teaching Styles and Pupil Progress. London: Open Books.Google Scholar
  2. Bennett, N., Desforges, C., Cockburn, A. and Wilkinson, B. (1984) The Quality of Pupil Learning Experiences. London and New Jersey: Lawrence Erlbaum.Google Scholar
  3. Bruner, J.S. (1976) The styles of teaching. New Society, April.Google Scholar
  4. Cortis, G.A. (1973) The assessment of a group of teachers in relation to earlier career experience. Educational Review, 25, 112–123.CrossRefGoogle Scholar
  5. Cortis, G.A. (1985) Eighteen years on: how far can you go? Educational Review, 37.Google Scholar
  6. Fontana, D. (1972) What do we mean by a good teacher? In G. Chanan (ed.) Research Forum on Teacher Education. London: NFER.Google Scholar
  7. Fontana, D. (1985) Teaching and Personality. Oxford: Basil Blackwell.Google Scholar
  8. 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.CrossRefGoogle Scholar
  9. Haddon, F.H. and Lytton, H. (1971) Primary education and divergent thinking abilities — four years on. British Journal of Educational Psychology, 41, 136–147.CrossRefGoogle Scholar
  10. Kyriacou, C. (1982) Reducing teacher stress. Education Section Review, 6, 1, 13–15.Google Scholar

Additional Reading

  1. Bennett, N. (1976) Teaching Styles and Pupil Progress. London: Open Books. This book contains relevant information on the issues in both teachers and pupils which lead to successful learning. Bennett et al. (1984) which also appears in the references is equally valuable in this context.Google Scholar
  2. Brophy, J.E. and Good, T.L. (1974) Teacher-Student Relationships: Causes and consequences. New York: Holt, Rinehart & Winston. Also recommended for Chapter 11.Google Scholar
  3. Fontana, D. (1986) Teaching and Personality. Oxford: Basil Blackwell. Contains a more extensive examination of teacher personality, together with an examination of all aspects of personality development in children. (Also recommended for Chapters 7 and 8.)Google Scholar
  4. Simon, B. and Galton, M. (1980) Progress and Performance in the Primary Classroom. London: Routledge & Kegan Paul. Presents the research-based finding that it is the teachers who spend most time on class teaching and who ask the most open-ended thought-provoking questions whose pupils make best progress in mathematics, reading and language. Makes interesting reading for all teachers.Google Scholar
  5. Solomon, D. and Kendall, A. (1979) Children in Classrooms: An investigation of person environment interaction. New York: Praeger. Good on the interaction between teacher and child personalities.Google Scholar
  6. Wragg, E.C. (ed.) (1984) Classroom Teaching Skills. London: Croom Helm and New York: Nichols. A research-based investigation of the skills teachers actually need in the classroom.Google Scholar

Copyright information

© David Fontana 1988

Authors and Affiliations

  • David Fontana
    • 1
  1. 1.University College CardiffUK

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