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Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions

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Bar Gosen N.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2017

issue 18

181-197

Throughout the years. researchers searched for the definition of a good teacher. This article offers to learn from model educators, fictional and historical, how to define values, perception and practices which characterize good teachers. Four fictional teachers were chosen based on two characteristics: First, author’s descriptions that underline their good qualities as a person and as a teacher. Second, remarks from their students’ and/or students’ parents or guardians, stating their acknowledgment of the teachers’ special qualities. and their gratitude for the learning experience they shared. A qualitative narrative analysis of these teachers – ‘Jane Eyre’, ‘Ann of Green Gables’ and his sequel ‘Anne from Avonlea”, ‘Up the down Staircase’ and ‘Goodbye Mr. Chips’ – defined five major characteristics which represent the exceptional teacher: holistic perception of the student, identifying and addressing students’ unique needs, emphasis on student-teacher relationship, creative teaching, a sense of mission and an inspiring personality. Examining the work of exceptional educators such as Ann Sullivan (Helen Keler’s tutor). Janusz Korczak, and Haime Escelante, reveals common themes which corresponds with fictional model teachers characteristics. Qualitative interviews with 14 Israeli rural high school teachers (7 homeroom educators and 7 subject teachers) emphasized similar characteristics of their role perceptions and practices. The key to higher achievements, educational and academic alike, lies in the hands of the teachers. If these traits characterize the ‘good teacher’ we should consider merging then into teachers’ preparatory and in-work professional training, as well as teachers’ evaluation processes. Let us learn from good examples how to become ‘good teachers’.

On the Continuum Between Educational and Academic Goals – Results from a Qualitative Research on Israeli High School Homeroom Educators and Subject Teachers

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Bar Gosen N.

Studia Edukacyjne

2016

issue 42

435-451

This research project presents different role perceptions regarding educational and academic aims, among high school instruction personnel.Since its foundation the Israeli education system has defined its role as a socialization agent as well as an academic institution. As national and international achievement tests became more widespread, the focus on academic aspect increased and the influence of academic excellence on school grading can be seen as more influential in comparison to educational achievements. Semi-structured interviews of 14 high school teachers – homeroom educators and subject teachers – were conducted. Results show that homeroom educators put more emphasis on educational aims while subject teachers put more emphasis on academic achievements. Their definition of success was a mixture of both objectives. Homeroom educators tend to apply educational inclusive practiceswhile subject teachers tend to apply instructional ones. International research emphasizes the importance of educational aims and inclusive practices in promoting academic achievements for all (OECD, 2010). The emphasis on evaluation and assessment of academic achievements may results in exclusive practices. These results suggest that adding educational achievements to schools' evaluation scales can encourage all instruction personnel to promote educational aims and inclusive practices as well as academic ones, thus contributing to schools' performance in evaluation tests.

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1 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

1 Studia Edukacyjne

2 Bar Gosen N.

1 2017

1 2016

Search results

Everybody wants ‘good teachers’ – but they are hard to define A common narrative of model educators: from fictional teachers through exceptional educators to current educators’ professional perceptions

On the Continuum Between Educational and Academic Goals – Results from a Qualitative Research on Israeli High School Homeroom Educators and Subject Teachers