Teenagers perceptions of teachers: a developmental argument

J-F, J- F and Swabey, Karen and Pullen, Darren and Getenet, Seyum and Dowden, Tony (2018) Teenagers perceptions of teachers: a developmental argument. Australian Journal of Teacher Education, 43 (2). pp. 26-38.

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Abstract

Using the concept of a developmental lens (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Peterson, 2010), this article focuses on young teenage students’ perceptions of teachers. School teachers play an important role in the educational development of teenagers but little is known about how teachers cater for teenage students’ social, emotional, physical and cognitive developmental domains. Even less is known about teenage students’ perceptions of their teachers. The current study asked a cohort of Year 9 students in a secondary school in Brisbane, Australia (N=182) to comment on what they “liked” about their teachers. The students’ responses were mapped against each of the four developmental domains. Analysis of the data showed that students’ emotional and social domains were more salient than their physical and cognitive domains. Specifically, the young teenage students reported liking their teachers when the teachers’ were emotionally positive and socially accommodating. The findings of this paper are discussed via a developmental lens with regard to the implications for teacher education.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 08 Mar 2018 04:07
Last Modified: 15 May 2018 01:20
Uncontrolled Keywords: teenagers, school, teachers, developmental domains
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1301 Education Systems > 130106 Secondary Education
Identification Number or DOI: doi:10.14221/ajte.2018v43n2.2
URI: http://eprints.usq.edu.au/id/eprint/33835

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