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
Bennett, N. (1976). Teaching Styles and Pupil Progress. London: Open Books.
Bennett, N., Desforges, C., Cockburn, A. and Wilkinson, B. (1984) The Quality of Pupil Learning Experiences. London and New Jersey: Lawrence Erlbaum.
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.
Cortis, G.A. (1985) Eighteen years on: how far can you go? Educational Review, 37.
Fontana, D. (1972) What do we mean by a good teacher? In G. Chanan (ed.) Research Forum on Teacher Education. London: NFER.
Fontana, D. (1985) Teaching and Personality. Oxford: Basil Blackwell.
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.
Kyriacou, C. (1982) Reducing teacher stress. Education Section Review, 6, 1, 13–15.
Additional Reading
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.
Brophy, J.E. and Good, T.L. (1974) Teacher-Student Relationships: Causes and consequences. New York: Holt, Rinehart & Winston. Also recommended for Chapter 11.
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.)
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.
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.
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.
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© 1988 David Fontana
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Fontana, D. (1988). Teacher Personality and Characteristics. In: Psychology for Teachers. Psychology for Professional Groups. Palgrave, London. https://doi.org/10.1007/978-1-349-19213-7_14
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DOI: https://doi.org/10.1007/978-1-349-19213-7_14
Publisher Name: Palgrave, London
Print ISBN: 978-0-333-46125-9
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