TY - JOUR
T1 - A comparison of high-ability pupils’ views vs. regular ability pupils’ views of characteristics of good primary school teachers
AU - Bakx, Anouke
AU - van Houtert, Ton
AU - van den Brand, Brand
AU - Hornstra, T.E.
PY - 2019
Y1 - 2019
N2 - High-ability pupils in primary schools often do not achieve up to their full potential and teachers seem to face difficulties to motivate these pupils. In this study 891 primary school pupils (463 high-ability pupils) were asked about their views on desired characteristics of good teachers by means of an open teacher-spider-questionnaire. The characteristics reported, were analysed using the three “basic needs” from the Self-Determination Theory. The answers of high-ability pupils were compared to answers of pupils from regular primary education. For both groups, teaching characteristics fostering relatedness, followed by competence, were mentioned most. It was autonomy which was mentioned less frequently by both groups. The answers of the two groups of pupils mostly corresponded, although some differences emerged in specific subcategories. High-ability pupils more frequently mentioned characteristics attuning to their needs (understanding) and encouragement (challenge), and mentioned “providing choice” less often. There were also some differences found between characteristics mentioned by (high-ability) boys and girls.
AB - High-ability pupils in primary schools often do not achieve up to their full potential and teachers seem to face difficulties to motivate these pupils. In this study 891 primary school pupils (463 high-ability pupils) were asked about their views on desired characteristics of good teachers by means of an open teacher-spider-questionnaire. The characteristics reported, were analysed using the three “basic needs” from the Self-Determination Theory. The answers of high-ability pupils were compared to answers of pupils from regular primary education. For both groups, teaching characteristics fostering relatedness, followed by competence, were mentioned most. It was autonomy which was mentioned less frequently by both groups. The answers of the two groups of pupils mostly corresponded, although some differences emerged in specific subcategories. High-ability pupils more frequently mentioned characteristics attuning to their needs (understanding) and encouragement (challenge), and mentioned “providing choice” less often. There were also some differences found between characteristics mentioned by (high-ability) boys and girls.
U2 - 10.1080/03055698.2017.1390443
DO - 10.1080/03055698.2017.1390443
M3 - Article
SN - 0305-5698
VL - 45
SP - 35
EP - 56
JO - Educational Studies
JF - Educational Studies
IS - 1
ER -