The characteristics of a good critic teacher as represented by opinions of student teachers

Abstract

Numerous attempts have been made to determine the outstanding characteristics of a good teacher. But the search for those qualities has gone without marked degree of success. A number of criteria for the selection of teachers have been advanced, but educators up to now are still somewhat at a loss for valid and reliable criteria for teaching effectiveness. Marks in college courses, amount of education, teacher’s personality and intelligence ratings have been correlated with teaching efficiency. Relationships, however, have turned out to be uniformly low. Some authorities believe that an important evaluation of a teacher can be obtained from the reaction of pupils. They assert that statements of large numbers of pupils will indicate factors of real significance in successful teaching. For this reason the utilization of the opinions of teacher-trainees may have value for the purpose of improving the pre-service education of teachers. Educators, however, have often discounted the opinions of trainees although some believe that more avenues for obtaining student opinion and for interpreting reactions should be provided. The need for the utilization of opinions of teacher-trainees is especially true in student teaching because in any education curriculum, "student teaching is the most significant set of experiences and the most valuable core of educative activities." This research, or any research, in education, is especially needed in the Philippines. Much of the research material being used in our country today is of foreign origin, and with reference to teacher and pupil relationship such data may not be fully adapted to our needs and our temperament. Hence, this study of the characteristics of a good critic teacher, as reflected in the opinions of student teachers, was undertaken. This study has for its purpose the improvement of the relationship in the day-to-day contact of the critic teacher and the student teacher. It is believed that much improvement can be derived for the pre-teaching experiences of teachers, if reactions and opinions of students are sought. It is further believed that Practice Teaching, which is a part of the teacher training curriculum has been neglected with reference to our democratic principles. Although in one way or another, critic teachers have been trying to be democratic in dealing with the student teachers, the practice of gaining their active cooperation by getting their "just consent" in matters that affect them, has not been widely used. As a result, it cannot be determined if critic teachers have been what the students like them to be, or if in the course of their efforts to impart to the students what they know, they have provided the students with the best situations and influences for their optimum development. Therefore this study on the topic has been made.