By the same authors

From the same journal

From the same journal

National Context and Teacher Characteristics: Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries

Research output: Contribution to journal › Article › peer-review

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National Context and Teacher Characteristics : Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries. / Klassen, Robert Mark; Durksen, Tracy; Al Hashmi, Waleed Talib Abdullah; Kim, Lisa; Longden, Ken; Metsäpelto, Riitta-Leena; Poikkeus, Anna-Maija; Gyori, Janos.

In: Teaching and Teacher Education, Vol. 72, 05.2018, p. 64-74.

Research output: Contribution to journal › Article › peer-review

Harvard

Klassen, RM, Durksen, T, Al Hashmi, WTA, Kim, L, Longden, K, Metsäpelto, R-L, Poikkeus, A-M & Gyori, J 2018, 'National Context and Teacher Characteristics: Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries', Teaching and Teacher Education, vol. 72, pp. 64-74. https://doi.org/10.1016/j.tate.2018.03.001

APA

Klassen, R. M., Durksen, T., Al Hashmi, W. T. A., Kim, L., Longden, K., Metsäpelto, R-L., Poikkeus, A-M., & Gyori, J. (2018). National Context and Teacher Characteristics: Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries. Teaching and Teacher Education, 72, 64-74. https://doi.org/10.1016/j.tate.2018.03.001

Vancouver

Klassen RM, Durksen T, Al Hashmi WTA, Kim L, Longden K, Metsäpelto R-L et al. National Context and Teacher Characteristics: Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries. Teaching and Teacher Education. 2018 May;72:64-74. https://doi.org/10.1016/j.tate.2018.03.001

Author

Klassen, Robert Mark ; Durksen, Tracy ; Al Hashmi, Waleed Talib Abdullah ; Kim, Lisa ; Longden, Ken ; Metsäpelto, Riitta-Leena ; Poikkeus, Anna-Maija ; Gyori, Janos. / National Context and Teacher Characteristics : Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries. In: Teaching and Teacher Education. 2018 ; Vol. 72. pp. 64-74.

Bibtex - Download

@article{54b90041534b441a85a11d64cbeb7380,
title = "National Context and Teacher Characteristics: Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries",
abstract = "The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers{\textquoteright} relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers.",
author = "Klassen, {Robert Mark} and Tracy Durksen and {Al Hashmi}, {Waleed Talib Abdullah} and Lisa Kim and Ken Longden and Riitta-Leena Mets{\"a}pelto and Anna-Maija Poikkeus and Janos Gyori",
note = "{\textcopyright} 2018 The Authors. ",
year = "2018",
month = may,
doi = "10.1016/j.tate.2018.03.001",
language = "English",
volume = "72",
pages = "64--74",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Limited",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - National Context and Teacher Characteristics

T2 - Exploring the Critical Non-Cognitive Attributes of Novice Teachers in Four Countries

AU - Klassen, Robert Mark

AU - Durksen, Tracy

AU - Al Hashmi, Waleed Talib Abdullah

AU - Kim, Lisa

AU - Longden, Ken

AU - Metsäpelto, Riitta-Leena

AU - Poikkeus, Anna-Maija

AU - Gyori, Janos

N1 - © 2018 The Authors.

PY - 2018/5

Y1 - 2018/5

N2 - The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers’ relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers.

AB - The purpose of this article was to examine what education professionals in four countries (England, Finland, Malawi, and Oman) deemed as the critical (i.e., most important for effective teaching) non-cognitive attributes of novice teachers. Results from an iterative comparative case study showed that participants consistently judged certain attributes of novice teachers as critical, i.e., empathy, organization, and resilience. However, there was also differential importance placed on teachers’ relationships with the community, reflecting theorized cultural differences. The findings provide new insight into how national and cultural context are associated with the perceptions of the critical non-cognitive attributes of effective teachers.

UR - http://www.scopus.com/inward/record.url?scp=85042939494&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2018.03.001

DO - 10.1016/j.tate.2018.03.001

M3 - Article

VL - 72

SP - 64

EP - 74

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -

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