BACKGROUND Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an int...

introduction: non-verbal communication skills, also called sign language or silent language, include all behaviors performed in the presence of others or perceived either consciously or unconsciously. the main aim of this review article was to determine the effect of the teachers’ non-verbal communication on success in teaching using the findings of the studies conducted on the relationship bet...

The purpose of evaluating teaching effectiveness is to increase student learning. A common metric of student learning is achievement data (i.e., test scores). Thus, it is logical to use student achievement data to evaluate teaching effectiveness. The U.S. has had a short history of using achievement data to evaluate a school or district; the new movement is to use it to evaluate individual teac...

Students’ educational outcomes are predicted by their non-cognitive characteristics, including Big Five personality domains. While theories of teaching and learning suggest that teacher non-cognitive characteristics also impact student outcomes, such characteristics are rarely studied systematically. We propose that the Big Five personality domains of teachers are associated with teacher effect...

introduction: over the past 30 years, recognizing the need and importance of training residents in teaching skills has resulted in several resident-as-teacher programs. the purpose of this study was to explore the impact of this teaching initiative and investigate the improvement in residents’ teaching skills through evaluating their satisfaction and perceived effectiveness as well as assessing...

The present study attempted to investigate how language teacher educators evaluated two current approaches: monologic or prevalent pedagogy which is widely practiced all across the world including Iran, and dialogic pedagogy which is theoretically established by Yakubinsky, Bakhtin, and Vygotsky. The study tried to understand, whether Iranian EFL teachers and teacher educators preferred to adop...

Researchers use five different approaches as they try to learn more about what makes a good teacher. "What makes a good teacher?" is a question that fascinates parents, educators, and behavioral scientists. Several variations of this question occur in the litera ture of research on teaching and teacher effectiveness. Behaviorists ask which teacher behaviors are system atically and causally rela...