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    The Australian Science Teacher: A Typology of Teacher-Student Interpersonal Behaviour in Australian Science Classes

    Access Status
    Fulltext not available
    Authors
    Rickards, Anthony
    Den Brok, P.
    Fisher, Darrell
    Date
    2005
    Type
    Journal Article
    
    Metadata
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    Citation
    Rickards, A. and Den Brok, P. and Fisher, D. 2005. The Australian Science Teacher: A Typology of Teacher-Student Interpersonal Behaviour in Australian Science Classes. Learning Environment Research. 8 (3): pp. 267-287.
    Source Title
    Learning Environment Research
    DOI
    10.1007/s10984-005-1567-4
    ISSN
    13871579
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/41536
    Collection
    • Curtin Research Publications
    Abstract

    This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour. Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed with an American sample of secondary school teachers. The present study investigated the extent to which typologies found in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically, and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles as found in the statistical analyses. The resultant typologies and implications for professional development and research are presented.

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