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Clocktower.

Steven Sexton
Dr Steven Sexton
He plans to spend the next year interviewing children in Dunedin schools to find out what they think makes a good teacher.

Most of us have at least one story of an inspirational schoolteacher who opened our minds to learning – or the other extreme of a “terrible” one who made our learning experience an ordeal, one forever associated with memories we'd rather forget.

Educational researcher Dr Steven Sexton is intrigued by the notion of what makes so-called “good” and “bad” teachers, and how such ideals impact on teachers' own self-perceptions and approach to their job. His doctoral research found that teachers were strongly influenced by their own experiences in the classroom as children.

A teacher himself, Sexton decided it was time to investigate schoolaged students' points-of-view to find out what children think makes a good teacher, compare the differences between those ideals and those of their teachers, plus the principals who hire the teachers.

In particular, given widespread concern about the relative lack of male teachers in our schools, Sexton is interested in exploring what he considers to be the real issues. He posits that the issue of a paucity of male teachers has been sensationalised by media and by educational “essentialists” who argue that having male role models in the classroom is crucial, especially for boys.

“I see the issue as being more about gender issues and gender stereotypes,” says Sexton, who refers to much of the postulation about the negative effects of low numbers of male teachers as “media garbage”. He contends that this essentialist argument relies on gender stereotypes that don't allow for gender diversity. In other words, it presupposes that all male teachers share similar teaching qualities and styles, as do all female teachers, rather than acknowledging that a full spectrum of teaching styles exists across both genders.

Sexton points out that this oversimplification is comparable to the commonly fashionable idea that girls learn differently to boys.

“Some people will fit into these stereotypes, but the arguments ignore everyone who doesn't,” says Sexton, who counters that the singularly important issue is really about good and bad teaching.

Which is why Sexton will spend the next year interviewing groups of school students of both male and female teachers in various Dunedin primary and secondary schools, including some aged as young as five.

Actively incorporating young children in educational surveys is relatively new practice, he says, and one that requires careful planning and ethical preparation to ensure that participants and their families feel safe in the process, but the efforts are worthwhile.

"Students need the best opportunities we can give them. If teachers aren't doing that well, some kids just won't stand a chance."

“More researchers have begun to realise that students as young as five and six have something insightful to say,” says Sexton, who will also interview teachers and principals. “Students know who's a good teacher and who isn't.”

Sexton theorises that children of this age will indicate that they like a teacher who makes them feel secure, while he expects children in years 5 to 8 will want a teacher who is “firm, but fair”. He anticipates that secondary school students will tell him they enjoy a teacher with a passion for their subject who can ignite interest in them.

Sexton points to the overly-prescriptive curriculum of 1993 as one of the driving factors behind the exodus of males from the teaching profession in New Zealand, as well as more often-quoted factors such as relatively low salaries and social status, and fear of allegations of inappropriate behaviour.

The new curriculum, he believes, is helping to raise the perception of teaching as a highly-skilled profession, while other factors such as the development of teacher specialisations are also helping to bring men back into the classroom.

Which is where – if we have a better idea of what makes a good teacher – all teachers, male and female, can make their mark on future generations.

“Education is a great equaliser,” says Sexton. “It's one of the strongest tools we have for addressing social inequities. Students need the best opportunities we can give them. If teachers aren't doing that well, some kids just won't stand a chance.”

Funding

  • University of Otago Research Grant
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