DIMENSIONS OF THE QUESTIONNAIRE
low degree of constructivism: items4-6-12-14-18-24 (high scores indicate a tendency to rely on teacher-centred approaches)
high degree of openness - relatively high tendency to be a constructive teacher: items 7-9-16-17-21-23-22 (high scores indicate a relatively high degree of openness to cooperative learning)
| DIMENSIONS | GREEK TEACHERS GROUP |
| motivation & professional awareness | 2.1 |
| locus of control | 3.5 |
| teacher-centred teaching style (tendency) | 2.75 |
| learner-centred teaching style (tendency) | 2 |
| self-assertiveness and leadership | 3.5 |
| Decidi in che misura ciascuno dei comportamenti descritti qui sotto è tipico di te. | SCHEDA 1 | SCHEDA 2 | media | |
| 1 | mi piace insegnare | 4 | 4 | 4 |
| 2 | ho pensato di cambiare lavoro | 2 | 1 | 1.5 |
| 3 | penso che ci sia un metodo di insegnamento ottimale per ogni gruppo di età. | 0 | 2 | 1 |
| 4 | il mio primo e fondamentale compito è trasmettere conoscenza agli studenti. | 4 | 5 | 4.5 |
| 5 | sono sicuro/a dell'efficacia di quello che faccio per i miei allievi. | 3 | 4 | 3.5 |
| 6 | i miei studenti hanno bisogno della mia guida. | 4 | 4 | 4 |
| 7 | i miei studenti lavorano in piccoli gruppi | 1 | 1 | 1 |
| 8 | la disciplina in classe non è un problema | 4 | 4 | 4 |
| 9 | stabilisco le regole di comportamento mediante negoziazione con gli studenti | 1 | 2 | 1.5 |
| 10 | do importanza al feedback | 4 | 5 | 4.5 |
| 11 | le regole di comportamento le stabilisco io. | 3 | 4 | 3.5 |
| 12 | Credo che i miei studenti si sentano meglio se li si fa lavorare individualmente e in competizione. | 2 | 4 | 3 |
| 13 | finire il programma in tempo è molto importante per me. | 3 | 4 | 3.5 |
| 14 | preferisco fare lezione in modo deduttivo trasmissivo. | 1 | 2 | 1.5 |
| 15 | quando i miei studenti non raggiungono i risultati che voglio mi deprimo. | 5 | 3 | 4 |
| 16 | il mio rapporto interpersonale con gli studenti è determinante nel determinare la qualità del mio lavoro. | 5 | 5 | 5 |
| 17 | faccio un'indagine sugli stili cognitivi dei miei studenti prima di impostare il lavoro. | 4 | 4 | 4 |
| 18 | Ho in mente degli standard di produttività e di conoscenze precisi che i miei studenti devono raggiungere. | 2 | 4 | 3 |
| 19 | se gli studenti non raggiungono gli standards previsti penso che ci sia qualche cosa in me che non va. | 5 | 1 | 3 |
| 20 | so gestire i comportamenti oppositivi degli studenti | 2 | 4 | 3 |
| 21 | preferisco lavorare con strategies di problem-solving | 2 | 2 | 2 |
| 22 | cerco di parlare il meno possibile durante le lezioni e far parlare gli studenti | 2 | 1 | 1.5 |
| 23 | mi piace organizzare attività cooperative per gli studenti e poi stare a osservare quello che succede. | 3 | 3 | 3 |
| 24 | Ho notato che gli studenti si sono più efficienti se uso punizioni per i peggiori. | 1 | 0 | 0.5 |
| 25 | credo che gestire una classe sia come gestire dei figli. | 2 | 3 | 2.5 |
TEACHER PROFESSIONAL AWARENESS
QUESTIONNAIRE
(TDASS quest.)
|
say to what extent the behaviors described below apply to you.
|
0
never-mai |
1
rarely-molto di rado |
2
sometimes-a volte |
3
often- spesso |
4
usually- di solito molto spesso |
5always-
sempre |
|
1.
I like teaching |
|
|
|
|
● |
|
|
2.I 've thought
of dropping teaching |
|
|
● |
|
|
|
|
3. I think
there's one "best teaching method" for every age group.
|
● |
|
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|
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|
4. Transmitting
knowledge is my first and foremost duty. |
|
|
|
|
● |
|
|
5. I am
positively sure that what I do for my students is effective
|
|
|
|
● |
|
|
|
6 . My students
need me as a guide. |
|
|
|
|
● |
|
|
7.
My students work in small groups (3 students) |
|
● |
|
|
|
|
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8. I can manage
discipline easily |
|
|
|
|
● |
|
|
9. I set behavioral rules through negotiating with my students
|
|
● |
|
|
|
|
|
10. Getting
feedback from students is very important to me. |
|
|
|
|
● |
|
|
11. I am the one
who chooses behavioral rules in my class |
|
|
|
● |
|
|
|
12.
think my students are better at individual competitive work. |
|
|
● |
|
|
|
|
13. keeping
timely in finishing the syllabus is important for me. |
|
|
|
|
|
|
|
14.I like
lecturing in a teacher-centred way |
|
● |
|
|
|
|
|
15. when my
students are not proficient the way I hoped I get
frustrated |
|
|
|
|
|
|
|
16.
Good interpersonal
relationship is crucial in determining the good quality of my job. |
|
|
|
|
|
● |
|
17. I try to have
an idea of my students' cognitive styles before planning my work. |
|
|
|
|
● |
|
|
18. I know
exactly which standards of knowledge my students must have. |
|
|
● |
|
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|
|
19. If my
students do not reach these
standards I think there's something wrong with me. |
|
|
|
|
|
● |
|
20 I can handle
my students' oppositive behaviors |
|
|
● |
|
|
|
|
21. I like using
problem-solving strategies |
|
|
● |
|
|
|
|
22. I try to
limit my teaching time as much as I can |
|
|
● |
|
|
|
|
23. I like
planning and setting up cooperative activities. Get the students started
and observe them as they go along. |
|
|
|
● |
|
|
|
24. I've noted an
increase in my students' efficiency if I punish the lazy ones. |
|
● |
|
|
|
|
|
25 . I think
managing a group of students is like managing one's own kids. |
|
|
● |
|
|
|
TEACHER PROFESSIONAL AWARENESS
QUESTIONNAIRE
(TDASS quest.)
|
say to what extent the behaviors described below apply to you.
|
0 never-mai |
1 rarely-molto di rado |
2 sometimes-a volte |
3 often- spesso |
4 usually- di solito molto spesso |
5always- sempre |
|
1.
I like teaching |
|
|
|
|
X |
|
|
2.I 've thought
of dropping teaching |
|
X |
|
|
|
|
|
3. I think
there's one "best teaching method" for every age group.
|
|
|
X |
|
|
|
|
4. Transmitting
knowledge is my first and foremost duty. |
|
|
|
|
|
X |
|
5. I am
positively sure that what I do for my students is effective
|
|
|
|
|
|
|
|
6 . My students
need me as a guide. |
|
|
|
|
X |
|
|
7.
My students work in small groups (3 students) |
|
X |
|
|
|
|
|
8. I can manage
discipline easily |
|
|
|
|
X |
|
|
9. I set behavioral rules through negotiating with my students
|
|
|
X |
|
|
|
|
10. Getting
feedback from students is very important to me. |
|
|
|
|
|
X |
|
11. I am the one
who chooses behavioral rules in my class |
|
|
|
|
X |
|
|
12.
think my students are better at individual competitive work. |
|
|
|
|
X |
|
|
13. keeping
timely in finishing the syllabus is important
for me. |
|
|
|
|
X |
|
|
14.I like
lecturing in a teacher-centred way |
|
|
X |
|
|
|
|
15. when my
students are not proficient the way I hoped I get
frustrated |
|
|
|
X |
|
|
|
16.
Good interpersonal
relationship is crucial in determining the good quality of my job. |
|
|
|
|
|
X |
|
17. I try to have
an idea of my students' cognitive styles before planning my work. |
|
|
|
|
X |
|
|
18. I know
exactly which standards of knowledge my students must have. |
|
|
|
|
X |
|
|
19. If my
students do not reach these standards I think there's something wrong with
me. |
|
X |
|
|
|
|
|
20 I can handle
my students' oppositive behaviors |
|
|
|
|
X |
|
|
21. I like using
problem-solving strategies |
|
|
X |
|
|
|
|
22. I try to
limit my teaching time as much as I can |
|
X |
|
|
|
|
|
23. I like
planning and setting up cooperative activities. Get the students started
and observe them as they go along. |
|
|
|
X |
|
|
|
24. I've noted an
increase in my students' efficiency if I punish the lazy ones. |
X |
|
|
|
|
|
|
25 . I think
managing a group of students is like managing one's own kids. |
|
|
|
X |
|
|