期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2015
卷号：24
期号：2
页码：4-19
DOI：10.26522/brocked.v24i2.460
出版社：Brock University
摘要：This article has two purposes. First, it reports the first year results from focus group methodology conducted to determine how teacher characteristics may influence students’ learning. Second, the article establishes a framework to support ongoing research related to the professional maturation of teachers. Both of these research outcomes are presented in diagram format. Plans for further research into the teacher characteristics that were identified by the first year of research into this topic are presented and discussed.
