HKIER

Abstract

The present study examined teacher role expectations as perceived by students and teachers in Hong Kong. Results showed that junior students were affective oriented towards the teacher role expectations whereas both senior students and teachers were cognitive oriented. However, all the conception groups regarded the cognitive role "to have a lesson well prepared and difficult material clearly explained" as the most essential role for a teacher. In addition, all the conception groups gave far little weight to the "professional role dimension" of a teacher.

摘要

N.A.