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Little prior work has detailed how teachers address teenagers’ developmental needs across these areas, or how teenagers themselves perceive their teachers. Year 9 students in Brisbane (N=182) described what they liked about teachers, revealing stronger salience for emotional and social domains than physical and cognitive domains.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teenagers-perceptions-of-teachers-a-developmental-argument-article/593792/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teenagers-perceptions-of-teachers-a-developmental-argument-article/593792.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework does the article use to study teenagers’ perceptions of teachers?","Question",{"text":112,"@type":113},"The article uses a developmental lens to map student responses to four developmental domains: social, emotional, physical, and cognitive.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study collect teenagers’ perceptions of teachers?",{"text":117,"@type":113},"A cohort of Year 9 students in a secondary school in Brisbane (N=182) commented on what they “liked” about their teachers, and their responses were mapped to the four domains.",{"name":119,"@type":110,"acceptedAnswer":120},"Which developmental domains did students’ feedback emphasize most?",{"text":121,"@type":113},"Students’ emotional and social domains were more salient than their physical and cognitive domains, with liking associated with emotionally positive and socially accommodating teaching.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593792,1792188603,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 2 | Article 2 |\n| --- | --- |\n| 2018\u003Cbr>Teenagers Perceptions of Teachers: A Developmental Argument\u003Cbr>J-FJ-F\u003Cbr>University of Tasmania, [j.f@utas.edu.au](j.f@utas.edu.au)\u003Cbr>Karen Swabey\u003Cbr>University of Tasmania, [karen.swabey@utas.edu.au](karen.swabey@utas.edu.au)\u003Cbr>Darren Pullen\u003Cbr>University of Tasmania, [darren.pullen@utas.edu.au](darren.pullen@utas.edu.au)\u003Cbr>Seyum Getenet\u003Cbr>University of Southern Queensland, [seyum.getenet@usq.edu.au](seyum.getenet@usq.edu.au)\u003Cbr>Tony Dowden\u003Cbr>University of Southern Queensland, [Tony.Dowden@usq.edu.au](Tony.Dowden@usq.edu.au) |  |\n\nRecommended Citation  \nJ-F, J., Swabey, K., Pullen, D., Getenet, S., & Dowden, T. (2018). Teenagers Perceptions of Teachers: A Developmental Argument. Australian Journal of Teacher Education, 43 (2).  \n[http://dx.doi.org/10.14221/ajte.2018v43n2.2](http://dx.doi.org/10.14221/ajte.2018v43n2.2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss2/2](http://ro.ecu.edu.au/ajte/vol43/iss2/2)  \nAustralian Journal of Teacher Education  \nTeenagers’ Perceptions of Teachers: A Developmental Argument  \nDr J-F  \nA/Professor Karen Swabey  \nDr Darren Pullen  \nDr Seyum Getenet  \nDr Tony Dowden  \nUniversity of Southern Queensland  \nAbstract: Using the concept of a developmental lens (Brighton, 2007;  \nCaskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013;  \nNational Middle School Association, 2010; Peterson, 2010), this  \narticle focuses on young teenage students’perceptions of teachers.  \nSchool teachers play an important role in the educational  \ndevelopment of teenagers but little is known about how teachers cater  \nfor teenage students’ social, emotional, physical and cognitive  \ndevelopmental domains. Even less is known about teenage students’  \nperceptions of their teachers. The current study asked a cohort of Year  \n9 students in a secondary school in Brisbane, Australia (N=182) to  \ncomment on what they “liked” about their teachers. The students’  \nresponses were mapped against each of the four developmental  \ndomains. Analysis of the data showed that students’ emotional and  \nsocial domains were more salient than their physical and cognitive  \ndomains. Specifically, the young teenage students reported liking their  \nteachers when the teachers’were emotionally positive and socially  \naccommodating. The findings of this paper are discussed via a  \ndevelopmental lens with regard to the implications for teacher  \neducation.  \nKey words: Teenagers, school, teachers, developmental domains  \nIntroduction  \nEffective education must specifically cater for the developmental needs of teenagers in accordance with what is known about the human developmental domains (i.e., social, emotional, physical and cognitive), as this is paramount to individual wellbeing and positive outcomes to ongoing maturation (Brighton, 2007; Caskey & Anfara, 2014; Davis, 2006; J-F, Pullen, & Carroll, 2013; National Middle School Association, 2010; Pendergast, Main, & Bahr, 2017; Peterson, 2010) . The implication for teacher education is that it is vital for teachers to understand that the developmental needs of teenage students and positive teacherstudent relationships, along with constructive emotional exchanges and processes, profoundly effect how teenagers develop and learn (Brighton, 2007; Elliot & Dweck, 2005; Pickeral, Evans, Hughes, & Hutchison, 2009; Shanks & Dowden, 2015) .  \nIn the school context, young teenage students’ needs can be catered for by giving positive attention to students, listening to them, being emotionally supportive, being caring, positively managing behaviour and planning for differentiated needs (Hoffnung et al., 2012) .  \nVol 43, 2, February 2018 26  \nAustralian Journal of Teacher Education  \nAccordingly, the simple act of asking students what they like about their teachers and then analysing their responses has the potential to provide insight into how te","cbCaibP6ym9CCgIh","https://ap.wps.com/l/cbCaibP6ym9CCgIh","pdf",294799,14,"English","# Abstract\n# Introduction\n## Developmental needs and wellbeing\n## Teacher-student relationships\n# Study approach","[{\"question\":\"What framework does the article use to study teenagers’ perceptions of teachers?\",\"answer\":\"The article uses a developmental lens to map student responses to four developmental domains: social, emotional, physical, and cognitive.\"},{\"question\":\"How did the study collect teenagers’ perceptions of teachers?\",\"answer\":\"A cohort of Year 9 students in a secondary school in Brisbane (N=182) commented on what they “liked” about their teachers, and their responses were mapped to the four domains.\"},{\"question\":\"Which developmental domains did students’ feedback emphasize most?\",\"answer\":\"Students’ emotional and social domains were more salient than their physical and cognitive domains, with liking associated with emotionally positive and socially accommodating teaching.\"}]","Teenagers Perceptions of Teachers: A Developmental Argument - Article | PDF",1792077927,35]