Effective teaching and values: some implications for research and teacher appraisal
UNSPECIFIED. (2004) Effective teaching and values: some implications for research and teacher appraisal. OXFORD REVIEW OF EDUCATION, 30 (4). pp. 451-465. ISSN 0305-4985Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/0305498042000303955
Teacher effectiveness research has tended to neglect the analysis of values in two senses: the general values associated with the processes of education, and the more specific values underlying effective teaching. The possibilities for re-conceptualising teacher effectiveness, by incorporating a values dimension, are illustrated through two examples: effectiveness in developing independent learning and effectiveness in achieving a classroom climate characterised by inclusiveness. The potential contribution to teacher effectiveness outside, as well as inside, the classroom is explored through a discussion of the strengths and problems inhering in the English government's adoption of the Hay McBer model of teacher effectiveness for the assessment of teacher performance. The contribution of teacher self-evaluation to the process of the identification of values underlying effectiveness is discussed.
|Item Type:||Journal Article|
|Journal or Publication Title:||OXFORD REVIEW OF EDUCATION|
|Official Date:||December 2004|
|Number of Pages:||15|
|Page Range:||pp. 451-465|
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