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Elements of a model of effective teachers

Cripps Clark, John and Walsh, Julia 2002, Elements of a model of effective teachers, in AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers, Australian Association for Research in Education, Coldstream, Vic., pp. 1-11.

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Title Elements of a model of effective teachers
Author(s) Cripps Clark, JohnORCID iD for Cripps Clark, John orcid.org/0000-0002-0335-6964
Walsh, Julia
Conference name Australian Association for Research in Education. Conference (2002 : Brisbane, Queensland)
Conference location Brisbane, Queensland
Conference dates 1 - 5 Dec. 2002
Title of proceedings AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers
Editor(s) Jeffrey, Peter L.
Publication date 2002
Conference series Australian Association for Research in Education Conference
Start page 1
End page 11
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Summary Much research in teacher education has concentrated on individual elements of effective teaching such as the best way to teach content. There has been less emphasis on understanding the complex process of effective teaching in its entirety. Teacher educators are in the business of creating effective teachers and as such need a clear, evidence based model of an effective teacher. We believe that current models of effective teachers are limited because they fail to give sufficient emphasis to many important aspects of effective teachers and fail to integrate these components into a coherent whole and so provide a language for discussion of and a conceptual framework for developing teacher education.

This paper discusses the elements needed for a model of an effective teacher. This model emphasises not only the domains of effective teaching which receive most of the attention in teacher education and evaluation, namely content knowledge, pedagogical knowledge and, more recently, pedagogical content knowledge but also takes into account the teacher's personal knowledge and knowledge of context. We suggest that it is not just this knowledge that teachers have in these domains but the way this knowledge overlaps and interacts both within the teacher and with the teacher's physical, social, intellectual and emotional environment.

An examination of the effective teacher challenges not only teacher educators to rethink the way we educate both preservice and inservice teachers; but also the way we assess, judge and reward teachers.
ISSN 1324-9320
Language eng
Field of Research 130213 Vocational Education and Training Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004833

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