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Abstract

The question “What makes an effective teacher?” is an ongoing concern for those involved in education and teaching. This article argues the importance of taking into account both pedagogic and dispositional characteristics when examining what it might mean to be a highly effective teacher. In doing so, two theoretical frameworks are described; namely, the New South Wales Quality Teaching Model (QTM) (NSW, DET, 2003) and the Dispositional Cluster Model (DCM) (Faull, 2008).

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