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Highly Effective Teachers

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avondale-bepress.context-key3469988
avondale-bepress.submission-pathteach/vol3/iss2/8
avondale.affiliateFaull, Adele
avondale.reporting.isPeerReviewedPeer Reviewed
avondale.reporting.versionPublished Version
dc.contributor.authorFaull, Adele
dc.date.accessioned2023-11-01T00:36:33Z
dc.date.available2023-11-01T00:36:33Z
dc.date.issued2009-01-01
dc.date.submitted2012-11-14T20:05:58Z
dc.description.abstract<p>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).</p>
dc.identifier.citationFaull, A. (2009). Highly effective teachers. <em>TEACH Journal of Christian Education, 3</em>(2), 32-39. doi:10.55254/1835-1492.1110
dc.identifier.doihttps://doi.org/10.55254/1835-1492.1110
dc.identifier.urihttps://research.avondale.edu.au/handle/1897/03469988
dc.language.isoen_us
dc.publisherAvondale Academic Press
dc.relation.ispartofTEACH Journal of Christian Education
dc.subjectteacher effectiveness
dc.subjectQuality Teaching Model (QTM)
dc.subjecteffective teachers
dc.subjectDispositional Cluster Model (DCM)
dc.subjectteacher values
dc.titleHighly Effective Teachers
dc.title.alternativeHighly Effective Teachers
dc.typeJournal Article

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Volume 3 Issue 2
TEACH Journal Articles (Peer Reviewed)

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