Abstract
The question raised here was: ‘How can you tell a good teacher when you see one?’ The problem is a complex one, as is the whole teaching/learning process. One hundred and eighty‐eight questionnaires were distributed to colleges of education and university departments of education and a 65 per cent response was received. The results showed that the bases of criteria used for the assessment of student teachers varied enormously and it was revealed that approximately half of the institutions did not have a list of criteria in written form. The investigation indicates that there are weaknesses in the present system of teaching practice assessment, particularly in the diversity of the methods of assessment.
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