Abstract

Problem statement: School effectiveness research shows that teacher effectiveness is the single most important school-based factor in student success. The effects of poor teaching linger and can be measured for at least three years after students have left the classroom. It is too late to wait until secondary school level for backlogs to be eradicated. Education systems, such as the South African system, which grapple with large numbers of dysfunctional schools, should look anew at teacher effectiveness in all school phases. The urgent need for highly effective teachers in every classroom requires that education systems develop a comprehensive definition of teacher effectiveness and create training programmes to develop it. Thus, the problem investigated is: What are the characteristics, skills, attitudes and behaviors associated with effective teachers and what is the best way in which schools of education can adapt initial teacher education to meet the challenges of today’s classrooms? Approach: A mixed method approach was adopted. In addition to an in-depth literature review, open-ended questionnaires, probing perceptions of teacher effectiveness issues were distributed to teachers, school principals, policy officials and teacher educators. Interviews were conducted with a variety of educational experts. Classroom observations of experienced and novice teachers were conducted in a variety of contexts using open-ended classroom observation checklists. Results: Based on the findings of the research a synthesis of the characteristics, knowledge, skills, attitudes and behaviors associated with effective teachers was developed. Conclusion: If teachers are to be effective their initial training will have to be effective. This study has identified the characteristics and behaviours associated with effective teachers. These indicators are broad guidelines for schools of education to stimulate teacher education reform. Covering the curriculum, structuring of content, appropriate pacing and alignment, clear goal setting, clarity of content and presentation, are a few requirements for effective teachers which have direct implications for teacher education.

Highlights

  • If teacher effectiveness in this complex era is the single most important school-based factor in student achievement, education reform movements should look anew at teacher effectiveness in all school phases and the factors contributing to effective teaching

  • In addition to the literature mathematics and science education. This is in spite of review, open-ended questionnaires, probing perceptions the fact that education gets the biggest share of the of teacher effectiveness issues were distributed to country’s budget and is spending far more per learner teachers, school principals, policy officials at education as in any other African country

  • South African teacher education has undergone various reforms since 1994 a recent Higher experienced and novice teachers were conducted in a variety of contexts using open-ended classroom observation checklists

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Summary

Introduction

School Effectiveness Research (SER) shows that teacher effectiveness is the single most important school-based factor in student success. The effects of poor teaching and, good teaching, linger and can be measured for at least three years after the students have left the classroom (Wendel, 2000). If teacher effectiveness in this complex era is the single most important school-based factor in student achievement, education reform movements should look anew at teacher effectiveness in all school phases and the factors contributing to effective teaching. The training that teachers receive is most surely one of the critical factors contributing to whether they would be secondary school level for backlogs built up during years of neglected primary school education to be eradicated. In this age of rapid change in effective or not.

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