Effective Teaching and Standards for Teaching: A Loose Coupling

  • Lexie Grudnoff
  • Eleanor Hawe
  • Bryan Tuck

Abstract

Performance management with teacher appraisal has become mandatory in England and New Zealand. In England there is a single set of comprehensive standards that function as statutory requirements for initial teacher education and certification as a qualified teacher. In New Zealand we have programme requirements for initial teacher education that are not aligned with either the standards for registration or the standards in employment contracts. Moreover in New Zealand the standards are not legal requirements, eg. when recommendations are being made for registration, the Teachers Council’s standards are regarded as indicators of the factors that could be considered. The assumption seems to be that the more coherent and rigorous approach in England will be associated with more effective teaching. This article argues why this may not be the case, and calls for the involvement of teachers and researchers in the development of standards for teacher education and teaching, and the implementation of methods for evaluating teachers’ practice.

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Author Biographies

Lexie Grudnoff
Eleanor Hawe
Bryan Tuck
Published
2004-07-01
How to Cite
GRUDNOFF, Lexie; HAWE, Eleanor; TUCK, Bryan. Effective Teaching and Standards for Teaching: A Loose Coupling. The New Zealand Annual Review of Education, [S.l.], n. 14, july 2004. ISSN 1178-3311. Available at: <https://ojs.victoria.ac.nz/nzaroe/article/view/1490>. Date accessed: 28 oct. 2020. doi: https://doi.org/10.26686/nzaroe.v0i14.1490.

Keywords

Teachers and Teaching