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dc.contributor.authorShelton, Fiona
dc.date.accessioned2017-04-25T13:43:41Z
dc.date.available2017-04-25T13:43:41Z
dc.date.issued2016-05-27
dc.identifier.citationShelton, F. (2016) 'Teacher quality and effectiveness: Challenges and opportunities', [Keynote] Presented at the 9th International Conference on Current trends in Higher Education in Europe, University of Leuven, Brussels, 27- 28 May.en
dc.identifier.urihttp://hdl.handle.net/10545/621561
dc.description.abstractEffective teaching is defined by Coe, Aloisi, Higgins and Major (2014) as that which leads to improved student achievement using outcomes that matter to their future success. Whilst defining effective teaching is not easy, the research keeps coming back to this critical point; student progress is the yardstick by which teacher quality should be assessed. Well motivated, skilled teachers are at the heart of effective schools. Schools need to attend to the quality of teachers using a range of monitoring strategies. Teachers require access to opportunities for formal and informal professional development and understand the value of this for the schools objectives and the development of their own careers. The best teachers help young people to develop the capacity to reflect on and recognise their contribution to their world, its value and their developing spirit.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.relation.urlhttps://agenda.kuleuven.be/en/content/current-trends-higher-education-europeen
dc.subjectHigher educationen
dc.subjectQualityen
dc.subjectProfessionalen
dc.subjectEuropeen
dc.subjectTeacher training in HEen
dc.titleTeacher quality and effectiveness: Challenges and opportunitiesen
dc.typePresentationen
dc.contributor.departmentUniversity of Derbyen
html.description.abstractEffective teaching is defined by Coe, Aloisi, Higgins and Major (2014) as that which leads to improved student achievement using outcomes that matter to their future success. Whilst defining effective teaching is not easy, the research keeps coming back to this critical point; student progress is the yardstick by which teacher quality should be assessed. Well motivated, skilled teachers are at the heart of effective schools. Schools need to attend to the quality of teachers using a range of monitoring strategies. Teachers require access to opportunities for formal and informal professional development and understand the value of this for the schools objectives and the development of their own careers. The best teachers help young people to develop the capacity to reflect on and recognise their contribution to their world, its value and their developing spirit.


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