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Good Teaching, Research on Education, Unqualified teachers

What a Good Teacher Looks Like

Trawling the research to find out what has been ascertained as important in a good teacher was enlightening only insomuch as everything I found was exactly what I would have expected to find.  It is baffling, then,  that Government is flying in the face of both quality research and common sense. 

So, just for you, Hekia Parata, and you, John Key, here is what a good teacher looks like:

“Teacher quality’ has been defined as ‘expertise in relevant subject
content studies coupled with skills in teaching and learning.
Studies of the importance of initial teacher qualifications and
certification have shown that well-prepared beginning teachers
are more effective than under-certified, unqualified, unprepared
recruits. The typical problems of beginning teachers are lessened
with adequate preparation prior to entry into the profession
and sound induction. Full certification, including a major in the
subject taught, positively correlates with student achievement.”


“Effective teachers are enthusiastic, creative, committed and
passionate about their work, and they are good communicators.”


“…quality teachers engaged students in
a range of meta-learning strategies to enhance their active
involvement in learning. Strategies that have been identified
include explicit teaching methods, constructivist teaching,
cooperative learning and student-led questioning (Fouts, 2003).”


And just so it’s clear how your policies impact on teachers and students…

“Increasing teacher accountability for student success or failure
has also been found to have a considerable effect on the work
of teachers and the school experiences of students in both
England and New Zealand (Thrupp, 1998). Micro-management
of ever-tightening regulations and controls can be the antithesis
of teacher professionalism; and negative results of accountability
for teachers can include decrease in their motivation, self-esteem,
performance and health (Kleinhenz & Ingvarson, 2004).”


“It is important to identify not only the data needed by classroom
practitioners and school and system leaders, but also how best
to engage educators and policy makers in collecting, using and
sharing evidence to improve teaching practice and student




Read the whole research summary here.

About Save Our Schools NZ

"One needs to be slow to form convictions, but once formed they must be defended against the heaviest odds." Gandhi


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