How can we really evaluate teacher effectiveness? Systems of
teacher appraisal and evaluation are being created across the world
in order to monitor and assess teacher performance. But do the
models used really give a fair evaluation? Based on international
research, the authors argue that teacher effectiveness is too
narrowly conceptualised and methods of measuring it are not attuned
to the real contexts in which teachers work. They propose a model
of differential teacher effectiveness which takes into account
that: * teachers may be more effective with some categories of
students than with others * teachers may be more effective with
some teaching contexts than others * teachers may be more effective
with some subjects or components than with others. Building on and
developing previous research on models of teacher effectiveness and
current theories, the authors open up possible new debates which
will be of interest to academics and researchers working in this
area throughout the world.
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