dc.contributor.author |
Sinnema, Claire |
en |
dc.contributor.author |
Meyer, Frauke |
en |
dc.contributor.author |
Aitken, Graeme |
en |
dc.date.accessioned |
2017-02-22T04:06:51Z |
en |
dc.date.issued |
2017 |
en |
dc.identifier.citation |
Journal of Teacher Education 68(1):9-27 2017 |
en |
dc.identifier.issn |
0022-4871 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/31933 |
en |
dc.description.abstract |
Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our purpose here is to propose a model of Teaching for Better Learning (TBL) that responds to those critiques and that captures the complexity of teaching rather than focusing on discrete elements. Our model foregrounds the salience of teachers’ own situations and the active nature of teachers’ practice in a way that integrates practice with relevant theory. We outline how the TBL model can be used to derive inquiry-oriented teaching standards, an alternative approach that challenges widely accepted conventions for the design of standards and, we argue, might better support the improvement of teaching and learning. |
en |
dc.publisher |
SAGE Publications |
en |
dc.relation.ispartofseries |
Journal of Teacher Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0022-4871/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Capturing the complex, situated and active nature of teaching through inquiry-oriented standards for teaching |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1177/0022487116668017 |
en |
pubs.issue |
1 |
en |
pubs.begin-page |
9 |
en |
pubs.volume |
68 |
en |
dc.description.version |
AM - Accepted Manuscript |
en |
dc.rights.holder |
Copyright: SAGE Publications |
en |
pubs.end-page |
27 |
en |
pubs.publication-status |
Accepted |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
493472 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.org-id |
Organisational Performance and Improvement |
en |
pubs.org-id |
Vice Chancellor’s Support Serv |
en |
dc.identifier.eissn |
1552-7816 |
en |
pubs.record-created-at-source-date |
2015-08-08 |
en |
pubs.online-publication-date |
2016-09-28 |
en |