Abstract:
The literature on education and schooling abounds with advice and prescription on how to improve the quality of student learning in the classroom. Much of this advice assumes that we have detailed knowledge of how teacher-student interactions result in student learning. The paper examines the models underlying school and teacher effectiveness research and considers the generalisations drawn from this research. It is argued that effective teachers need to have a balance of textual knowledge and pedagogical knowledge. These forms of teacher knowledge and teacher behaviour are discussed and their implications for the initial education of teachers is examined.