2 Three Categories: Pedagogical Knowledge and Competency Personal AttributesProfessional Attributes
3 Pedagogical Knowledge and Competency Knowledge of key concepts.Knowledge of governing curriculum.The teaching of relevant and engaging content.Knowledge of available resources and technologies.Awareness of different learning styles.Awareness of different pedagogical strategies.
4 Pedagogical Knowledge and Competency (Continued) Encouragement of self-directed learning.Flexible and diverse teaching practice.Building student security and confidence.Challenge student abilities.Clear communication of tasks, goals and expectations.Application of effective classroom management strategies.
5 Personal Attributes Modelling student respect. Empathic understanding. Nurturing.Passionate about learning.Personally committed to teaching as a vocation.Fair and non-authoritarian.
6 Personal Attributes (continued) Personal authenticity.Effective interpersonal skills.Advanced communication skills.Confident teacher presence.Self-insight and self-control.
7 Professional Attributes Reflective practice.Time management skills.Evidence based self-correction.Seeks feedback and constructive criticism.Ongoing development of current pedagogical thinking.
8 Professional Attributes (continued) Participation and collaboration with school and wider community.Effective stress management.Appropriate modelling.Responsible behaviour (legal, ethical etc).Appropriate personal presentation.
9 ReferencesAtherton, J. S. (2005) Learning and Teaching: Cognitive Dissonance and learning, [online]. Available: [Accessed: 22 April 2009]. Azer, S. A. The qualities of a good teacher: how can they be acquired and sustained? [online] Available: [Accessed: 10 April 2009]. Dweck, C. S. (2007) ‘The Secret to Raising Smart Kids’ in Scientific American Mind, December Edition, [online] Available: [Accessed: 22 April 2009]. Hal, U. Good teachers share one special quality [online]. Available: [Accessed: 2 April 2009]. Rhem, J. (2007) ‘Responding to Student Relativism’ in The National Teaching and Learning Forum, vol.15 (4) [online] Available: [Accessed: 22 April 2009]. VIT (2005) Code of Conduct, Victorian Institute of Teaching, [online] Available at: [Accessed: 5 April 2009]. VIT (2005) Standards of professional practice for full registration, PDF Document, Victorian Institute of Teaching, [online] Available at: [Accessed: 5 April 2009].
10 References (Continued) Cruickshank, D.R. & Haefele, D. (2001) ‘Good Teachers, Plural: What makes a teacher good? Looking at the ways we have answered that question in the past century may place the current evaluation craze in perspective’, Educational Leadership, February: Egan, G. (2007) The Skilled Helper, 8th Ed., California, USA: Thomson Brooks/Cole. Gardner, H. (2006) Multiple Intelligences: New Horizons, Revised Edition, New York : London :BasicBooks ; Perseus Running [distributor]. Korthagen, F.A.J. (2004) ‘In search of a good teacher: towards a more holistic approach in teacher education’. Teaching and Teacher Education, vol. 20: Slade, M. (2002) What makes a ‘Good Teacher’?: The Views of Boys, Conference paper presented at Challenging Futures? Changing Agendas in Teacher Education, Armidale, NSW, February 3-7, 2002: Snowman, J., Dobozy, E., Scevak J., Bryer, F. & Bartlett B. (2009) Psychology Applied to Teaching, Wiley. Westwood, R. (2006) ‘What do schools really want in a language teacher?’, Teacher, vol.168(April): Whitehead, K. L. F. & Rossetto, M. (2007) ‘Bridging past and present in the negotiation of prospective middle school teachers' identities’, Australian Journal of Middle Schooling, vol.7(1):
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