Dympna Devine|Declan Fahie|Deirdre McGillicuddy
What is ‘good’ teaching? Teacher beliefs and practices about their teaching
University College Dublin|University College Dublin|University College Dublin
abstract increasing attention teacher quality effectiveness internationally however little research documenting experienced teachers classroom practices beliefs teach way drawing mixed methodological study practices beliefs across 12 primary secondary schools paper documents importance passion reflection planning love children social moral dimension irish teachers constructs good teaching contradictions evident however teacher beliefs observation practice latter mediated sociocultural context school gender social class migrant children teacher expectations different types students leadership practices within school debates quality teaching need take account broader contextual sociocultural factors influence teachers construct teaching keywords teacher beliefseffectivenessqualitysocioculturalleadership acknowledgements grateful dr jonathan drennan ucd expert advice statistical analyses paper paper draws wider study also included contributions dr gerry macruairc dr judith harford ucd notes 1 deis refers department education skills social inclusion strategy delivering equality opportunity schools deis targeted helping children young people risk experiencing educational disadvantage 2 review correlation matrix tested multicollinearity singularity majority values ranging 3 8 identified statistically significant thus ensuring efa could undertaken data spite small overall sample bartletts test sphericity significant chisquare 164355 df351 p001 also indicating efa appropriate set variables kmo measure sampling accuracy 851 indicating sample size appropriate efa 3 mean scores refer average rating given items within overall cluster note reverse coding items 4 respect gender differences across entire sample male teachers tended rank items lesser importance female peers perhaps suggesting lesser ambiguous identification teaching role research warranted although darmody smyth 2011 darmody smyth e 2011 job satisfaction occupational stress among primary teachers school principals ireland dublin esri google scholar indicated higher levels job satisfaction among female primary teachers 5 differentiation component least evidence practice followed active learningpromotion metacognitive skills devine et al 2010 devine fahie mcgillicuddy macruairc g harford j 2010 report use istof international system teacher observation feedback protocol irish schools challenges issues teacher effect dublin school education ucd google scholar