Developing, Sustaining and Retaining Teacher Quality: Factors That Count

Day, Christopher

Abstract

Traditionally, teachers’ quality has been understood to rely upon their levels of subject, pedagogical content knowledge and classroom management skills. These are provided initially through a period of pre-service education and training; and may be revisited and enhanced during their teaching lives through continuing professional development programmes and other in-school support (e.g. mentoring and coaching, lesson study, practitioner research).

Citation

Day, C. (2021). Developing, Sustaining and Retaining Teacher Quality: Factors That Count. In X. Zhu, & H. Song (Eds.), Envisioning Teaching and Learning for Teachers of Excellence and Equity in Education (171-187). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-16-2802-3_11

• Acceptance Date: May 1, 2020
• Online Publication Date: Aug 14, 2021
• Publication Date: 2021
• Deposit Date: May 21, 2022
• Publisher: Springer Singapore
• Pages: 171-187
• Series Title: Perspectives on Rethinking and Reforming Education
• Series ISSN: 2366-1658
• Book Title: Envisioning Teaching and Learning for Teachers of Excellence and Equity in Education
• ISBN: 9789811628016
• DOI: https://doi.org/10.1007/978-981-16-2802-3_11
• Public URL: https://nottingham-repository.worktribe.com/output/8150373
• Publisher URL: https://link.springer.com/chapter/10.1007/978-981-16-2802-3_11
• Additional Information: First Online: 14 August 2021