Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms

What constitutes ‘good’ teaching and ‘good’ learning is a complex and controversial issue. Educational agencies in New Zealand, like those in other western countries, have called for synthesis of research evidence (see Anthony & Walshaw, 2007; Stanley, 2008; Ingvarson, Beavis, Bishop, Peck, &...

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Bibliographic Details
Published inStudent Voice in Mathematics Classrooms around the World pp. 209 - 225
Main Author Anthony, Glenda
Format Book Chapter
LanguageEnglish
Published Rotterdam SensePublishers 2013
SeriesLearner’s Perspective Study
Subjects
Good Teacher
Mathematical Identity
Mathematics Classroom
Normative Identity
Student Perception
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Summary:What constitutes ‘good’ teaching and ‘good’ learning is a complex and controversial issue. Educational agencies in New Zealand, like those in other western countries, have called for synthesis of research evidence (see Anthony & Walshaw, 2007; Stanley, 2008; Ingvarson, Beavis, Bishop, Peck, & Elsworth, 2004; National Mathematics Advisory Panel, 2008; Sullivan, 2011) to inform policy and professional development initiatives aimed at improving the quality of teaching and learning outcomes.
DOI:10.1007/978-94-6209-350-8_12