Critical Analysis of Teachers’ Practice in Order to Improve Student Learning Outcomes: Quality Teaching Model

By Janette Long.

Published by The Organization Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Quality teaching and its impact on student learning outcomes and the professional learning of teachers is an important curriculum movement in Australia, particularly in the State of New South Wales (NSW). Quality teaching is a descriptor that has been widely recognized within the literature to acknowledge the professional attributes and teaching practices that have traditionally been employed by quality teachers to foster improved student learning outcomes.

Recognition of this research has led to the development and implementation of the NSW Quality Teaching Model in the past decade that is firmly entrenched in pedagogical reform and draws upon a wide range of educational research from Australia and abroad. As such, the following paper discusses and analyzes how the NSW Quality Teaching Model and the pedagogical practices that underpin this model are designed to assist student learning outcomes and teachers’ professional learning.

Keywords: Quality Teaching, Teacher Professional Learning

International Journal of Knowledge, Culture and Change Management, Volume 11, Issue 1, pp.73-92. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.110MB).

Dr. Janette Long

Associate Professor in Education, Faculty of Education, Australian Catholic University, Strathfield, NSW, Australia

Dr. Janette Long is an Associate Professor in Education at the Australian Catholic University, Strathfield and contributes to both primary and secondary teacher education courses at undergraduate and postgraduate levels. Her research interests include professional development and learning, supervision, the practicum, mentoring, teachers’ professional knowledge, diversity in the classroom, curriculum, assessment and evaluation issues.


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