Compliance with teacher competencies and the assessment thereof, do not necessarily have anything to do with being a ‘good teacher’. The subjective nature of the term ‘good teacher’ means that the impression of what this is for an individual student will be different to what this is for a national governing body and different again from what this means for the parents of the students. Said ‘good teacher’ will vary in their attempts to be good by whom they feel accountable to: the students, the students’ parents, the school body, the national governing body, et cetera. The expectations of the general populace may well be different to the ideals that are being sought within an educator’s education. I know that some peoples’ hearts may actually threaten to stop if they were told that classes will not be properly segregated into subjects, students would not be sitting in neat, orderly rows, and writing on the walls will be encouraged.
Can the
social context of an extremely good teacher, who is not going to burn out by trying
to please everyone, allow them to make themselves equally accountable to all of
these stakeholders? One good test of
that may be seen in a teacher’s education, when a single assignment is marked
against four different marking criteria, represented by four different
individuals, representing four different interest groups or ‘subjects’. As long as we have an idea of what their and
our own criteria of what a good teacher or good assignment is, we can
intelligently respond, projecting the image our own micro-cosmos upon the background
that will either enhance or disfigure the original intent.
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| http://www.change.org/petitions/stop-living-creatures-being-sold-as-keyrings |
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