Long, J. (2011). Critical analysis of teachers' practice in order to improve student learning outcomes: Quality teaching model. International Journal of Knowledge, Culture and Change Management (print version),11(1), 73-91.
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.
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