There has been an inability amongst academics (Campbell, Kyriakids, and Robinson, 2003; Muijs, 2006) to agree on a set or method for quantifying the characteristics of what makes a teacher effective. This stems from societies progression over time, as the needs of communities have shifted so to has what it deems necessary, and in turn what it requires from its students and teachers. Many theorists () have presented varying, yet interrelated, characteristics of what, at the time, was considered “effective practice” ( , , p. ), however, it would not be feasible to discuss all of these in the scope of this paper. The following aims to address the most frequently mentioned characteristics of an effective teacher including; being professional and proactive,
Teachers that have a tertiary issued degree and belong...
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