Conceptual frameworks for understanding the relationship between virtuous teaching and assessment
Using conceptual frameworks in metaphorical forms, this interpretive inquiry details lived experiences in Tasmanian schools. Adopting a sociological perspective, there are comparisons with overseas teaching and methods of assessment. Various teaching practices are examined in light of a code of pr...
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| Format: | Thesis |
| Language: | English |
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Curtin University
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/1658 |
| Summary: | Using conceptual frameworks in metaphorical forms, this interpretive inquiry details lived experiences in Tasmanian schools. Adopting a sociological perspective, there are comparisons with overseas teaching and methods of assessment. Various teaching practices are examined in light of a code of professional ethics which was formulated to guide the moral commitment of Tasmanian teachers. The relationship between students and virtuous teachers, which necessarily involves other stakeholders, is explored. |
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