Framing the roles and responsibilities of excellent teachers: evidence from Malaysia
This paper is based on a study of the role and responsibilities of excellent teachers, as described by the teachers themselves and their role sets (Merton 1957). The data collected via the semi-structured interviews with the teachers were triangulated with documents which show official expectations...
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| Format: | Article |
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Elsevier
2018
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| Online Access: | https://eprints.nottingham.ac.uk/50492/ |
| _version_ | 1848798264374067200 |
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| author | Tengku Ariffin, Tengku Faekah Bush, Tony Nordin, Hasniza |
| author_facet | Tengku Ariffin, Tengku Faekah Bush, Tony Nordin, Hasniza |
| author_sort | Tengku Ariffin, Tengku Faekah |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This paper is based on a study of the role and responsibilities of excellent teachers, as described by the teachers themselves and their role sets (Merton 1957). The data collected via the semi-structured interviews with the teachers were triangulated with documents which show official expectations of excellent teachers. Data were also compared with interviews carried out with other teachers, school administrators and the inspectors, to provide a 360-degree view on the roles and responsibilities of excellent teachers. Five themes emerged from the data analysis, respectively focusing on their roles as teacher, context expert, facilitator, mentor, and innovator. |
| first_indexed | 2025-11-14T20:17:00Z |
| format | Article |
| id | nottingham-50492 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:17:00Z |
| publishDate | 2018 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-504922020-05-04T19:47:48Z https://eprints.nottingham.ac.uk/50492/ Framing the roles and responsibilities of excellent teachers: evidence from Malaysia Tengku Ariffin, Tengku Faekah Bush, Tony Nordin, Hasniza This paper is based on a study of the role and responsibilities of excellent teachers, as described by the teachers themselves and their role sets (Merton 1957). The data collected via the semi-structured interviews with the teachers were triangulated with documents which show official expectations of excellent teachers. Data were also compared with interviews carried out with other teachers, school administrators and the inspectors, to provide a 360-degree view on the roles and responsibilities of excellent teachers. Five themes emerged from the data analysis, respectively focusing on their roles as teacher, context expert, facilitator, mentor, and innovator. Elsevier 2018-07-31 Article PeerReviewed Tengku Ariffin, Tengku Faekah, Bush, Tony and Nordin, Hasniza (2018) Framing the roles and responsibilities of excellent teachers: evidence from Malaysia. Teaching and Teacher Education, 73 . pp. 14-23. ISSN 0742-051X (In Press) Teacher education; Teacher development; Teacher leadership; Teaching practice; Mentoring https://www.sciencedirect.com/science/article/pii/S0742051X17304286 doi:10.1016/j.tate.2018.03.005 doi:10.1016/j.tate.2018.03.005 |
| spellingShingle | Teacher education; Teacher development; Teacher leadership; Teaching practice; Mentoring Tengku Ariffin, Tengku Faekah Bush, Tony Nordin, Hasniza Framing the roles and responsibilities of excellent teachers: evidence from Malaysia |
| title | Framing the roles and responsibilities of excellent teachers: evidence from Malaysia |
| title_full | Framing the roles and responsibilities of excellent teachers: evidence from Malaysia |
| title_fullStr | Framing the roles and responsibilities of excellent teachers: evidence from Malaysia |
| title_full_unstemmed | Framing the roles and responsibilities of excellent teachers: evidence from Malaysia |
| title_short | Framing the roles and responsibilities of excellent teachers: evidence from Malaysia |
| title_sort | framing the roles and responsibilities of excellent teachers: evidence from malaysia |
| topic | Teacher education; Teacher development; Teacher leadership; Teaching practice; Mentoring |
| url | https://eprints.nottingham.ac.uk/50492/ https://eprints.nottingham.ac.uk/50492/ https://eprints.nottingham.ac.uk/50492/ |