Search results for: Trust

This article reviewed 10 papers. These papers demonstrated that those associated with teacher education, from the policy, research and practice arenas, are currently searching to ensure that the teachers who graduate from an increasing array of programmes, have the skills, attitudes and dispositions to support high levels of student achievement in schools. Several key issues that have emerged from the reviewed articles. The first issue is whether teaching is a craft or a profession. The issue whether the role of teacher is a profession or a craft has implications on how teacher educators view themselves, as practitioners or researchers. Finally, this review describes the lack of trust being shown by politicians and communities in number of countries to both teachers and teacher educators.

The current study investigated the relationships between a professional learning community (PLC), faculty trust in colleagues, teachers’ collective efficacy, and their commitment to students. The findings from the Hong Kong teacher sample indicated that two PLC factors including collective learning and application and supportive conditions – structures, and the factors faculty trust in colleagues and collective teacher efficacy could significantly and positively account for the school-level variances of teachers’ commitment to students.