Framing the roles and responsibilities of Excellent Teachers: Evidence from Malaysia |
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| Institution: | 1. Department of Radiology, Pontificia Universidad Católica de Chile. Santiago, Chile;2. Department of Internal Medicine, Hospital Sótero del Río. Santiago, Chile;3. Department of Gastroenterology, Pontificia Universidad Católica de Chile, Marcoleta 367 (mailbox 114-D). Santiago, Chile;4. School of Public Health, Pontificia Universidad Católica de Chile. Santiago, Chile;5. Department of Internal Medicine, Pontificia Universidad Católica de Chile. Santiago, Chile;6. Department of Anesthesiology, Pontificia Universidad Católica de Chile. Santiago, Chile;7. Department of Diagnostic Imaging, The Hospital for Sick Children, Toronto, Canada;8. Department of Medical Imaging, University of Toronto, Toronto, Canada;9. Center for Medical Education, Pontificia Universidad Católica de Chile. Santiago, Chile |
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| Abstract: | This paper is based on a study of the roles and responsibilities of Excellent Teachers, as described by the teachers themselves and their role sets (Merton, 1957). The data collected via 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, content expert, facilitator, mentor, and innovator. |
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| Keywords: | Teacher education Teacher development Teacher leadership Teaching practice Mentoring |
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