ABSTRACT
The maintenance of good teaching demands that teachers revisit and review regularly the ways they are applying principles of differentiation, coherence, progression and continuity, and balance, not only in the ‘what’ and the ‘how’ of their teaching but also in the ‘why’ in terms of their core ‘moral’ purposes. It demands also that teachers address issues of self-efficacy, identity, job satisfaction, commitment, and emotional intelligence discussed earlier in this book. Good teaching involves the head and the heart. To be a professional means a lifelong commitment to inquiry. There are both positive and negative reasons for making sure that teachers have access to a range of continuing professional development opportunities that are targeted at their intellectual and emotional health needs as well as the organizational needs of the school. We know, for example, that:
• Teachers’ commitment to their work will increase student commitment (Bryk and Driscoll, 1988; Rosenholtz, 1989)
• Enthusiastic teachers (who are knowledgeable and skilled) work harder to make learning more meaningful for students, even those who may be difficult or unmotivated (Guskey and Passaro, 1994)
• Teachers who are able to understand and manage their own emotions are better able to understand and manage those of their pupils (Goleman, 1998). Teaching and learning are, by definition, not only cognitive but also emotional activities.
