ABSTRACT
In addition to the performance and accountability agenda discussed in previous chapters, classroom observation has also fi gured as a key data collection tool in the pursuit to capture/ defi ne ‘teacher effectiveness’ or the skills and qualities typically associated with the ‘effective’ or ‘outstanding’ teacher. This in itself raises several questions. For instance, can such skills and qualities be observed and subsequently taught? Are some more observable and teachable than others? And, if so, what are the implications for the training and education of the current and next generation of teachers?
