ABSTRACT
The research described in this book has considerable implications for the training of both student and experienced teachers. From the very first chapter the case has been put that there is no single omni-purpose good teacher stereotype. There are different ways of being effective in different circumstances. This lack of singularity, however, does not mean that nothing can be done to help teachers become more proficient. Quite the reverse. If there were a single stereotype of skilful teaching, the ‘norm’ of the nineteenth-century ‘normal schools’, all one would have to do would be to learn it off by heart. It is because there are numerous ways to help children learn that the challenge to train teachers intelligently, and for teachers themselves to improve the quality of their own practices, is all the more important.
