ABSTRACT
This chapter has pointed out that coherent schooling policy and sensible educational views, which are not necessary attributes of the good teacher in a narrow sense. But one could convincingly argue the teaching profession should seek to have clear and rational argument, and clear conceptions of education, morality, intelligence and other ideas that are central to the enterprise. It is also necessary to understand and to be able to distinguish between logically distinct kinds of question, so that one does not simple-mindedly reduce, say, the moral dimension to just one more thing for empirical inquiry. There is a certain amount of evidence to suggest that the results of assessment generally bear some kind of correlation to the expectations of teachers. One possible contributory factor to such correlation, but obviously only one, could be the way in which teachers deal with pupils of whom they have different expectations.
