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Contemporary research in the field of teacher effectiveness has been developed in the frameworks of two distinct models: the process-product" model and the "teacher knowledge and beliefs' model (Campbell et al. 2003; 2004). The main assumption underlying the process–product model is that effective teaching behaviour can be accurately described and prescribed. Consequently, these models focus on observable and measurable aspects of teacher-student interactions such as the pacing of instruction, quantity of teacher student interactions, time on task etc (e.g Borich, 2009; Brophy & Good, 1986; Brown & Saks, 1986; Doyle, 1986). Teacher knowledge and beliefs models on the other hand, are concerned with the subjective nature of teaching. Their focal point is what teachers feel and believe in terms of their practice. The emphasis lies on the process of understanding how teachers' life stories shape their instructional profile, how efficient and capable they consider themselves to be in terms of pedagogical skills and content knowledge, what do they believe about effective teaching and how they feel about students (e.g. Byrne, 1983; Fennema & Loef-Franke, 1992; Muijs & Reynolds, 2001; Sutton & Wheatly, 2003).

DOI: 10.1007/978-94-6091-522-2_15

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