Conceptual frameworks for understanding the relationship between virtuous teaching and assessment
dc.contributor.author | Keller, Mary Jean | |
dc.contributor.supervisor | Prof. Barry Fraser | |
dc.contributor.supervisor | Dr Bevis Yaxley | |
dc.date.accessioned | 2017-01-30T10:10:56Z | |
dc.date.available | 2017-01-30T10:10:56Z | |
dc.date.created | 2014-12-01T23:41:45Z | |
dc.date.issued | 2014 | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/1658 | |
dc.description.abstract |
Using conceptual frameworks in metaphorical forms, this interpretive inquiry details lived experiences in Tasmanian schools. Adopting a sociological perspective, there are comparisons with overseas teaching and methods of assessment. Various teaching practices are examined in light of a code of professional ethics which was formulated to guide the moral commitment of Tasmanian teachers. The relationship between students and virtuous teachers, which necessarily involves other stakeholders, is explored. | |
dc.language | en | |
dc.publisher | Curtin University | |
dc.title | Conceptual frameworks for understanding the relationship between virtuous teaching and assessment | |
dc.type | Thesis | |
dcterms.educationLevel | PhD | |
curtin.department | Science and Mathematics Education Centre | |
curtin.accessStatus | Open access |