Back to good teaching: diversity within tradition
This text offers support to those who believe that no amount of administrative development, curricular development, management reorganizations, quality audits or any related endeavour is as important to education as the promotion and maintenance of good teaching. The idea that good teaching can somehow be ensured by attempting to standardize practice is rejected; instead, the author argues that good teaching consists of a set of diverse practices that are sustained by professional discourse and that are subject to democratic accountability.
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