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This  \n‘boom’ appears to be absent from teacher education programs in  \nAustralia and the United States.  \nGiven persistent calls to enhance teacher quality this is problematic  \nbecause quality teaching is inexorably linked to teachers’ beliefs,  \nvalues and professional ethics.  \nThis case study, conducted in a regional Australian university, was  \ndesigned to document examples of ethical dilemmas faced by pre  \nservice and practising teachers, to explore pre-service teachers’  \nperceptions of ethics education and to examine the BEd course  \ncurriculum for ethics subjects across the four-year degree course.  \nResults highlight a need for teacher training courses to include ethical  \nphilosophy units. This represents a sustainable way to support  \nprofessional practice and enhance teacher quality, by preparing and  \nequipping teachers with techniques to explore and teach complex  \nethical issues in the classroom.  \nQuality teachers are considered to be those individuals whose pedagogy is grounded in values and beliefs that lead to caring, positive teacher-student relationships, embedded in trust and high standards of professional ethics. In a context of focused attention upon professional ethics and values education, this case study was conducted to: a) explore professional ethical dilemmas encountered by pre-service and practising teachers, b) explore pre-service teachers’perceptions of the ethics education delivered during their bachelor of education course and c) examine the ethics content of a bachelor of education degree at an Australian university.  \nTeacher Quality and Student Attainment  \nEfforts to improve student attainment have given rise to much international research since the 1960s (for example, Coleman Report (1966), Plowden Report (CACE, 1967) . While earlier research tended to focus on socioeconomic and intake factors rather than the influence of school to explain student attainment, more recent studies have concentrated on the effects teaching and teacher quality upon student attainment (Carnegie Corporation, 1994; Darling-Hammond, 1996; Newmann & Associates, 1996) . For Newman (1996) and Darling-Hammond (1996) student attainment is enhanced by effective teachers who are not only technically competent, with good subject and pedagogical knowledge, but also able to form positive relationships and be a positive role model for their students. These two linked but distinct strands of teacher behaviours, constituting what teachers do in the classroom, enhance student attainment and define teacher quality. These propositions were  \nVol 36, 7, July 2011 76  \nAustralian Journal of Teacher Education  \nalso endorsed in Australia. Rowe was emphatic that teacher quality is a key determinant of student outcomes:  \n…the quality of teaching and learning provision are by far the most salient influences on students’ cognitive, affective, and behavioural outcomes…‘what matters most’ is quality teachers and teaching, supported by strategic teacher professional development! (Rowe, 2003, p.15)  \nMore recently, Hattie (2009) supported this view, maintaining that teacher quality is an important moderating factor responsible for the differences found in student performance within schools. Hattie (2009) analysed more than 50,000 studies and demonstrated that the differences between schools in terms of student performance were minute compared to the variances within schools, highlighting the importance of the classroom teacher. He concluded that teachers who used particular teaching strategies, such as providing challenging thinking tasks and appropriate feedback, and teachers who had high expectations of all their students and who created positive teach","cbCaidcwzw69HGEM","https://ap.wps.com/l/cbCaidcwzw69HGEM","pdf",126213,18,"English","# Introduction\n# Teacher Quality and Student Attainment","[{\"question\":\"What problem does the study address regarding ethics education?\",\"answer\":\"The study addresses the gap created by the disappearance of ethics education from tertiary institutions and its apparent absence in teacher education programs in Australia and the United States.\"},{\"question\":\"How does the study link teacher quality to student attainment?\",\"answer\":\"It explains that effective teachers enhance student attainment through both technical competence and the ability to form positive, trusting teacher-student relationships, defining teacher quality.\"},{\"question\":\"What does the case study recommend for teacher training programs?\",\"answer\":\"It highlights the need for teacher training courses to include ethical philosophy units, supporting sustainable professional practice and improved teacher quality.\"}]","Raising the Bar - Ethics Education for Quality Teachers | PDF",1792079155,45]