Shifting the Focus to Student Learning - Characteristics of Effective Teaching Practice As Identified by Experienced Pre-service Faculty Advisors

Oct 15, 2026

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Cochrane-Smith and Power identify teacher-education trends linked to increased accountability for student learning. This paper proposes a model describing critical characteristics that shift a teacher’s conceptual focus from teaching toward students’ learning, grounding them in educational research. Using focus-group inquiry with experienced pre-service faculty advisors, the study specifies effective-teaching characteristics, including professional growth orientation, content passion, pedagogical content knowledge, varied strategies, assessment awareness, learner body-language reading, caring classroom management, and equity/social-justice instructional efforts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

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Abstract

Objectives

Perspectives and Theoretical Framework

Shifting the Focus to Student Learning: Characteristics of Effective Teaching Practice As Identified by Experienced Pre-service Faculty Advisors Nancy Maynes Nipissing University Blaine E. Hatt Nipissing University Abstract Cochrane-Smith and Power identify trends in teacher education programs with some relating to heightened teacher accountability for students’ learning. In this paper we provide a model that identifies characteristics believed to be critical elements related to a teacher’s conceptual focus shifting from an emphasis on their teaching to their students’learning and we have grounded these characteristics in current educational research. Through focus group inquiry, we have identified those teacher characteristics thought to account for effective teaching practice. These characteristics include: a professional growth perspective, passion and enthusiasm for the content, pedagogical content knowledge, a rich instructional repertoire of strategies, awareness of assessment for, as, and of learning, ability to read the body language of the learner, caring classroom management strategies, and instructional efforts (e.g., social justice). Our research data provide a conceptual framework for further study. Keywords: learning processes/strategies, teacher induction, teacher education-preservice Nancy Maynes is Associate Professor in the Schulich School of Education at Nipissing University. Email: [nancym@nipissingu.ca](nancym@nipissingu.ca) Blaine E. Hatt is Assistant Professor in the Schulich School of Education at Nipissing University. Email: [blaineh@nipissingu.ca](blaineh@nipissingu.ca) Brock Education, Volume 22, No. 1, Fall 2012, 93-110 Nancy Maynes and Blaine E. Hatt Characteristics of Effective Teaching Practice Objectives Research calls for accountability measures that emphasize the impact of teacher preparation programs and pathways on student learning outcomes (Cochran-Smith, Gleeson & Mitchell, 2010; Noell & Burns, 2006) or evidence of teacher candidate learning outcomes from their programs (Pecheone & Chung, 2006) . Cochrane-Smith and Power (2010) identify trends in teacher education programs, which are related to heightened teacher accountability for students’ learning. Recent research shows that the relationships between teachers and their students have many complex impacts on students (Roorda, Koomen, Spilt, & Oort, 2011); however, the complexity of factors that may influence students’ learning outcomes, when viewed from this perspective, renders alinear assessment of influences futile. Alternatively, we envision students’ learning potential from the perspective of imaging of the teacher. If the teacher has the skills and dispositions to focus on student learning, we believe that the teacher’s instructional actions support improvements in student learning. To provide a background for this belief, we identified the characteristics of effective teachers as they emerged from our focus group discussions with experienced pre-service teacher faculty advisors. Perspectives and Theoretical Framework Pre-service teacher preparation programs attempt to expose pre-service teachers to the practices, accreditation requirements, and the continuous climate of performance assessments that characterize the profession of teaching. Various jurisdictions do this through programs that have a variety of structures and timelines. However, virtually all programs include an apprenticeship element or practicum component, sometimes supported by ongoing mentorship through individual or small group connections with a faculty advisor as in the case of on-line chat groups. However, teacher preparation programs acknowledge the limitations of time as a factor in determining the extent to which pre-service teachers can be prepared for the complex realities of professional responsibilities in a classroom. Graduates of all teacher preparation programs require and receive further support in their professional

FAQs

What shift does the paper argue teachers need to make?

The paper emphasizes a shift in teachers’ thinking—from focusing on their teaching to focusing on their students’ learning—and making instructional decisions based on their impact on learning.

How were the key characteristics of effective teaching practice identified?

The characteristics were identified through focus group inquiry with experienced pre-service teacher faculty advisors.

Which characteristics does the paper list as critical for effective teaching practice?

The paper lists professional growth perspective, passion and enthusiasm for content, pedagogical content knowledge, a rich repertoire of instructional strategies, awareness of assessment for/as/of learning, reading learners’ body language, caring classroom management strategies, and instructional efforts such as social justice.

Oct 15, 2026

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