The concept of coherency in teaching: forging an idea from professional literature – a case analysis and a discussion with experts

Abstract

The purpose of this paper is to increase our understanding of the concept ‘coherency in teaching’ as part of the search for a good teacher. The research was conducted in two stages. The first stage comprised class observations and interviews with a good teacher and with five of her students. The second stage comprised interviews with expert trainers of pre‐service teachers. The paper exposes the concept of coherency in teaching gradually starting with a theoretical review, continues with a practical example, and ends with an analysis of the significance of coherency in teaching. The concept of coherency in teaching shows it is not sufficient to examine the qualities that make a teacher effective and good at teaching as separate components, but the way these components are linked to each other is also important and has the function of outlining teachers’ constant search for adjustments while retaining their ability to teach.

Keywords:

• good teacher
• effective teacher
• professional beliefs
• theoretical knowledge
• practical knowledge

Additional information

Notes on contributors

Rachel Talmor

This manuscript was accepted by Marilda Cavalcanti, QSE's regional editor for Central and South America, in January 2010.