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New approaches to teacher effectiveness
Assali, Mouna Abou1, Kushkiev, Plamen2.
Teacher effectiveness has been a focal point in plentiful interdisciplinary research conducted by
educational psychologists, policy makers and social scientists. The literature abounds in
proposed models for measuring and assessing teacher effectiveness in the light of the everchanging
and technology-dominated educational reality. This paper suggests three possible
approaches that surpass the academic and pedagogical aims of the established practice. The
authors of the current paper see emotional intelligence, the attribution theory of motivation and
emotion along with the broaden-and-build theory, as the stepping-stone to increasing teacher
effectiveness in language classrooms in the modern world. It is our claim that our attributional
beliefs, underpinned by a certain degree of positivity and emotional skills, may lead to the sought
after university teacher development and effectiveness more profoundly. It is believed that the
proposed approaches will meet the pedagogical outcomes of the syllabi in practice by fostering
the theoretical and practical knowledge and expertise needed by educators teaching the 21st
century skills to language students.
Affiliation:
- Muhammad V Agdal University, United Arab Emirates
- Frontier College, Canada
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