Hmmm, I don´t think so. Teaching effectiveness appears to be more related to tecahing methodologies and techniques, whereas teacher effectiveness may also be based on some personal traits apart from methods.

Hmmm, I don´t think so. Teaching effectiveness appears to be more related to tecahing methodologies and techniques, whereas teacher effectiveness may also be based on some personal traits apart from methods.

Teacher effectiveness characterizes the teacher, when the teaching effectiveness mainly characterizes the student.

Not the same. Teaching effectiveness means use of multi-media to enhance learning, while teacher effectiveness is the personal competency of a teacher

teaching effectiveness is a measure of process. The process of designing and understanding the need of the students. By designing and implementing the process properly the result will reach a real effective stage.

Teacher effectiveness is the characteristics of a teacher to be a real instrument for the process

Wanted to share what some of the renowned researchers spoke about these two concepts :

Teaching effectiveness is one of the major factors that determine students’ continuation in a college and graduation. Duties of a teacher were traditionally imparting knowledge, maintaining class room discipline and judging performance of students ( Corpley, A.J. and Dave, R.H. 1978. Life long Education and the Training of Teachers. Pergamon Press & UNESCO Institute of Education: Hamburg).

Effective teaching can be defined, in simple terms, as activities that promote student learning; fulfill faculty’s educational objectives and institution’s educational objectives. A teacher is required to be a facilitator of learning. (Mc William, E.1999. Re/membering the Effective Teacher. TEDI. The University of Queensland, Brisbane) highlights the shift from teaching to learning – “the effective teacher is one who is successful in using pedagogical techniques (including new technologies) that turn students’ eyes away from the teacher’s own performance and back toward their own individual or group performance, because we are now sure that this is the best way to guarantee valuable learning outcomes”.

Talking about the effective teachers:

Thorough mastery over specific subjects they teach; sound pedagogical knowledge; knowledge about contexts under which learning takes place; fair knowledge about the learners; knowledge of educational goals (Schulman, 1987).

Concern about teaching a classroom full of students with diverse capabilities; Commitment to achieve curricular goals and objectives in a way that increases students’ understanding of relevant, useful and theoretical content; Competent to teach students about practical applications of theoretical concepts; constantly conducting research; adopting effective learning practices such as cooperative learning; creative enough to motivate students learning to discover, create a state of intellectual ebullience by which learning is enhanced. (Lamont,2000).

Coming to my own perceptions: nowadays we talk about "out-come driven assessment". The focus is clearly on students' learning, readiness level of their absorption in the corporate/ industry/ service sector. Next question arises, what if the students are interested only in getting grades, and successfully completing their degrees and the teacher wants to deliver more than the syllabus. Teacher is passionate and he wants to transmit theoretical and practical knowledge without bothering about preparing the students for exams. These type of teachers should seek positions in autonomous institutions (which are not affiliated to any Universities). The debate continues and concepts change with time.

Although teaching effectiveness and teacher effectiveness are two different entities, they are both intertwined and both serve the same purpose. Teaching effectiveness refers to the pedagogical and methodological elements involved in the teaching to attain a particular set of objectives in a lesson, while teacher effectiveness will refer to the readiness/preparedness level of the teacher in the aspects of subject matter mastery, delivery techniques and class control for the attainment of the above set of objectives.

I see teacher effectiveness as critical in achieving teaching effectiveness. As a Teacher Educator of Classroom Management, I see it as incumbent upon me to help pre-service teachers build a strong sense of teacher identity providing the efficacy to ensure teaching effectiveness.

Possibly we could see teaching effectiveness as an element within the wider notion of teacher effectiveness.

I would suggest that where we talk about "teaching effectiveness" we might be discussing the teachers role within a particular pedagogical episode e.g. a lesson. In such a case teaching in one way was effective in achieving a given desired output. If we accept this then "teaching effectiveness" relates to a process rather than the characteristics or attributes of any given teacher.

The idea of teacher effectiveness, I would use in the context of the wider impact of the teacher's role as being an effective teacher means more than doing effective teaching e.g. wider professional duties.

If we wished to go further we could then move onto the connected notions of "teacher efficiency" and "teaching efficiency"....but that's probably for another conversation.

:-)

Adrian

Teaching effectiveness is basically related to teaching techniques, methods, and its utilization. Whereas teacher effectiveness means the way of delivering something to the students that may be get affected by his/her personality.

Agree with mahesh

I agree with Dr. Cris Plencovich. 'Teaching effectiveness' is associated with the methods of teaching, yet, 'teacher effectiveness' is associated more with the personal characteristics of a teacher.

I agree with Dr. Abdullah Noori point of view.

I think it is difficult to distinguish between teaching effectiveness and teacher effectiveness, both of them are related to the other

Best Regards @Jitha Nair