How a teacher’s character manifests itself in the classroom is often missing from understanding pedagogical wizardry

All too often this “pedagogical praxis” is missed when we discuss the make-up of top teaching practice, writes one leading educationist.

Research suggests that there are three dimensions to great teaching: who the teacher is, what the teacher knows, and how the teacher teaches. Studies such as that by the Sutton Trust tend to concentrate on the latter two dimensions – understandably, because these are more easily quantifiable, and much more easily linked to the fairly narrow ‘outcomes’ data used as dependent variable in such surveys.

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