Much has been researched, written and debated about what it means to be a ‘good’ teacher. Conversations in Australia continue around quality teaching and teacher quality and the way we educate our teachers. Governments at national and state levels have specifically designed and established teacher accreditation regimes to produce ‘good’ teachers.
But despite the proliferation of public debate and political action around these issues, I was aware that the voices of students and their perspectives and experiences of being taught had been largely overlooked.
