Perspective Taking and Teacher Effectiveness: A Connecting Thread Through Three Developmental Literatures

Abstract

Studies on teacher effectiveness and teacher thinking abound. Research on teacher development has received far less attention. Yet such studies offer a way to explain the behavioral differ ences captured by descriptive studies. O'Keefe and Johnston combine three as yet unrelated developmental literatures and suggest a theoretical explanation for differences in one measure of effec tiveness — teacher responsiveness to students. Their review has implications for how teacher educators think about teacher effectiveness and teacher educa tion.