Corrigendum to "National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries" [Teach. Teach. Educ. 72 (2018), 64–74]

Building Pre-Service Teacher Capabilities through Remote and Flexible Placement - A New Narrative

“…The complexity of teaching cannot be underestimated and within a range of educational research, there is not a single agreed upon set of attributes, capabilities or behaviours that is universally agreed upon in relation to what makes a quality teacher [9][10][11]. There are often overt considerations related to the academic capabilities of pre-service teachers on placements due to the measurement via the Australian Graduate Professional Standards for Teachers [4].…”

“…There are often overt considerations related to the academic capabilities of pre-service teachers on placements due to the measurement via the Australian Graduate Professional Standards for Teachers [4]. Intrinsic or less apparent are the non-academic or non-cognitive [11] attributes or capabilities. These capabilities are often seen as the personal or 'soft' applications that encompass "motivation, attitudes, dispositions and personality" [11].…”

“…Intrinsic or less apparent are the non-academic or non-cognitive [11] attributes or capabilities. These capabilities are often seen as the personal or 'soft' applications that encompass "motivation, attitudes, dispositions and personality" [11]. In relation to the types of attributes that constitute teacher quality, measurement and evaluation are problematic and no one set of behaviours can be linked to overall teacher effectiveness for all students [12].…”