Awards for Teaching Excellence: Intentions and Realities

Stephen Dinham, University of New England
Catherine Scott, University of New England

Abstract

Two samples of recipients of teaching awards were surveyed in 2002. The first comprised educators from early childhood, primary, secondary, TAFE and universities who had received inaugural NSW Minister for Education and Training and Australian College of Educators Quality Teaching Awards in 2001. The second sample comprised educators from the USA who had received a variety of awards for exemplary teaching, ranging from local to national and from primary to university over several decades. Both samples were asked to respond to a series of open-ended questions exploring the personal and professional consequences of receiving a teaching award, views on the selection process and criteria employed, and how others had reacted to their award. Opinions of awards for teaching generally were also canvassed. The parallel studies revealed both intended and unintended outcomes arising from receipt of an award for exemplary or outstanding teaching practice. Findings are reported and discussed and implications are explored.