In this paper, we explore answers to the question ‘what makes an effective teacher?’ drawing from two diverse education contexts; Ecuador and Australia. We compare these two countries using data from the Teacher Capability Assessment Tool administered among pre-service teachers (Australia) and in-service teachers (Ecuador), augmented with a Delphi-study with teacher regulatory authorities, initial teacher educators, and education policymakers in Australia (Clinton, Aston, Qing & Keamy, 2019). As some argue that the role of teachers is expanding with the advent of the contemporary components of teaching, including but not limited to inclusive education and school health promotion in mental wellbeing, exploring the degree to which initial teacher education offerings, and definitions of what an effective teacher is (including patterns of dispositional characteristics) are in alignment within different contexts is essential. We will do this through the case example of a contemporary component of teaching, inclusive education both prior to COVID-19 and since 2020 in Ecuador (Graham, Berman & Bellert, 2015; Sawyer, Raniti & Aston, 2021; Didier, 2011). The experience in Ecuador suggests that some teacher factors are more significant than others when examining different education contexts. For example, there were interesting differences in personality scales between in-service teachers in Ecuador when compared to Australian pre-service teachers. However, there was virtually no difference in social interaction characteristics such as conflict resolution, collaboration, trust & respect, leadership, multicultural awareness and acceptance of difference and self-awareness. When these teacher dispositions are drawn against the backdrop of policy imperatives that seek to advance inclusive education, the key developmental differences in prospective and early career teacher from the two different education contexts become even more significant. The data suggests that while there are common traits that predict an effective teacher, in essence, context matters. Factors that make an effective teacher may not be universal. It is influenced by the dynamic nature of reforms targeting improving teacher and education quality. This paper highlights the importance of considering teacher dispositions in relation to the definition of what makes an effective teacher when supporting teachers to embed inclusive education practices. Using this information to navigate the variability in teacher workforce and the complex ecosystem of education actor roles, geographic and cultural characteristics provides us an opportunity to shape the idea of nurturing successful future teachers in a socially just world

Didier, J. (2011). Health education in schools The challenge of teacher training. National Institute for Prevention and Health Education. Clinton, J., Aston, R., Qing, E. & Keamy, K. (2019). Teaching Practice Evaluation Framework: Final Report. Prepared for the Australian Government Department of Education and Training. Centre for Program Evaluation, Melbourne Graduate School of Education, The University of Melbourne. ISBN 978-1-76051-901-8 Graham, L., Berman, J. & Bellert, A. (2015). Sustainable Learning: Inclusive Practices for 21st Century Classrooms. Cambridge University Press. doi:10.1017/CBO9781107280243 Sawyer, S., Raniti, M. & Aston, R. (2021). Making every school a health promoting school. Lancet Child and Adolescent Health, Aug 5(8), doi: 10.1016/S2352-4642(21)00190-5