This study explores the interaction of the images of the "good teacher" and the "image of the child" by comparing standard, Montessori, Waldorf and Reggio Emilia educational models. The images of the child vary among these educational models (Kramer, this volume). Cruickshank and Haefele (2001) defined ten images of the good teacher. Different images of the good teacher were found in the educational models, but not all aspects reflecting the images of the good teacher in the educational models were covered by the framework utilized and some images partially overlapped one another. Because the images of the good teacher and child are related, they should be defined together as images of the teacher-child interaction. Implications for future research are discussed
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