Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions |
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| Institution: | 1. Department of Education, University of Cyprus, Theophanides Building, Rm 508, 11-13 Dramas Str., Nicosia, 1077, Cyprus;2. Lehrstuhl für pädagogisch-psychologische Lehr-Lernforschung und Didaktik, Universität Zürich, Freiestrasse 36, 8032, Zürich, Switzerland;3. Department of Education, University of Oxford, England, 15 Norham Gardens, Oxford, OX2 6PY, United Kingdom;4. Department of Teacher Education and Learning Sciences, North Carolina State University, 317-D Poe Hall, Campus Box 7801, Raleigh, NC, 27695-7801, USA;5. Department of Education, University of Hamburg, Von-Melle-Park 8, 20146, Hamburg, Germany;6. Department of Education, University of Cyprus, Theophanides Building, Rm 501, 11-13 Dramas Str., Nicosia, 1077, Cyprus |
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| Abstract: | Given the need to develop common frameworks for conceptualizing teaching quality and common instruments for measuring it, the current paper brings together a small group of interested scholars who have used generic, content-specific, and hybrid frameworks and classroom observation instruments to reflect on how collaboration can be enhanced in research on teaching quality. Five categories of challenges that inhere in such collaborative work are identified and discussed: establishing common goals and agendas; resolving differences in terminology and structure; addressing issues of operationalization and measurement; dealing with insufficient transparency and the need for sharing information; and attending to issues of limited funding. We also offer some possible solutions for dealing with these challenges. These solutions are envisioned to contribute toward moving the field forward by supporting more scholarly collaborations in the future. |
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| Keywords: | Classroom observation frameworks Scholarly collaboration Teaching quality |
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