Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward |
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| Institution: | 1. Department of Education, University of Cyprus, Nicosia, Cyprus;2. DIPF | Leibniz Institute for Research and Information in Education, Rostocker Str. 6, 60323 Frankfurt am Main, Germany;3. University of Oxford, Oxford, UK;4. Department of Education, University of Cyprus, P. O. Box 20537, 1678, Nicosia, Cyprus |
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| Abstract: | Empirical studies and meta-analyses conducted during the past 35 years led to the development of a number of theoretical frameworks of teacher effectiveness. In this paper, we aim to summarize the main characteristics of three dominant frameworks within the field of educational effectiveness and discuss both their conceptual differences and their similarities, as well as, the different observational instruments used by each one to capture instructional quality. Specifically, the three frameworks are: a) the dynamic model of educational effectiveness; b) the International System for Teacher Observation and Feedback (ISTOF); and c) the Three Basic Dimensions of Teaching Quality (TBD). These frameworks were also used to analyze three videolessons for comparing the quality of teaching through the lens of each respective framework. Based on the results of the three lesson analyses, possibilities for combining different generic frameworks of effective teaching to provide a more complete view of teaching quality are discussed. |
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| Keywords: | Teacher effectiveness research Educational effectiveness research Quality of teaching |
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