Monday 13 August 2018
Start Date
13-8-2018 2:45 PM
End Date
13-8-2018 3:45 PM
Subjects
Teaching effectiveness, Evidence based practice, Educational quality
Abstract
Educational research aims to replace traditional notions of ‘good teaching’ with evidence-based theories of ‘successful teaching’ and develop concepts and measures of teaching quality that can inform teacher training, professional development and evaluation. Scholars have presented various conceptualisations, including constructivist as well as direct instruction models, Western and Eastern approaches, comprehensive paradigms (e.g. ‘mastery learning’ or ‘inquiry-based science education’) as well as discrete teaching practices such as scaffolding, peer tutoring or formative assessment. Content coverage and the quality of the subject matter taught (also called ‘opportunity to learn’) have been identified as strong factors. This keynote presentation will attempt to integrate various approaches into a model of successful teaching that asks: What is taught? Which classroom practices and teaching methods are used? And most importantly: How are content and practices enacted? Based on video studies in primary school science, secondary school mathematics and language education, I will argue that there are three generic dimensions of quality: (1) structure (classroom organisation, well-structured content), (2) support (socio-emotional, individualised teaching) and (3) challenge (demanding tasks, involving students in discourse). Finally, I will look at international comparative findings from ACER’s PISA 2012 study to position Australian teaching within a broader cross-cultural context.
Recommended Citation
Klieme, E. (2018, August 13). Teaching quality: Core content implemented through evidence-based methods with structure, support and challenge [Paper presentation]. Research Conference 2018 - Teaching practices that make a difference: Insights from research. https://research.acer.edu.au/research_conference/RC2018/13august/12
Copyright Statement
Copyright Eckhard Klieme, Goethe University, 2018
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865119
Teaching quality: Core content implemented through evidence-based methods with structure, support and challenge
Educational research aims to replace traditional notions of ‘good teaching’ with evidence-based theories of ‘successful teaching’ and develop concepts and measures of teaching quality that can inform teacher training, professional development and evaluation. Scholars have presented various conceptualisations, including constructivist as well as direct instruction models, Western and Eastern approaches, comprehensive paradigms (e.g. ‘mastery learning’ or ‘inquiry-based science education’) as well as discrete teaching practices such as scaffolding, peer tutoring or formative assessment. Content coverage and the quality of the subject matter taught (also called ‘opportunity to learn’) have been identified as strong factors. This keynote presentation will attempt to integrate various approaches into a model of successful teaching that asks: What is taught? Which classroom practices and teaching methods are used? And most importantly: How are content and practices enacted? Based on video studies in primary school science, secondary school mathematics and language education, I will argue that there are three generic dimensions of quality: (1) structure (classroom organisation, well-structured content), (2) support (socio-emotional, individualised teaching) and (3) challenge (demanding tasks, involving students in discourse). Finally, I will look at international comparative findings from ACER’s PISA 2012 study to position Australian teaching within a broader cross-cultural context.
Comments
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