Monday 13 August 2018

Event Title

Teaching quality: Core content implemented through evidence-based methods with structure, support and challenge

Presenter Information

Eckhard Klieme, Goethe University

Start Date

13-8-2018 2:45 PM

End Date

13-8-2018 3:45 PM

Subjects

Teaching effectiveness, Evidence based practice, Educational quality

Comments

Keynote 2

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.

Place of Publication

Melbourne, Australia

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742865119

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Aug 13th, 2:45 PM Aug 13th, 3:45 PM

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.