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The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characterizing the four perspectives, and then shows how they are iteratively intertwined in providing a research base for specifying high-quality principles for teaching, in our case exemplified for the school subject mathematics. For this goal, we present the set of five principles that we have deemed as core principles for a new nationwide, ten-year professional development program in Germany: Conceptual Focus, Cognitive Demand, Student Focus and Adaptivity, Longitudinal Coherence, and Enhanced Communication. We will discuss these five principles against their backgrounds stemming from combing normative, epistemological, empirical, and pragmatic perspectives. This set of principles serves as an exemplary case to substantiate our general argumentation that contemporary educational research and professional development activities should not choose between perspectives but strive for combining them.

Teacher quality is an essential element in every school that improves student attainment as well as an important factor contributing to student learning. Understanding of quality in teaching is at a quite early stage of development in many countries. In the review of the works of literature, it was found that there is no exact definition for quality teaching and that quality teaching is a combination of good teaching and successful teaching. Good teaching is the foundation for the idea of expertise as it is associated with the effectiveness of teaching behavior while successful teaching is wholly focused on the attainment of the learner. Again, student engagement in academics was designed to link good teaching and successful teaching. Quality teaching may differ from country to country and as such, policies geared towards teaching must be in line with quality and the role of the teacher to improve student performance. Keywords: quality teaching, good teaching, successful teaching, student engagement. Title: What Makes Quality Teaching? Review of Related Literature Author: Francis Adams, Eric Atta Quainoo, Ernest Opoku International Journal of Social Science and Humanities Research ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 10, Issue 2, April 2022 - June 2022 Page No: 409-413 Research Publish Journals Website: www.researchpublish.com Published Date: 01-June-2022 DOI: https://doi.org/10.5281/zenodo.6602052 Paper Download Link (Source) https://www.researchpublish.com/papers/what-makes-quality-teaching-review-of-related-literature, International Journal of Social Science and Humanities Research, ISSN 2348-3156 (Print), ISSN 2348-3164 (online), Research Publish Journals (Publisher), Website: www.researchpublish.com, {"references":["[1]\tBerliner, D. C. (2004). Expert teachers: Their characteristics, development and accomplishments. Bulletin of Science, Technology and Society, 24(3), 200-212.","[2]\tBerliner, D. C. (2005). The near impossibility of testing for teacher quality. Journal of teacher education, 56(3), 205-213.","[3]\tBlanton, L. P., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. The Journal of Special Education, 40(2), 115-127.","[4]\tClarke, C. H. (1970). Validity of Discriminatory Nonresident Tuition Charges in Public Higher Education Under the Interstate Privileges and Immunities Clause. Neb. L. Rev., 50, 31.","[5]\tCoe, R., Aloisi, C., Higgins, S., & Major, L. E. (2014). What makes great teaching? review of the underpinning research. London: Sutton Trust.","[6]\tDarling-Hammond, L. (2010). Recognizing and Developing Effective Teaching: What Policy Makers Should Know and Do. Policy Brief, Mei, 1-12.","[7]\tElmore, R. (2005). Agency, reciprocity and accountability in democratic education. The institutions of American democracy: The public schools, 277-301.","[8]\tFenstermacher, G., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers' college record, 107(1), 186-213.","[9]\tFlanders, N. A., & Amidon, E. J. (1967). The role of the teacher in the classroom. Minneapolis: Association for Productive Teaching.","[10]\tFlanders, N. A. (1976). Research on teaching and improving teacher education. British Journal of Teacher Education, 2(2), 167-174.","[11]\tGreen, T. F. (1971). The activities of teaching. New York: McGraw-Hill.","[12]\tHanushek, E. A., & Rivkin, S. G. (2006). Teacher Quality, Handbook of Economics of Education. Amsterdam, The Netherland: Elsevier.","[13]\tHaskins, R., & Loeb, S. (2007). A plan to improve the quality of teaching in American schools. Brookings Institution.","[14]\tIngvarson, L., & Rowe, K. (2008). Conceptualizing and evaluating teacher quality: Substantive and methodological issues. Australian journal of education, 52(1), 5-35.","[15]\tKennedy, M. M. (2008). Sorting out teacher quality. Phi Delta Kappan, 90(1), 59-63.","[16]\tLoughran, J. (2012). What expert teachers do: Enhancing professional knowledge for classroom practice. New York: Routledge.","[17]\tMorrison, H. C. (1934). Basic principles in education. New York: Houghton Mifflin Company.","[18]\tSenge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Rev. ed.). New York, NY: Currency Doubleday.","[19]\tSmith, B. O. (1963). A Conceptual Analysis of Instructional Behavior1. Journal of Teacher Education, 14(3), 294-298.","[20]\tWechsler, M. E., & Shields, P. M. (2008). Teaching Quality in California: A New Perspective to Guide Policy. Center for the Future of Teaching and Learning."]}

In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes, therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.

On mathematics education research in Japan, although research on “students” and “teaching materials (mathematical contents)” has been actively conducted, only a small number on “teachers” have been done. However, mathematics teacher education research should be regarded more as it is important for teachers to teach well. In this paper, we reviewed the positioning and problems of research on mathematics teacher education and how mathematics teachers’ ability is attained. We focused on themes such as a situated approach raised by Kaiser et al. (2017), “noticing” (Sherin et al., 2011) and teacher’s perception, interpretation and decision making (Blömeke et al., 2015). Then, we examined how a teacher’s knowledge (e.g., Pedagogical Content Knowledge by Shulman (1986, 1987) and Mathematical Knowledge for Teaching by Ball et al. (2008)) and views on mathematics (see, e.g., Dossey, 1992) is intrinsically linked to their mathematics teaching competence. Furthermore, we outlined the purpose and goal of mathematics education, and examined these previous studies. Finally, we concluded that “ability for mathematics teachers to teach well” was directly linked to teaching being a method “to enrich their knowledge and views on mathematics and to properly grasp the immutability and fashion of mathematics education”. Also, Ball (2011, p.xxi) put forward “Noticing is not purely neutral attention, but culturally shaped perception”. Because a situated approach depends on the culture of a country, we pointed out the necessity of considering the cultural aspects for mathematics teachers’ pre-service and in-service teacher training.

Ideias sobre o que caracteriza um "bom professor" são importantes para se possa refletir a respeito da reforma educacional, e elas têm ganhado destaque recentemente. Essas ideias são controversas e estão abertas a mudanças. A primeira parte deste artigo examina modelos do que é considerado um "bom professor" na Austrália, desde os bons servidores da era colonial, passando pelo ideal do professor erudito autônomo, até as atuais listas de competências dos docentes. A segunda parte examina mais detalhadamente o modo pelo qual as autoridades responsáveis pelo registro e credenciamento de professores, em governos neoliberais, definem um "bom professor". A terceira parte oferece propostas para uma nova compreensão do conceito de "bom professor", baseadas no entendimento do processo de trabalho e da dinâmica ocupacional do ensino, na estrutura intelectual dos estudos sobre a Educação e na própria lógica da educação como um todo.Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-teacher, to contemporary lists of teacher competencies. The second part looks more closely at the incoherent but insistent way the good teacher is now defined under neoliberal governance by teacher registration authorities. The third part of the paper makes proposals for a new understanding of good teachers: based on understanding the labour process and occupational dynamics of teaching, the intellectual structure of Education studies, and the overall logic of education itself.

This paper presents the most relevant results of a research process aiming to know the perception that College students have of what characterizes an excellent teacher at the beginning of the course, in order to apply that information in the teaching-learning process. From a sample of first semester students at the University of Cordova (Bachelor in Business Administration, ETEA), this paper examines their attitudes on this issue to explore new methodological approaches and encourage existing ones. To that end, this article used a questionnaire prepared by Gargallo, Sánchez, Ros, y Ferreras (2010). After a comparative analysis, the results are consistent with other surveys carried out in Spanish and foreign population of similar level; these results, conceived as initial diagnosis, enhance teaching performance in the analyzed group. En este trabajo se presentan los resultados más relevantes de una investigación cuyo objetivo fue conocer, a comienzos del curso, la percepción que tienen los estudiantes universitarios de lo que caracteriza a un buen profesor para poder aplicar esa información en el proceso de enseñanza-aprendizaje. A partir de una muestra de estudiantes que cursan primer semestre en la Universidad de Córdoba (Grado en Administración y Dirección de Empresas, ETEA), se analizan sus actitudes en dicho campo para explorar nuevos enfoques metodológicos y favorecer los ya existentes. Para ello, este artículo emplea un cuestionario elaborado por Gargallo, Sánchez, Ros, y Ferreras (2010). Los resultados obtenidos en este caso, tras un análisis comparado, son coherentes con los mostrados por otros estudios realizados en población española y extranjera de nivel similar; unos resultados que concebidos como diagnóstico inicial, permiten mejorar la labor docente con el grupo analizado.

Ideias sobre o que caracteriza um "bom professor" são importantes para se possa refletir a respeito da reforma educacional, e elas têm ganhado destaque recentemente. Essas ideias são controversas e estão abertas a mudanças. A primeira parte deste artigo examina modelos do que é considerado um "bom professor" na Austrália, desde os bons servidores da era colonial, passando pelo ideal do professor erudito autônomo, até as atuais listas de competências dos docentes. A segunda parte examina mais detalhadamente o modo pelo qual as autoridades responsáveis pelo registro e credenciamento de professores, em governos neoliberais, definem um "bom professor". A terceira parte oferece propostas para uma nova compreensão do conceito de "bom professor", baseadas no entendimento do processo de trabalho e da dinâmica ocupacional do ensino, na estrutura intelectual dos estudos sobre a Educação e na própria lógica da educação como um todo. Ideas about what makes a good teacher are important in thinking about educational reform, and have come into focus recently. These ideas are contested and open to change. The first part of this paper traces models of the good teacher in Australia from the colonial-era good servant, through an ideal of the autonomous scholar-teacher, to contemporary lists of teacher competencies. The second part looks more closely at the incoherent but insistent way the good teacher is now defined under neoliberal governance by teacher registration authorities. The third part of the paper makes proposals for a new understanding of good teachers: based on understanding the labour process and occupational dynamics of teaching, the intellectual structure of Education studies, and the overall logic of education itself.

According to Schön [1] professional knowledge is to a high degree based on tacit knowledge. For university teachers, tacit knowledge includes knowledge about what works – and what does not work - when teaching a specific class of students a specific subject in a specific context. However, it is important to make tacit knowledge explicit for at least two reasons: Firstly, for the individual teacher it may support a more conscious linking of observations and experiences from own teaching practice to general principles of teaching and learning. This linking could enable a systematic analysis and development of own teaching in order to improve student learning [2]. Secondly, it is also beneficial to make one’s tacit knowledge explicit in order to discuss teaching and learning with other persons, e.g. during peer coaching of less experienced colleagues, or collaboration on teaching development with colleagues. This unfortunately seldom takes place and leaves teachers in a limbo of solidarity. Therefore, the authors have developed a board game for university teachers to articulate and share their reflections on teaching and learning in a collective process. The game consists of a board and a deck of cards, where each card contains a statement related to teaching and/or learning. The purposes of the game are to support a team-oriented approach to teaching and thereby to strengthen communities of teaching practices [3], i.e. to develop groups of colleagues, who acknowledge the individual team members’ different ways of teaching and how a manifold of teaching practices fertilises the students’ building of skills, competences and attitudes towards becoming professional engineers.The game has been played at two international engineering education conferences, at an annual education day at a university abroad, and at several faculty meetings at the authors’ university. Data have been collected on the selection and ranking of cards. These represent the players’ reflections on teaching practices and learning, and on consensus reached within groups of players – reflections which influence and are influenced by teaching practice. This paper documents an explorative study of the players’ reflections on teaching and learning based on the selected and ranked cards. In this first study the data has been analysed focusing on the following two questions: What kinds of attitudes towards teaching and learning do the selected cards represent? And which cards are selected most often?

Using the approach of critical discourse analysis this paper presents an examination of the notion of good teaching as constructed in the strategy document Improving the quality of teaching and learning in Europe’s higher education institutions. The aim is to draw attention to, and question how the language used in educational policy documents constructs particular meanings and purposes to concepts such as teaching and learning, as well as creating a particular version of the social relations within educational institutions. This in turn positions teachers and students in particular ways, constructing and limiting who they are and what they do. While contradictory discourses are found about the quality of teaching improvements are presented as being necessary for economic improvement. Similarly contradictory discourses are evident in relation to what good teaching is. However the need for reform is argued. Academics are positioned as passively following an institution-led research agenda, hence uninterested in teaching and in need of training, threats, incentives and monitoring to improve their teaching. Students are positioned as having one choice, to gain the knowledge and skills required for employment.

Video offers a richer source of data and has been proven to be useful as a primary source of research. A video from Youtube website was used as a primary source for analysis in this paper. This paper is applying a discourse analysis as suggested by Fairclough (2003) about the discourse as a way of representing; how the discourse was used to express and imply the social relation and action, and the belief committed by the user of the discourse. The analysis was aimed to identify teacher’s idea of good teaching by comparing it to relevant theories. The analysis found that cognitive-related terms were consistently appearing in the teacher’s discourses; therefore, cognitive theories were used to elaborate a deeper meaning of the discourses. It was concluded that good teaching for the teacher was to focus on students’ cognitive higher development.

El objetivo del estudio es analizar una serie de experiencias formativas con tecnologías que se plantean a los docentes en formación inicial o continua. El corpus, analizado siguiendo los principios de la Teoría Fundamentada, está formado por diferentes cursos de formación docente. A partir del trabajo con este corpus, se construyeron categorías que permitieron generar la caracterización de los cursos en función de los diferentes grados de inclusión de las TIC en sus propuestas de enseñanza. Consideramos que el análisis de estas experiencias resulta central puesto que podría tener una gran influencia en las futuras prácticas docentes como diseñadores, realizadores y desarrolladores de propuestas de enseñanza de calidad con TIC. The aim of this paper is to analyze a series of formative experiences with technologies which are offered to teachers in initial and continuous formations. The corpus, analyzed by Grounded Theory principles, integrates a wide-ranging collection of teacher formation courses. Based on the analysis, categories are elaborated to characterize experiences regarding different levels of technology inclusion. The analysis could be central to future teacher practices with ICT. Fil: Alvarez, Guadalupe. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de General Sarmiento; Argentina Fil: Moran, Lourdes. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

La didáctica es una disciplina relativamente joven es su construcción y estudio epistemológico. Si bien, todos aquellos que se atreven a hablar de ella, citan a Comenio con su Didáctica Magna como la obra cumbre. Pero en los tiempos de globalización y nuevas corrientes pedagógicas y didácticas, surge la necesidad de examinar con detalle las prácticas de enseñanza con sus manifestaciones contemporáneas y más aún en los docentes universitarios, pues en esas prácticas reposa la responsabilidad social de formar profesionales y en los docentes, la grandiosa función política de ejercer su profesión con pasión, entrega, pero sobre todo con un equilibrio disciplinar y didáctico. En el presente trabajo de grado el sujeto enseñante que fue descrito en el ámbito universitario desde los referentes de la buena enseñanza, sus configuraciones didácticas y sus construcciones metodológicas para observar en detalle cómo enseñan los docentes en la universidad, sobre todo, en aquellas instituciones y facultades que se dedican a formar docentes. No cabe duda que la docencia es un entramado de manifestaciones objetivas y subjetivas, políticas, sociales, culturales, y que el aula es un escenario tan diverso como problemático. Por ello el objetivo principal de este esta investigación fue explorar y describir las acciones de enseñanza de los docentes universitarios, dejando ver la apropiación de aquel saber didáctico, que sin más, está ausente en muchas de las aulas de todos los niveles educativos del país. The teaching is a relatively young discipline is its construction and epistemological study. While all those who dare to speak of it, cite your Teaching Comenius Magna as the masterpiece. But in times of globalization and new educational trends and teaching, the need to examine in detail the teaching practices with its contemporary manifestations and even more university teachers, for in such practices social responsibility rests educate professionals and the teachers, the great political function to practice their profession with passion, commitment, and above all with a balance discipline and teaching. In this paper the subject grade teacher who was described in the university from the references of good teaching, their teaching and their configurations methodological constructions to observe in detail how teachers teach in college, especially in those institutions and powers engaged in training teachers. There is no doubt that teaching is a web of subjective and objective manifestations, political, social, cultural, and that the classroom is a diverse and challenging scenario. Therefore, the main objective of this research was to explore this and describe the actions of university teachers teaching, revealing that the appropriation of didactic knowledge, without more, is absent in many of the classrooms in all levels of education in the country. Magíster en Educación Maestría

This paper defines and operationalizes definitions of good teaching, scholarly teaching and the scholarship of teaching and learning in order to measure characteristics of these definitions amongst undergraduate instructors at McMaster University. A total of 2496 instructors, including all part-time instructors, were surveyed in 2007. A total of 339 surveys were returned. Indices of good teaching, scholarly teaching and scholarship of teaching and learning were developed. The data illustrated a strong correlation between good teaching and scholarly teaching and between scholarly teaching and scholarship of teaching and learning. The perceived value placed upon teaching varied across the different Faculties. New instructors and those engaged in scholarly teaching and scholarship of teaching and learning perceived teaching to be more valued than their peers. Le présent article définit et opérationnalise les définitions d’enseignement efficace[1], d’enseignement érudit[2] et de la publication sur l'enseignement supérieur[3] afin de mesurer les caractéristiques de ces définitions chez les enseignants de premier cycle de l’Université McMaster. Au total, 2 496 enseignants, y compris tous ceux qui travaillent à temps partiel, ont été sondés en 2007 et 339 questionnaires ont été retournés. Les chercheurs ont élaboré des indices d’un bon enseignement, d’un très bon enseignement et d’un excellent enseignement. Les données illustrent une forte corrélation entre un bon enseignement et un très bon enseignement, de même qu’entre un très bon enseignement et un excellent enseignement. La valeur perçue accordée à l’enseignement variait selon les différentes facultés. Les nouveaux enseignants pratiquant un très bon enseignement et un excellent enseignement trouvaient l’enseignement plus utile que leurs pairs. [1] good teaching, [2] scholarly teaching, [3] scholarship of teaching and learning

Este trabajo da cuenta de algunos aspectos de la labor cumplida por el Grupo GIEEC, Facultad de Humanidades, Universidad Nacional de Mar del Plata, Argentina. La línea de investigación seguida se describe como naturalista, interpretativa, con una aproximación biográfico-narrativa. Se procede a la identificación de los buenos docentes mediante un cuestionario a estudiantes avanzados de todos los profesorados de la Facultad, aportando las características de las mejores clases vividas. Los docentes más nombrados como ejemplos de buena enseñanza son entrevistados en profundidad y sus relatos interpretados a la luz de categorías teóricas que nos ayudan a repensar los fundamentos y las prácticas de formación del profesorado. Es nuestra intención presentar aquí el caso de un buen docente del Profesorado de Inglés planteando entrecruzamientos, continuidades y discontinuidades entre las narrativas de los alumnos sobre sus buenos docentes y las de estos últimos sobre sus trayectorias, mentores y alumnos ideales., This paper summarizes some of the investigations carried our by the Education and Cultural Studies Research Group (GIEEC) at Mar del Plata State University, Argentina. The research approach adopted is naturalistic, interpretative and oriented towards biography and narrative inquiry. Good university instructors were identified by a questionnaire, administered to senior students attending Teacher Education Programs at the School of Humanities, which yielded features of good practices and good instructors. Professors who were most frequently recorded were interviewed in depth. Their narratives were theoretically reinterpreted to reexamine the foundations and practices of initial teacher education. This work presents the case of a good teacher in the ELT Education Program by interweaving this teacher’s narratives and students’ answers, trying to find continuities and changes concerning the former’s itineraries, mentors and ideal students., Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada

This paper analyses how leaders, teachers and students are realising the reform of the Danish upper secondary school. We illustrate how they articulate good teaching: what they say characterises it, and what they think can facilitate and prevent it. Our claim is that reform discourses and changes to the organisation of teaching and teacher work create new ways of talking about teaching: new values are espoused, new dilemmas, rationalities and conflicts show up. From our point of departure in discourse and actantial analysis, we show that students, teachers and school management speak differently about good teaching. They have different ways of relating to other discourses when articulating good teaching. Management takes up the reform discourse when speaking of good teaching, which is related to the realisation of self-governing teacher teams. The teachers also refer to the reform discourse. But they also speak within a ‘typical’ teacher discourse in which good teaching depends on the teacher’s autonomy to exercise individual judgement. The students, on the other hand, position themselves within a psychodynamic discourse where good teaching is related to the teacher’s personal signature. Therefore, as we will argue, realisation of the reform of Danish upper secondary school is happening in unforeseen ways. Keywords : discourse analysis, narratives, good teaching, school reforms, Denmark, education policy, upper secondary education (Published: 8 December 2014) Citation : Education Inquiry (EDUI) 2014, 5 , 23356, http://dx.doi.org/10.3402/edui.v5.23356