Defining teaching quality around the world
Bibliographic Data
| ID | 21496696 |
|---|---|
| Authors | Linda Darling-Hammond (0000-0003-0795-0618, Learning Policy Institute, corresponding author) |
| Year | 2021 |
| Volume | 44 |
| Issue | 3 |
| Pages | 295-308 |
| Publication date | 2021-05-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2021.1919080 |
| OpenAlex | W3162698312 |
| Language | EN |
| Citations received | 49 |
| References cited | 2 |
Definitions of teaching quality differ across jurisdictions and have evolved over time. Drawing on a study of five high-achieving countries with strong supports for teachers’ professional learning and practice, this article describes the perspectives on good teaching rooted in standards for entry, preparation, and practice. These nations increasingly see teaching as rooted in a wide-ranging knowledge base that combines an understanding of content, pedagogy, and learners to focus on meeting students’ diverse social, emotional, and academic needs. These jurisdictions also define teaching quality as rooted in ongoing research and inquiry on the part of teachers – a means of developing knowledge for teaching that is at the core of professional practice
Faculty Development · Mathematics education · Pedagogy · Professional development · Sociology · Teacher education · Teaching method · Competency Development and Evaluation · Higher Education Learning Practices · Psychology · Teacher Education and Leadership Studies
Reimagining teaching in higher education
Vol. 14 No. 2 (2024)
Heterogeneity in students’ perceptions of teaching quality
Elementary School Teachers’ Competencies
The Integration of ICT in ELT of Pre-Service Teacher Professional Education (PPG) Students
Redefining the Moral Attributes of an Excellent Secondary School Teacher
Como estão os professores dos primeiros anos de escolaridade, em Portugal, a ser preparados para o ensino da leitura e da escrita
Academic and professional qualifications of accounting educators in South African higher education
Teachers’ effectiveness, cooperative learning, and servant leadership
Differences in instructional quality during the Covid-19 pandemic between Oman and Germany and the role of teacher competences
Middle-Level Teacher Development and Identity
Preparing Pre-Service Teachers for Family Engagement
The Effect of a Student-Centered Teaching Intervention on Student Teachers Perceived Knowledge in Teaching Theoretical Subjects in Physical Education
Differences in the Performance of Physical Education Teacher Education Students in the National Diagnostic Assessment
Education Practice System of BA English Education in China Revisited
Educational leadership and teacher instructional practices
Why do teachers leave schools? Evidence from lower secondary schools in the Czech Republic
How teaching quality dimensions influence student satisfaction in entrepreneurship and innovation education
Strategic management of training processes to improve teacher quality and creativity in educational institutions
Fostering pre-service teachers’ classroom management in an inclusive classroom
Implementing Practice-Based Physical Education Teacher Education Pedagogies
Inquiry in teacher education
What makes quality teachers in remote First Nations schools and what difference do they make
Reclaiming professional agency
Comparing Finnish and Chinese national teacher education frameworks from the teacher competency perspective
Heading for new shores? Longitudinal participation patterns in teacher professional development
From ‘sojourning’ to standards
Teacher decision-making levels among novice middle school music teachers in a large city in Eastern China
The influence of SES, cognitive, and non-cognitive abilities on grades
Improving teacher performance
Navigating Teacher Professionalism
Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts
Let’s Stop Asking Whether Teachers Are Professionals
Finnish student teachers as a focus of teacher education research
Addressing the gap in creative pedagogies among teachers through instructional leadership
The rhetoric of teacher quality
Towards a school culture of pedagogical fairness
Global insights on lesson study in initial teacher education
Assessing factors influencing the formation of preservice teacher professional identity
Teaching quality as a dynamic system
Professional learning communities and their impact on teacher performance
How can universities ensure quality of practice in initial teacher education
Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction
Leveraging transformational and instructional leadership for teacher professional development
Using performance assessments instead of high-stakes tests
Educating teachers to enact the science of learning and development
Sustaining the teaching profession
Teachers’ Experiences of Transformational Professional Learning Through Master’s Level Study
Balancing Act
| Unique citing works | 49 |
|---|---|
| Citations per year | 12.25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 47 |