Unravelling the challenges of the data-based approach to teaching improvement

Michelle Helms-Lorenz; Adrie J. Visscher

doi:10.1080/09243453.2021.1946568

Unravelling the challenges of the data-based approach to teaching improvement

Michelle Helms-Lorenz^*, Adrie J. Visscher

^*Corresponding author for this work

ELAN Teacher Development

Research output: Contribution to journal › Article › Academic › peer-review

6 Citations (Scopus)

123 Downloads (Pure)

Abstract

The goal of this article is to clarify and unravel the complexity and challenges of improving teaching quality, based on measuring teaching quality and feeding back the results to teachers. We analyze different conceptualizations of teaching quality, and synthesize a framework for conceptualizing teaching quality in educational practice. We explain the pros and cons of four types of instruments for measuring teaching quality. Next, we scrutinize the requirements of effectively feeding back teaching quality data and the requirements for effective actions to improve teaching quality. We conclude with implications for improving the consequential validity of teaching quality measurements.

Original language	English
Pages (from-to)	125-147
Number of pages	23
Journal	School effectiveness and school improvement
Volume	33
Issue number	1
Early online date	29 Jun 2021
DOIs	https://doi.org/10.1080/09243453.2021.1946568
Publication status	Published - 2 Jan 2022

Keywords

consequential validity
data-based improvement
Teaching quality

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1080/09243453.2021.1946568Licence: CC BY-NC-ND

Helms-lorenz-2021-Unravelling-the-challenges-of-the-dFinal published version, 2.11 MBLicence: CC BY-NC-ND

Cite this

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Unravelling the challenges of the data-based approach to teaching improvement

Abstract

Keywords

UN SDGs

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