Teaching Quality, Teaching Effectiveness, and Teacher Assessment
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".
Deadline for manuscript submissions: closed (10 December 2024) | Viewed by 3281
Special Issue Editor
Interests: teacher professional learning; teacher performance assessment; policies that impact teachers and teaching practice; teacher inquiry; teacher education program design; teacher leadership; phronesis and practical knowledges; practice-based learning; dispositions for teaching in equity-driven ways
Special Issue Information
Dear Colleagues,
Quality education is often linked to the quality of the teaching workforce, making teaching one of the key levers of educational improvement and success. Therefore, teaching quality, teaching effectiveness, and teacher assessment are global topics of interest among researchers, policy makers, and practitioners. This includes teachers during their preparation experience as they transition into their early career of teaching, as well as experienced practicing teachers. Methods of determining teaching quality and effectiveness have been under development over the last three decades, producing complex teaching performance assessments, multi-faceted teacher evaluation schemes, and policy contexts that both support and control the work of teachers through measures and assessments of teaching quality.
This Special Issue aims to provide a compilation of current research that takes up questions related to teaching quality, teaching effectiveness, and teacher assessment. The scope of this Special Issue is international, with the intention of linking researchers who focus on issues of describing, measuring, assessing, and supporting teaching quality across key themes in this research arena. These key themes are organized by questions such as:
- What are the theoretical perspectives that guide teaching quality and teaching effectiveness research and practice?
- What aspects of teaching are attended to when determining teaching quality and teacher effectiveness (e.g., performance, dispositions, student learning/achievement, collaboration, leadership)?
- What methods of assessments are used to determine teaching quality and teacher effectiveness and what are their impacts?
- What are the supports and barriers to creating reliable and valid schemes for determining teaching quality and teaching effectiveness?
In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following: theoretical arguments or critical reviews for what counts as teaching quality or effectiveness; reviews of particular methods of teacher assessment; critiques of teaching quality or teaching effectiveness schemes; data-centred studies of local, regional, or national teacher assessment processes. We are not interested in descriptions of assessment methods unless they include data that illuminate the mechanisms or impact of the assessment.
We look forward to receiving your contributions.
Prof. Dr. Misty Sato
Guest Editor
Manuscript Submission Information
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Keywords
- teaching quality
- teaching effectiveness
- teacher assessment
- teacher performance assessment
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