Basisdimensionen für Unterrichtsqualität im Fachkontext konkretisieren: Die Rolle von Unterrichtsartefakten und Bestimmung von Standardsituationen

Translated title of the contribution: Explicating basic teaching quality dimensions in subject-specific teaching: the role of teaching artefacts and definition of core practice situations

Tina Seidel, Alexander Renkl, Werner Rieß

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

Recent discussions regarding content-specificity of teaching quality and respective extensions of basic teaching quality dimensions are timely, elaborate and raise the expectancy of added-value to teaching effectiveness research. Taking a joint research project on improving the use of video artefacts in teacher education as a reference point, we add to the discussion our viewpoint that teaching quality is strongly determined by the enacted teaching and learning activities in the process of instruction. Future teachers should be able to distinguish between more or less effective teaching and learning activities. We advocate to increase research-based activities in creating teaching artefacts which enable to model an ideal interplay between content-specific and generic teaching quality components and which can be empirically tested. This way teaching effectiveness researchers could further clarify the question regarding content-specific and generic teaching quality components on the basis of concrete teaching practices. As an outlook, we suggest to define standard situations of teaching quality dimensions in specific teaching subjects for teacher education.

Translated title of the contributionExplicating basic teaching quality dimensions in subject-specific teaching: the role of teaching artefacts and definition of core practice situations
Original languageGerman
Pages (from-to)293-301
Number of pages9
JournalUnterrichtswissenschaft
Volume49
Issue number2
DOIs
StatePublished - Jun 2021

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