Theorizing and Measuring Teaching Quality: Instruments, Evidence and Interpretations
Research on teaching quality suggests that significant advancements have been made in conceptualizing, operationalizing and measuring teaching quality over the past two decades. However, the field still strives with challenges related to:
(i) ways of conceptualizing teaching quality
(ii) differences in terminology and language used
(iii) difficulties in operationalization and measurement and
(iv) epistemologies and theoretical underpinnings
In this third QUINT conference, we address all of these issues. We welcome especially papers that address ways of theorizing teaching quality, testing out frameworks, models, and theories of what constitutes high quality teaching and schooling.