The seminar is about comparing and contrasting different frameworks for understanding teaching quality to try to understand the benefits and limitations of the frameworks we use across the QUINT network. The goal will be to discuss these two papers that propose different ways of thinking about both defining and measuring teaching quality. We will then discuss the two frameworks and how we might draw from them to enrich and deepen our theoretical approach to exploring teaching quality.
How are we looking at teaching quality and what are the affordance and limitations of that approach?
What components of the MAIN-TEACH framework are we focusing on? which are missing from our work? Are there aspects we focus on that are missing from MAIN-TEACH?
How does, or does not, our work fit into these frameworks?
If we were to come up with a similar framework to organize the theorizing around the different parts of the QUINT center, what would it look like? How different would it be from these examples?
- Charalambos Y. Charalambous, Anna-Katharina Praetorius (2020). Creating a forum for researching teaching and its quality more synergistically, Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2020.100894
Pdf (Restricted access)
- Courtney A. Bell & Robert Mislevy, "Practice, Feedback, Argument, Measurement: A Frame for Understanding Diverse Perspectives on Teaching Assessments" in Kirsti Klette, Marte Blikstad-Balas & Michael Tengberg, Ways of Analyzing Teaching Quality: Potentials and Pitfalls (In press). Oslo University Press.
Pdf (Restricted access) - work in progress, do not cite without permission
QUINT Centre Director Professor Kirsti Klette and QUINT Postdoctoral Fellow Mark White
This webinar is limited to researchers at QUINT.
Zoom link: https://uio.zoom.us/j/61185145582