Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument

Frontiers in Education

Education

James Ko¹  Ridwan Maulana²  Michelle Helms-Lorenz²  Xiangyuan Feng²  Karen Blackmore³  Alison Kington³  Benjamin Looker³  Kimberley Hibbert-Mayne³ 

[1] Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China;Department of Teacher Education, University of Groningen, Groningen, Netherlands;School of Education, University of Worcester, Worcester, United Kingdom;

关键词: classroom observation;    measurement invariance;    effective teaching behavior;    secondary education;    cross-country comparison;   

DOI  :  10.3389/feduc.2023.1068938

 received in 2022-10-20, accepted in 2023-07-03,  发布年份 2023

来源: Frontiers

【 摘 要 】

IntroductionThe purpose of this study was to examine measurement invariance in observer scoring of effective teaching behavior in three secondary education contexts–the Netherlands, England, and the United States. It also aimed to describe what effective teaching behavior looks like in secondary education across the three education contexts.MethodsA uniform observation measure called International Comparative Analysis of Learning and Teaching (ICALT) was used to observe teachers.ResultsResults revealed that the hypothesized factor structure of effective teaching behavior was confirmed for the Dutch and English data, but not for the US data. Teachers in the Netherlands showed higher levels of more basic teaching behaviors, but lower levels of more complex teaching behaviors, compared to teachers in England.DiscussionImplications of the findings are discussed.

【 授权许可】

Unknown   
Copyright © 2023 Maulana, Kington, Ko, Feng, Helms-Lorenz, Looker, Hibbert-Mayne and Blackmore.