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Conceptualizing teaching quality: problems, prospects, and a proposal for moving forward

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Title: Conceptualizing teaching quality: problems, prospects, and a proposal for moving forward
Authors: Charalambos Y. Charalambous, Daniel Muijs, Ariel Lindorff, Mirjam Steffensky, Lorena Ortega, Zhenzhen Miao
Source: Charalambous, C Y, Muijs, D, Lindorff, A, Steffensky, M, Ortega, L & Miao, Z 2025, 'Conceptualizing teaching quality: problems, prospects, and a proposal for moving forward', School Effectiveness and School Improvement, vol. 36, no. 2, pp. 164-191. https://doi.org/10.1080/09243453.2025.2482576
Publisher Information: Informa UK Limited, 2025.
Publication Year: 2025
Subject Terms: teaching effectiveness research, TER, student academic achievement, teaching quality
Description: Empirical studies in Teaching Effectiveness Research (TER) have largely yielded small and inconsistent effects. To better understand and explain these effects we argue that it is core to consider how teaching and its quality have been conceptualized and defined in TER. Looking both within and beyond TER, we identify and discuss three potential contributors: lack of a common definition of teaching and its quality and overemphasis on effects on student academic achievement in the definition of teaching quality; a simplistic assumption that there is a universally valid conceptualization of teaching; and inaccurate conceptualization of the dynamics among different aspects of teaching. To address these challenges, we offer three steps related to giving conceptualization a more prominent role in TER; defining and using terms more clearly, consistently and transparently; and enriching, extending, or revising TER models to better embrace the complexity of the work of teaching.
Document Type: Article
File Description: application/pdf
Language: English
ISSN: 1744-5124
0924-3453
DOI: 10.1080/09243453.2025.2482576
Access URL: https://ora.ox.ac.uk/objects/uuid:2c97a530-82bb-4118-8c23-6bfdda210a83
https://doi.org/10.1080/09243453.2025.2482576
https://pure.qub.ac.uk/en/publications/94e3128a-68d6-4c04-b408-b01ae1d73c87
Rights: CC BY
Accession Number: edsair.doi.dedup.....b8a91726fbc1b58126099f7b313290e0
Database: OpenAIRE
Description
Abstract:Empirical studies in Teaching Effectiveness Research (TER) have largely yielded small and inconsistent effects. To better understand and explain these effects we argue that it is core to consider how teaching and its quality have been conceptualized and defined in TER. Looking both within and beyond TER, we identify and discuss three potential contributors: lack of a common definition of teaching and its quality and overemphasis on effects on student academic achievement in the definition of teaching quality; a simplistic assumption that there is a universally valid conceptualization of teaching; and inaccurate conceptualization of the dynamics among different aspects of teaching. To address these challenges, we offer three steps related to giving conceptualization a more prominent role in TER; defining and using terms more clearly, consistently and transparently; and enriching, extending, or revising TER models to better embrace the complexity of the work of teaching.
ISSN:17445124
09243453
DOI:10.1080/09243453.2025.2482576