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oapen-20.500.12657-639502023-07-15T02:47:53Z Effective Teaching Around the World Maulana, Ridwan Helms-Lorenz, Michelle Klassen, Robert M. Teaching effectiveness in Spain Professional learning communities in South Korea student engagement in Turkey teachers’ perceptions of ICT capabilities Teacher-student relationships teacher and school improvement student motivational outcomes student perceptions of teaching quality Classroom observation instruments ICALT observation instrument learning environments in mainland China Teaching quality in Indonesia Effective teaching in Mongolia Teaching and learning in Pakistan effective play-based pedagogy in Asia Differentiated instruction online training in reflective teaching bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education::JNMT Teacher training bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNR Careers guidance::JNRV Industrial or vocational training bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education bic Book Industry Communication::J Society & social sciences::JN Education::JNC Educational psychology This open access book brings together theoretical, empirical, methodological, and practical insights from various countries on effective teaching. It particularly focuses on discussing issues pertaining to effective teaching behaviour including definitions and conceptualizations, measurement, differences, and importance to student outcomes from international perspectives. The book will draw upon the rich cultures with diverse contexts involving Asia, Australia, Africa, America, and Europe which serve as the background setting to better understand teaching quality from a wide spectrum of educational systems and performances. It shows that effective teaching behaviour can be conceptualized and operationalized uniformly using specific frameworks and measures, but also addresses some limitations that should be tackled. The book discusses promising ways to measure and compare effective teaching behaviour from classical test theory (CTT) as well as item response theory (IRT) perspectives. It indicates that effective teaching behaviour in diverse countries follows a systematic level of complexity, which provides an avenue for ongoing teacher education and teacher professional development. It discusses the interrelated domains of effective teaching behaviour including contemporary trends of differentiation. The book continues with examining similarities and differences in effective teaching behaviour across countries. It builds on the understanding of cultural traditions across countries as profoundly reflected in the classroom processes. 2023-07-14T15:42:54Z 2023-07-14T15:42:54Z 2023 book ONIX_20230714_9783031316784_32 9783031316784 9783031316777 https://library.oapen.org/handle/20.500.12657/63950 eng application/pdf n/a 978-3-031-31678-4.pdf https://link.springer.com/978-3-031-31678-4 Springer Nature Springer International Publishing 10.1007/978-3-031-31678-4 10.1007/978-3-031-31678-4 6c6992af-b843-4f46-859c-f6e9998e40d5 0826cb05-4b6a-4598-9c98-af2816905252 9783031316784 9783031316777 Springer International Publishing 799 Cham [...] open access
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This open access book brings together theoretical, empirical, methodological, and practical insights from various countries on effective teaching. It particularly focuses on discussing issues pertaining to effective teaching behaviour including definitions and conceptualizations, measurement, differences, and importance to student outcomes from international perspectives. The book will draw upon the rich cultures with diverse contexts involving Asia, Australia, Africa, America, and Europe which serve as the background setting to better understand teaching quality from a wide spectrum of educational systems and performances. It shows that effective teaching behaviour can be conceptualized and operationalized uniformly using specific frameworks and measures, but also addresses some limitations that should be tackled. The book discusses promising ways to measure and compare effective teaching behaviour from classical test theory (CTT) as well as item response theory (IRT) perspectives. It indicates that effective teaching behaviour in diverse countries follows a systematic level of complexity, which provides an avenue for ongoing teacher education and teacher professional development. It discusses the interrelated domains of effective teaching behaviour including contemporary trends of differentiation. The book continues with examining similarities and differences in effective teaching behaviour across countries. It builds on the understanding of cultural traditions across countries as profoundly reflected in the classroom processes.
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