This study is inspired by the increasing attention to teaching quality by higher education institutions and policy makers. Notable authors (Kyriakides, Christoforou & Charalambous, 2013) in the field of teacher effectiveness research further remarked that tertiary education appears to be a less well examined field when it comes to teaching factors and their impact on students’ cognitive learning outcomes.
There is little agreement in the literature on the definition of teaching quality in higher education. Teaching quality is generally broadly defined as teaching that is oriented towards high quality learning outcomes (e.g. Biggs & Tang, 2011; Devlin & Samarawickrema, 2010; Hénard & Roseveare, 2012; Kember & Leung, 2011; Skelton, 2004). Furthermore, higher education institutions do not systematically collect data on the instructional practices of their staff (Wieman & Gilbert, 2014). In order to provide university teachers with detailed information about how they can improve their teaching, more insight into the complexity of teaching quality is needed.
The central research question of the study focuses on how teaching quality of university teachers can be measured and evaluated. Since previous research in other educational levels has established that the instruction and behaviour of teachers impact student learning (e.g. Kyriakides et al., 2013; Muijs et al., 2014), this study will focus on visible pedagogical didactic behaviour of university teachers in the classroom as an aspect of teaching quality. Furthermore, classroom observations are perceived as a valuable method to generate feedback for professional development purposes (Van der Lans, Van de Grift & Van Veen, 2017). The objective is to validate an observation instrument that can be used for professional development purposes.
We hypothesize that (1) effective teaching behaviour of university teachers can be measured and evaluated by an observation instrument, (2) a stagewise development of the teaching domains can be found and, (3) teachers with more teaching experience will score higher on the observation instrument than novice teachers.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Berkshire, England: Open University Press. Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research & Development, 29(2), 111-124, doi:10.1080/07294360903244398 Hénard, F., & Roseveare, D. (2012). Fostering Quality Teaching in Higher Education : Policies and Practices. OECD, (September), 54. Kember, D., & Leung, D.Y.P. (2011). Disciplinary differences in student rating of teaching quality. Research in Higher Education, 52(3), 279-299. doi:10.1007/s11162-010-9194-z Kyriakides, L., Christoforou, C., & Charalambous, C.Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143-152. Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2016): Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching, 1-23. doi:10.1080/13540602.2016.1211102 Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art – teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256. doi:10.1080/09243453.2014.885451 Skelton, A. (2004). Understanding “teaching excellence” in higher education: a critical evaluation of the National Teaching Fellowships Scheme. Studies in Higher Education, 29(4), 451–468. doi:10.1080/0307507042000236362 Van de Grift, W. (2007). Quality of teaching in four European countries: a review of the literature and application of an assessment instrument. Educational Research, 49(2), 127–152. doi:10.1080/00131880701369651 Van de Grift, W. (2014). Measuring teaching quality in several European countries. School Effectiveness and School Improvement, 25(3), 295-311. doi:10.1080/09243453.2013.794845 Van de Grift, W., Helms-Lorenz, M., & Maulana, R. (2014). Teaching Skills of Student Teachers: Calibration of an evaluation instrument and its value in predicting student academic engagement. Studies in Educational Evaluation, 43, 150-159. Van der Lans, R., van de Grift, W. J. C. M., & van Veen, K. (2017). Developing an instrument for teacher feedback: using the rasch model to explore teachers' development of effective teaching strategies and behaviors. The Journal of Experimental Education, doi:10.1080/00220973.2016.1268086 Wieman, C., & Gilbert, S. (2014). The teaching practices inventory: A new tool for characterizing college and university teaching in mathematics and science. CBE Life Sciences Education, 13(3), 552–569. doi:10.1187/cbe.14-02-0023
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