Teaching practices that make a difference: Insights from research
12–13 August, International Convention Centre, Sydney
Professor Doctor Eckhard Klieme
Goethe University, Germany
Teaching quality: Core content implemented through evidence-based methods with structure, support and challenge
Educational research aims to replace traditional notions of ‘good teaching’ with evidence-based theories of ‘successful teaching’ and develop concepts and measures of teaching quality that can inform teacher training, professional development and evaluation. Scholars have presented various conceptualisations, including constructivist as well as direct instruction models, Western and Eastern approaches, comprehensive paradigms (e.g. Mastery Learning or Inquiry-Based Science Education) as well as discrete teaching practices such as scaffolding, peer tutoring or formative assessment. Content coverage and the quality of the subject matter taught (also called ‘opportunity to learn’) have been identified as strong factors. This keynote presentation will attempt to integrate various approaches into a model of successful teaching that asks: What is taught? Which classroom practices and teaching methods are used? And most importantly: How are content and practices enacted? Based on video studies in primary school science, secondary school mathematics and language education, I will argue that there are three generic dimensions of quality: structure (classroom organisation, well-structured content), support (socio-emotional support, individualised teaching) and challenge (demanding tasks, involving students in discourse). Finally, I will look at international comparative findings from ACER’s PISA 2012 study to position Australian teaching within a broader cross-cultural context.
About Professor Doctor Eckhard Klieme
Professor Doctor Eckhard Klieme has trained as a mathematician and a psychologist. He is now Professor of Educational Research at Goethe University, Frankfurt am Main, Germany. He has been the Director of the Center for Research on Educational Quality and Evaluation at the German Institute for International Educational Research (DIPF) since 2001. His research interests focus on educational effectiveness and quality of teaching, classroom assessment, and international comparative educational research. Starting with TIMSS-Video 1995 (Trends in International Mathematics and Science Study) in Germany, Professor Doctor Klieme has led several video-based studies on teaching in mathematics, science and language education. He has served as a consultant for national and international agencies and has been involved in international large-scale assessment programs such as Programme for International Student Assessment (PISA), the OECD Teaching and Learning International Survey (TALIS), and currently the TALIS video study.
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