Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality

Gärtner, Holger; Brunner, Martin

doi:10.1007/s11092-018-9277-5

Cited by 33 publications

(29 citation statements)

References 35 publications

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“…A growing body of literature confirms that teachers' teaching quality is one of the most important predictors of students' learning outcomes (e.g. Gaertner and Brunner 2018;Scherer, Nilsen, and Jansen 2016;Yang et al 2014). Therefore, organising professional learning activities for in-service teachers might be an appropriate way to improve teaching quality and consequently students' learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level

Xin

Admiraal

Saab

2021

Journal of Education for Teaching

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Teachers' motivation to participate in professional learning is a significant factor in explaining the effectiveness of continuous professional development programmes. The present study investigated how factors at teachers' personal and school levels are related to their motivation to participate in professional learning activities. A questionnaire was completed by 472 Chinese teachers. Multivariate analysis revealed that several factors at the teacher level (teachers' prior experience with learning activities, teaching experience, self-efficacy and conceptions of learning) and the school level (work and emotional pressure, colleague support and principal leadership) were related to their motivation to participate in professional learning. These findings are discussed in the context of the professional development of Chinese teachers. Implications are generated for teacher education and continuous professional development.

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Section: Introductionmentioning

confidence: 99%

Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level

Xin

Admiraal

Saab

2021

Journal of Education for Teaching

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“…Finally, the extent to which our findings generalize to other domains and age groups has yet to be determined. With respect to trait-like measures of motivation and teaching behaviors, however, previous research has provided a fairly consistent picture in which students’ motivation and perceptions of teaching behaviors were relatively stable across time, grade levels, and school subjects (e.g., Gaertner & Brunner, 2018; Wigfield et al, 1997). Additionally, links between student motivation and global ratings of teaching behaviors seem to be consistent between subjects from similar domains (e.g., Blömeke & Olsen, 2019).…”

Section: Discussionmentioning

confidence: 98%

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

Parrisius¹,

Gaspard²,

Zitzmann³

et al. 2022

Journal of Educational Psychology

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“…There are questions about the reliability of this information: its accuracy and consistency (Van der Lans, 2018). Gaertner and Brunner (2018) show that student perceptions of teaching quality are influenced by situational factors such as context and timing. Some school systems promote coherent identities (such as Multiple Academy Trusts in England, or Charter School Chains in the US) which feature strong narratives about quality; as such judgements may be more driven by conformity and coherence to a prescribed set of values, then a more rounded, holistic (and even critical) notion of a quality teacher or quality teaching.…”

Section: Quality Measures Standards and Accountabilitymentioning

confidence: 99%

The quality conundrum in initial teacher education

Brooks¹

2021

Teachers and Teaching

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Despite attempts to define quality in initial teacher education (ITE), consensus remains elusive. Harvey highlights how, in higher education, there is confusion between quality, standards and quality assurance. Examination of the quality indicators in ITE reveals an over-emphasis on standards rather than its transformative potential. Original research into the ITE practice of five universities in different international settings analyses the quality discourses evident in stakeholder interviews, observations and documentation on the practice of teacher education; two examples are used as illustrative accounts. The analysis reveals how teacher educators adjust their practice to the different quality discourses. The discourses emerging from both universities and accountability mechanisms focus on measures of quality assurance, standards, or value for money, and underplay the transformational dimension of ITE. This presents a quality conundrum: indicators aimed at making ITE better actually make transformation more challenging. Without recognition of its transformative and educative potential, the contribution of university-based teacher education will likely remain under-recognised, under-valued and poorly understood.

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Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality

Cited by 33 publications

References 35 publications

Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level

Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

The quality conundrum in initial teacher education

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