Teaching Quality in Higher Education

Abstract

Abstract. Teaching quality is a crucial factor within higher education. Research on this topic often requires assessing teaching quality as a global construct through self-reports. However, such instruments are criticized due to the lack of alignment between teacher and student reports of instructional practices. We argue that while teachers might over- or under-estimate specific dimensions of teaching quality, the aggregation of these dimensions in the form of overarching teaching quality well reflects differences in teaching quality between teachers. Accordingly, we test a ten-item measure that allows faculty to self-report their teaching quality based on the aspects distinguished in the SEEQ ( Marsh, 1982 , 2007 ). Using 15,503 student assessments of teaching quality in 889 sessions taught by 97 faculty members, we conducted Doubly Latent Multi Level Modelling while considering bias and unfairness variables to model overarching teaching quality assessed by students, and simultaneously corrected for measurement error and potential distortions through the assessment situation. This global factor of teaching quality was strongly associated with teacher self-reported teaching quality (ρ = .74), which we interpret as evidence that global teacher reports of teaching quality can serve as sensible indicators of overarching teaching quality for nomothetic research in higher education.

Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher Knowledge

“…Studies revealed differences in teacher knowledge according to their gender [25,49,75], age [40,49], teaching experience [20,49] and educational level [48]. Gender and teaching experience are also related to self-reported teaching quality [21,65]. For these reasons, sociodemographic questions and questions regarding teachers' experience were included in the questionnaire.…”

“…This study adopted a cognitive perspective on teacher knowledge and teaching quality which, in contrast with a situated perspective proposes that those constructs can be "measured independently from the classroom context in which it is used, most often through a test" [23:22]. Daumiller et al [21] showed that self-reported and student-reported teaching quality are highly correlated. Hence, similarly to previous research on teaching quality and teacher knowledge, this study relies on self-reported measures from the perspective of the teachers [21,58,89].…”

“…Daumiller et al [21] showed that self-reported and student-reported teaching quality are highly correlated. Hence, similarly to previous research on teaching quality and teacher knowledge, this study relies on self-reported measures from the perspective of the teachers [21,58,89].…”

“…This shortcoming may be the reason why TPCK negatively predicted cognitive activation: teachers with high TPCK could be more conscious that they are not cognitively activating their students. As a perspective for research, the measurement of students' perceptions of teacher knowledge, students' outcomes (learning gains) and the report of actual teaching practices would allow for a better representation of the constructs of interest, although the cognitive perspective selected for this study has been successful in different fields of research [21,23]. Fourth, instructors self-selected to participate in the study; hence, it is possible that very efficient and knowledgeable teachers are overrepresented.…”

A study on the cultivation path of students’ core literacy in higher education institutions under the perspective of deep learning

“…In addition, the literature [16] analyzed that the presence of learning disabilities in the higher education process can make the standard of quality education suffer and that setting appropriate educational goals can help students with learning disabilities to receive a higher quality education. The literature [17] discusses the importance of quality education in higher education, analyzes the importance of teachers' quality education based on the quality of their teaching, and considers the influence of bias and inequity variables on the results, respectively. The literature [18] analyzed quality education results in the College of Education of the Public University of Ghana from 2012 to 2017 to show that best management practices can effectively enhance teaching and learning efficiency and thus promote quality education.…”