Reviews of Teaching Methods -- Which Fundamental Issues Are Identified?

Autor/inn/en	Hirsh, Åsa; Nilholm, Claes; Roman, Henrik; Forsberg, Eva; Sundberg, Daniel
Titel	Reviews of Teaching Methods -- Which Fundamental Issues Are Identified?
Quelle	In: Education Inquiry, 13 (2022) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilholm, Claes) ORCID (Forsberg, Eva) ORCID (Sundberg, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2020.1839232
Schlagwörter	Teaching Methods; Instructional Effectiveness; Teacher Qualifications; Theory Practice Relationship; Validity + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lehrqualifikation; Theorie-Praxis-Beziehung; Gültigkeit
Abstract	The purpose of this study is to discern and discuss issues with relevance to the tension between contextuality and generalisation, which recurrently are identified over time in research reviews of teaching methods. The 75 most cited reviews on teaching methods listed in the Web of Science from 1980 to 2017 were analysed. Since our interest is the claims made in each article about the teaching method under study, the analysis concerned the abstract, results, discussion, conclusion, and implication parts of each review. Three main issues, cutting across the reviews over time, were identified: 1) the abundance of moderating factors, 2) the need for highly qualified teachers, and 3) the research-practice gap. It is argued that the three issues reflect tensions in original research. The implications of these findings are discussed in the article. One main conclusion is that such issues ought to be more explicitly attended to and elaborated in both primary and secondary level research. The importance of viewing validity as a multidimensional concept, including internal, external, and ecological aspects, is underlined. Further, ideas from realistic reviewing are used to discuss a contextually bound approach to causality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01