Classroom observation as a means of understanding teaching quality. Towards a shared language of teaching?

Autor/in	Klette, Kirsti
Titel	Classroom observation as a means of understanding teaching quality. Towards a shared language of teaching?
Quelle	In: Journal of curriculum studies, 55 (2023) 1, S. 49-62Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2023.2172360
Schlagwörter	Unterrichtsforschung; Handbuch; Unterrichtsqualität; Unterrichtsforschung; Handbuch
Abstract	More than forty years ago, Dan Lortie famously lamented the lack of a common language with which to describe teaching and noted this scarcity as a key problem within studies of teaching and teacher professionalism. I argue that recent developments in video technology and supporting methodological designs have paved the way for a new generation of classroom studies. Today, large-scale classroom studies and targeted subject-specific studies have contributed to a renewed interest in classroom designs as lenses to shed light on how and why teaching and teaching matter. In this article, I summarize recent developments in classroom studies in terms of technologies, research design and analytical frameworks and discuss how these developments allow for integrative efforts and more programmatic research within studies of classroom teaching and learning, thus providing a platform for building a shared vocabulary for describing teaching. A key argument will be how video recordings nurture a new generation of generic and subject-specific classroom studies that enable us to systematically investigate key features of classroom teaching across subjects, grades, and learning environments.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2023/1