Defining teaching quality around the world.

EFFECTIVE teaching; EDUCATIONAL quality; TEACHER effectiveness; TEACHING methods; EDUCATION research

Definitions of teaching quality differ across jurisdictions and have evolved over time. Drawing on a study of five high-achieving countries with strong supports for teachers' professional learning and practice, this article describes the perspectives on good teaching rooted in standards for entry, preparation, and practice. These nations increasingly see teaching as rooted in a wide-ranging knowledge base that combines an understanding of content, pedagogy, and learners to focus on meeting students' diverse social, emotional, and academic needs. These jurisdictions also define teaching quality as rooted in ongoing research and inquiry on the part of teachers – a means of developing knowledge for teaching that is at the core of professional practice. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Teacher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)