Details
| Translated title of the contribution | Teaching quality in different subject matters in German-speaking countries—Inbetween genericness and subject-specificity |
|---|---|
| Original language | German |
| Pages (from-to) | 409-446 |
| Number of pages | 38 |
| Journal | Unterrichtswissenschaft |
| Volume | 48 |
| Issue number | 3 |
| Early online date | 7 Aug 2020 |
| Publication status | Published - Sept 2020 |
Abstract
In this synthesis paper, the current state of research regarding teaching quality is discussed comparing science education, physical education, and history education, by referring to research on teaching in general. A framework with seven dimensions (Praetorius and Charalambous 2018) was used as a comparison base. This framework contains the dimensions of selecting and introducing the content and subject matter methods, cognitive activation, support of practicing, formative assessment, support of all students’ learning, socio-emotional support, and classroom management. The comparison across subject matters showed that subject-specificity was dependent on the level under consideration: On the dimension level, no adaptations and supplementations were deemed necessary. On the level of sub-dimensions, and especially on the level of observable indicators for these sub-dimensions, this was, however, the case. Challenges for future research are discussed.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Unterrichtswissenschaft, Vol. 48, No. 3, 09.2020, p. 409-446.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Unterrichtsqualität in den Fachdidaktiken im deutschsprachigen Raum
T2 - zwischen Generik und Fachspezifik
AU - Preatorius, Anna-Katharina
AU - Herrmann, Christian
AU - Gerlach, Erin
AU - Zülsdorf-Kersting, Meik
AU - Heinitz, Benjamin
AU - Nehring, Andreas
PY - 2020/9
Y1 - 2020/9
N2 - In this synthesis paper, the current state of research regarding teaching quality is discussed comparing science education, physical education, and history education, by referring to research on teaching in general. A framework with seven dimensions (Praetorius and Charalambous 2018) was used as a comparison base. This framework contains the dimensions of selecting and introducing the content and subject matter methods, cognitive activation, support of practicing, formative assessment, support of all students’ learning, socio-emotional support, and classroom management. The comparison across subject matters showed that subject-specificity was dependent on the level under consideration: On the dimension level, no adaptations and supplementations were deemed necessary. On the level of sub-dimensions, and especially on the level of observable indicators for these sub-dimensions, this was, however, the case. Challenges for future research are discussed.
AB - In this synthesis paper, the current state of research regarding teaching quality is discussed comparing science education, physical education, and history education, by referring to research on teaching in general. A framework with seven dimensions (Praetorius and Charalambous 2018) was used as a comparison base. This framework contains the dimensions of selecting and introducing the content and subject matter methods, cognitive activation, support of practicing, formative assessment, support of all students’ learning, socio-emotional support, and classroom management. The comparison across subject matters showed that subject-specificity was dependent on the level under consideration: On the dimension level, no adaptations and supplementations were deemed necessary. On the level of sub-dimensions, and especially on the level of observable indicators for these sub-dimensions, this was, however, the case. Challenges for future research are discussed.
KW - History education
KW - Instructional quality
KW - Physical education
KW - Science education
KW - Subject matters
KW - Synthesis
KW - Teaching quality
UR - http://www.scopus.com/inward/record.url?scp=85089091211&partnerID=8YFLogxK
U2 - 10.1007/s42010-020-00082-8
DO - 10.1007/s42010-020-00082-8
M3 - Artikel
VL - 48
SP - 409
EP - 446
JO - Unterrichtswissenschaft
JF - Unterrichtswissenschaft
IS - 3
ER -