Evidence for measuring teachers’ core practices

Marieke van der Schaaf; Bert Slof; L. Boven; Jong, De  A.

doi:10.1080/02619768.2019.1652903

Evidence for measuring teachers’ core practices

Marieke van der Schaaf, Bert Slof, L. Boven, Jong, De A.

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Abstract

Teaching is a complex profession and feedback on teacher practices is
needed for teachers’ development. Many instruments are available to
measure teacher practices, but little is known about their quality. This
systematic review aimed to gain insight into the quality of instruments
available to measure teacher practices. A systematic review based on
ERIC, PsychINFO, and Web of Science databases (2000–2016) was
conducted. In total 96 journal articles were included, describing 127
measurement instruments. The instruments were mainly selfevaluation
questionnaires, focussing on activities during teaching.
Most evidence was provided for the validity and impact of the instruments.
Evidence for utility was generally low. Questionnaire data gathered
from students seems to best meet the quality requirements. It is
discussed to evaluate teachers with different measurement instruments
to provide a rich perspective of their practices

Original language	English
Pages (from-to)	675-694
Number of pages	20
Journal	European Journal of Teacher Education
Volume	42
Issue number	5
DOIs	https://doi.org/10.1080/02619768.2019.1652903
Publication status	Published - 20 Oct 2019

Keywords

Teacher development
professional development
student teacher evaluation

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Evidence for measuring teachers’ core practices

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