Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations

被引：22

作者：

Maulana, Ridwan ^{[1
]}

Andre, Stefanie ^{[1
,2
]}

Helms-Lorenz, Michelle ^{[1
]}

Ko, James ^{[3
]}

Chun, Seyeoung ^{[4
]}

Shahzad, Abid ^{[5
]}

Irnidayanti, Yulia ^{[6
]}

Lee, Okhwa ^{[7
]}

de Jager, Thelma ^{[8
]}

Coetzee, Thys ^{[8
]}

Fadhilah, Nurul ^{[9
]}

机构：

[1] Univ Groningen, Dept Teacher Educ, Groningen, Netherlands

[2] Radboud Univ Nijmegen, Dept Sociol, Nijmegen, Netherlands

[3] Educ Univ Hong Kong, Dept Educ Policy & Leadership, Hong Kong, Peoples R China

[4] Chungnam Natl Univ, Dept Educ, Daejeon, South Korea

[5] Islamia Univ Bahawalpur, Dept Educ, Bahawalpur, Pakistan

[6] State Univ Jakarta, Dept Biol & Biol Educ, Jakarta, Indonesia

[7] Chungbuk Natl Univ, Dept Educ, Cheongju, South Korea

[8] Tshwane Univ Technol, Dept Educ Fdn, Pretoria, South Africa

[9] Univ Indonesia, Dept Biostat & Populat, Jakarta, Indonesia

来源：

SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT | 2021年 / 32卷 / 01期

基金：

新加坡国家研究基金会;

关键词：

Classroom observation; measurement invariance; teaching behaviour; PROFESSIONAL-DEVELOPMENT; TEACHERS CONCEPTIONS; STUDENT-ACHIEVEMENT; FIT INDEXES; INSTRUCTION; INSTRUMENT; FEEDBACK; QUALITY; IMPROVEMENT; MOTIVATION;

D O I：

10.1080/09243453.2020.1777170

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands, South Korea, South Africa, Indonesia, Hong Kong-China, and Pakistan. Results showed that ICALT indicates full strict invariance in four out of the six countries, which provides a possibility to compare teaching behaviour in the Netherlands, South Korea, South Africa, and Indonesia. South Korea indicated the highest quality of teaching behaviour, while Indonesia indicated the lowest.

引用

页码：64 / 95

页数：32

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