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

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

• Maulana, Ridwan University of Groningen
• André, Stéfanie University of Groningen
• Helms-Lorenz, Michelle University of Groningen
• Ko, Yue On James The Education University of Hong Kong
• Chun, Seyeoung Chungnam National University
• Shahzad, Abid The Islamia University of Bahawalpur
• Irnidayanti, Yulia State University of Jakarta
• Lee, Okhwa Chungbuk National University
• De Jager, Thelma Tshwane University of Technology
• Coetzee, Thys Tshwane University of Technology
• Fadhilah, Nurul University of Indonesia

School Effectiveness and School Improvement, 2020

Routledge

2020

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness
• P Social Context of Education
  • PB Comparative Education

Classroom Observation Measurement Invariance Teaching Behaviour

• The Netherlands
• South Korea
• South Africa
• Indonesia
• Hong Kong
• Pakistan

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

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. Copyright © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 09243453

• 10.1080/09243453.2020.1777170

https://bibliography.lib.eduhk.hk/bibs/aa18d045

2020-10-14