Models on teaching effectiveness in current scientific literature
Entity
UAM. Departamento de Filologías y su Didáctica; UAM. Departamento de Psicología Evolutiva y de la EducaciónPublisher
MDPIDate
2021-08-01Citation
10.3390/educsci11080409
Education Sciences 11.8 (2021): 409
ISSN
2227-7102 (online)DOI
10.3390/educsci11080409Editor's Version
https://doi.org/10.3390/educsci11080409Subjects
Educational indicators; Ethnographic approach; Teacher professional development; Teaching effectiveness; Theoretical models; EducaciónRights
© 2021 by the authors. Licensee MDPI, Basel, SwitzerlandAbstract
Knowing what defines ‘effective teaching’ contributes significantly to the appropriateness and validity of the instruction provided to pre-service teachers during their initial training. This may help them to perform as expert teachers before finishing their university training. This study aims to reflect upon the most significant models and theoretical contributions of each of the five most common methods for investigating teaching effectiveness in the current scientific literature. To that end, the main scientific sources within this field of study have been obtained on the Internet through the Web of Science (WoS), Scopus and ERIC. The sources were selected for their relevance to the topic, which was determined by assessing the citations generated by the academic works and the impact of the journals in which they were published. The results show that the key and most central factor salient in teaching quality is related to the teachers themselves and their training. Thus, any educational model that seeks educational excellence must focus foremost on ensuring care and respect for teaching professionals, beyond economic investment, resource availability, or any other factors
Files in this item
Google Scholar:Sánchez Cabrero, Roberto
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Estrada-Chichón, José Luís
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Abad-Mancheño, Alfonso
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Mañoso Pacheco, Lidia
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