Measuring the quality of teaching practices in primary schools: assessing the validity of the Teach observation tool in Punjab, Pakistan.

Ezequiel Molina*, Syeda Farwa Fatima, Andrew Dean Ho, Carolina Melo, Tracy Marie Wilichowski, Adelle Pushparatnam

*Autor correspondiente de este trabajo

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

2 Citas (Scopus)

Resumen

Monitoring the quality of teaching practices of primary school teachers in low-and-middle-income countries is often hampered by the lack of freely available classroom observation tools that are feasible to administer, validated in their own setting, and can be used as part of national monitoring systems. To address this discrepancy, Teach, an open-access classroom observation tool, was developed to measure the quality of teaching practices of primary school teachers in low-and-middle-income countries. This paper uses data from Punjab, Pakistan to evaluate the validity of Teach. Results show that Teach scores were internally consistent, presented good inter-rater reliability, and provided sufficient information to differentiate low from high-quality teaching practices. Further, higher Teach scores were associated with higher student outcomes.
Idioma originalInglés
Número de artículo103171
PublicaciónTeaching and Teacher Education
Volumen96
DOI
EstadoPublicada - nov. 2020

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