Integrating teacher education effectiveness research into educational effectiveness models |
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| Institution: | 1. University of Twente, PO Box 217, 7500AE Enschede, Netherlands;2. University of Oslo, Centre for Educational Measurement (CEMO), Gaustadalleen 30, N–0373 Oslo, Norway;1. School of Teaching and Learning, University of Florida, USA;2. School of Teaching, Learning and Curriculum Studies, Kent State University, USA;1. Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Gratiekapelstraat 10, 2000, Antwerp, Belgium;2. Leuven Economics of Education Research, Faculty of Economics and Business, KU Leuven, Naamsestraat 69, 3000, Leuven, Belgium;3. Top Institute for Evidence-Based Education Research, Maastricht University, Kapoenstraat 2, 6211, Maastricht, the Netherlands;4. Antwerp School of Education, Faculty of Social Sciences, University of Antwerp, Venusstraat 35, 2000, Antwerp, Belgium |
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| Abstract: | The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level. |
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| Keywords: | Opportunity to learn Teacher knowledge Instructional quality Educational effectiveness Teacher education |
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