Articulation of Quality Teaching: A Comparative Study

Autor/in	Sakarneh, Mohammad
Titel	Articulation of Quality Teaching: A Comparative Study
Quelle	In: Journal of Education and Training Studies, 3 (2015) 1, S.7-20 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Articulation (Education); Comparative Analysis; Educational Quality; Instructional Effectiveness; Comparative Education; Teaching Models; Content Analysis; Constructivism (Learning); Student Role; Teacher Role; Knowledge Base for Teaching; Cultural Awareness; Educational Practices; Educational Strategies; Teaching Methods; Classroom Environment; Classroom Techniques; Foreign Countries; Australia; Jordan + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Quality of education; Bildungsqualität; Unterrichtserfolg; Vergleichende Erziehungswissenschaft; Lehrmodell; Inhaltsanalyse; Lehrerrolle; Teaching theory; Theory of teaching; Unterrichtstheorie; Cultural identity; Kulturelle Identität; Bildungspraxis; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Klassenführung; Ausland; Australien
Abstract	The aim of this study is to describe and then contrast the New South Wales Department of Education and Training's model of quality teaching with the Jordanian Ministry of Education's conception of quality teaching, looking particularly at potential differences in interpretation. A content analysis methodology was used. Each perspective has been presented. Comparison and contrast has been made to highlight the similarities and differences between the two perspectives. The results showed that the two perspectives have a constructivist approach orientation. Quality teaching in the two perspectives is a process where the teaching and learning process should be built on the basis of constructing knowledge. In this process the teacher is the guide and facilitator and the students are the constructers of their own knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01