Teaching Quality in Colombia: Analysing Twenty Years of Awarding a National Best-Teacher Prize

Autor/inn/en	García, Sandra; Olsen, Brad; Simbaqueba, Arena
Titel	Teaching Quality in Colombia: Analysing Twenty Years of Awarding a National Best-Teacher Prize
Quelle	In: European Journal of Teacher Education, 44 (2021) 3, S.328-347 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1912006
Schlagwörter	Awards; Teacher Effectiveness; Teacher Characteristics; Professionalism; Student Centered Learning; Experiential Learning; Relevance (Education); Critical Thinking; Cooperative Learning; Elementary School Teachers; Secondary School Teachers; Teacher Education; Nongovernmental Organizations; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Professionalität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Experiental learning; Erfahrungsorientiertes Lernen; Relevance; Relevanz; Kritisches Denken; Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Ausland; Kolumbien
Abstract	This study contributes to global debates around defining and measuring teacher effectiveness by examining teaching quality in Colombia. We used data collected by Fundación Compartir (FC), a Colombian NGO that for 20 years has awarded annual prizes to the 'best teachers' in the country. We used mixed-methods procedures to examine those teaching practices and professional characteristics that FC hold for teaching excellence. We found that award winners tended to be more student-centred and community-based and understood student learning as their own responsibility, compared to non-winners. Award winners were also more likely to implement strategies that extend beyond the classroom to impact the community. In this article, we discuss these findings in the context of teaching reform in Colombia and discuss the role of teacher education in improving teaching quality in Colombia and, by extension, other countries too. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01