Conceptualizing Teaching Quality about and beyond Subject Specificity through the Lens of the JAD-MTQ
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| Title: | Conceptualizing Teaching Quality about and beyond Subject Specificity through the Lens of the JAD-MTQ |
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| Language: | English |
| Authors: | Florence Ligozat, Yoann Buyck |
| Source: | School Effectiveness and School Improvement. 2025 36(3):368-391. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teacher Effectiveness, Educational Quality, Grade 8, Mathematics Instruction, Language Arts, Norwegian, Native Language Instruction, Secondary School Teachers, Foreign Countries, Models, Classroom Observation Techniques, Lesson Observation Criteria |
| Geographic Terms: | Norway |
| DOI: | 10.1080/09243453.2025.2527729 |
| ISSN: | 0924-3453 1744-5124 |
| Abstract: | This contribution introduces a comparative Model for characterizing Teaching Quality from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Stemming from French research in comparative didactics, the JAD-MTQ focuses on knowledge content development as a key aspect of teaching quality. This model considers three dimensions of teaching: selection of content and tasks, structure of learning situations, and organization of teacher-student interactions. For each dimension, a set of criteria provides a descriptive assessment of teaching quality. In this paper, the JAD-MTQ is used to rate the quality of two consecutive lessons in two subjects, mathematics and language arts, taught in Grade 8 in Norway. We discuss the uniqueness, benefits, and limitations of the JAD-MTQ. We highlight that JAD-MTQ categories are "subject generic," that is, they can be used for different subjects while still capturing content-specific aspects of teaching and learning related to instructional tasks. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500676 |
| Database: | ERIC |
| Abstract: | This contribution introduces a comparative Model for characterizing Teaching Quality from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Stemming from French research in comparative didactics, the JAD-MTQ focuses on knowledge content development as a key aspect of teaching quality. This model considers three dimensions of teaching: selection of content and tasks, structure of learning situations, and organization of teacher-student interactions. For each dimension, a set of criteria provides a descriptive assessment of teaching quality. In this paper, the JAD-MTQ is used to rate the quality of two consecutive lessons in two subjects, mathematics and language arts, taught in Grade 8 in Norway. We discuss the uniqueness, benefits, and limitations of the JAD-MTQ. We highlight that JAD-MTQ categories are "subject generic," that is, they can be used for different subjects while still capturing content-specific aspects of teaching and learning related to instructional tasks. |
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| ISSN: | 0924-3453 1744-5124 |
| DOI: | 10.1080/09243453.2025.2527729 |
