1.2 Assessment of teacher quality in the University Teaching Practice from Different Perspectives
- Mar 2023
- Claartje Chajes
- ·
- Modified Apr 2023
- 4
- 70
Max Kusters, Roeland van der Rijst, Arjen de Vetten
ICLON Leiden University
In this workshop participants will experience how reflecting on real-life teaching scenarios provides insight into what choices lecturers make in action and how that provides insight into teacher quality. The main question guiding this workshop is: Are you able to assess the quality of a teacher by just reflecting on real-life teaching situations?ScenariosTo enable lecturers to think and reflect on real-life teaching situations in a relevant way, we have developed narratives of actual teaching situations. The purpose of these scenarios is to portray a situation about which lecturers need to make judgments in action. A scenario is a highly practical method to stimulate lecturers' reflection and foster the conversation about teaching and learning, since one does not have to wait for the event to occur as in an actual situation. During this workshop, participants work in groups of three. Each participant performs an academic role from which to approach the scenario. Finally, we reflect on whether and how we have been able to assess teacher quality in this way.
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Comments
Here you can read a report from this workshop (with thanks to the reporter for making it):
Leiden University develops scenarios to recreate teaching situations, which is useful for reproduction and comparing teachers. In the workshops, the participants practice with some of these scenarios. The research project is Understanding what it takes: Teacher Agency in University.
The scenarios were focussed more on the educational context and less so on the performance of the teacher. How can these scenarios be used to assess teacher quality? They are quite focussed on solutions and less on the individual performance of the teacher. They do trigger a sense of reflection in the teacher, and the teacher’s awareness of problems related to teaching. As such, it relates to teacher agency and less so on teacher quality.
A big take away is the shift from teacher quality to teacher agency, and how that can relate to teacher recognition. It is an important tool in the formative assessment of teaching. The next question is how to embed that into institutional policy.
@arievanderlugt, @maxkusters, @leontinedeklerk, @veraheininga, @balinthardy, @maartenboksem, hopefully you've enjoyed the workshop! Are there any insights you'd like to share?
I would like to use this opportunity to thank all participants for their input, effort, and critical questions! Besides getting actively involved in the workshop, it was also valuable for me as a workshop leader to experience how the scenarios would be received. All together, a very positive experience. Many thanks for the organization R&R!
@claartjechajes voor Onderwijs groep