Carter, Emma;
Molina, Eze;
Pushparatnam, Adelle;
Rimm-Kaufman, Sara;
Tsapali, Maria;
Wong, Keri Ka-Yee;
(2024)
Evidence-Based Teaching: Effective teaching practices in primary school classrooms.
London Review of Education
, 22
(1)
, Article 8. 10.14324/LRE.22.1.08.
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Abstract
Understanding and measuring effective teaching practices in low- and middle-income countries is a complex process that requires a contextualised knowledge of teaching quality, as well as adaptable instruments that can reliably capture teachers’ varied classroom behaviours. One approach developed with these purposes in mind is Teach Primary, a classroom observation framework designed and revised in 2021 by the World Bank. This framework captures the time teachers spend on learning and the quality of teaching practices which help to enhance pupils’ cognitive and socio-emotional skills, as well as aspects of the physical environment which may influence teaching quality. Using the Teach Primary framework, this article examines evidence regarding effective instructional practices in primary school classrooms, with highlighted examples from low- and middle-income countries. It also sheds light on the criticality of instrument contextualisation, given variations in how practices can be valued and implemented in different settings and how structural quality factors can influence teachers’ use of strategies. Challenges and limitations relating to the use of the Teach Primary framework are discussed, along with implications for teacher education and evaluation.
| Type: | Article |
|---|---|
| Title: | Evidence-Based Teaching: Effective teaching practices in primary school classrooms |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.22.1.08 |
| Publisher version: | https://doi.org/10.14324/LRE.22.1.08 |
| Language: | English |
| Additional information: | © 2024, Emma Carter, Ezequiel Molina, Adelle Pushparatnam, Sara Rimm-Kaufman, Maria Tsapali and Keri Ka-Yee Wong. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited |
| Keywords: | Classroom observation, teaching quality, Global South low- and middle-income countries, teacher effectiveness, primary education, teacher training, instructional teaching practices |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10188393 |
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