Journal
RESEARCH IN COMPARATIVE AND INTERNATIONAL EDUCATION
Volume 14, Issue 1, Pages 99-117Publisher
SAGE PUBLICATIONS LTD
DOI: 10.1177/1745499919829214
Keywords
Classroom observation; classroom quality; low; and middle-income countries; 21st-century skills; reflective practice; teacher professional development
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Funding
- Economic and Social Research Council (ESRC) [ES/M004740/1]
- UBS Optimus Foundation
- World Bank Strategic Impact Evaluation Fund (SIEF)
- NYU Abu Dhabi Reseasrch Institute
- ESRC [ES/M004740/1] Funding Source: UKRI
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The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System (c) (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.
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