At an international level, teachers’ work is increasingly circumscribed and regulated. Notions of accountability have shifted from primarily inputs to primary outcomes, and investment in strengthening teacher performance evaluation has expanded. At the same time, investment in enhancing the quality of teacher education programs is contested in many countries. Occupational professionalism, that is, a traditional, historic form characterized by discretionary decision-making, collegial authority, and trust in the practitioner, has been replaced by organizational professionalism that incorporates target-setting and performance review. The overarching question in this study concerns the meaningfulness and appropriateness of using student perceived instructional quality for the estimation of teaching quality in comparison to teacher specialization. The study investigates relations between fourth grade students’ reading achievement levels, teacher specialization, and student perceptions of instructional quality, based on the Swedish PIRLS 2011 data. Performing two-level structural modeling with latent variables, this study revealed a positive relationship between teacher specialization relevant for the grade and subject taught, and student reading achievement. By contrast, there was no association between student perceptions of instructional quality and student reading achievement, or between instructional quality and teacher specialization. The results raise questions about the benefit of student evaluations of teacher classroom practices from both a validity perspective, as well as from a teacher professionalization perspective. However, the cross-sectional data used does not allow for causal inference, and further research on the relationships between teacher specialization, student perceived instructional quality, and student achievement is therefore needed.

中文翻译：

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教师专业化和学生感知教学质量：与学生阅读成绩的关系是什么？

在国际层面，教师的工作越来越受到限制和规范。问责制的概念已从主要投入转变为主要成果，并且扩大了对加强教师绩效评估的投资。与此同时，许多国家对提高教师教育计划质量的投资存在争议。职业专业主义，即以自由决策、合议权威和对从业者的信任为特征的传统的历史形式，已被包含目标设定和绩效评估的组织专业主义所取代。本研究的首要问题涉及与教师专业化相比，使用学生感知的教学质量来评估教学质量的意义和适当性。该研究基于瑞典 PIRLS 2011 数据，调查了四年级学生的阅读成绩水平、教师专业化和学生对教学质量的看法之间的关系。本研究使用潜在变量进行两级结构建模，揭示了与所教年级和学科相关的教师专业化与学生阅读成绩之间的正相关关系。相比之下，学生对教学质量的看法与学生阅读成绩之间或教学质量与教师专业化之间没有关联。结果从有效性的角度和教师专业化的角度提出了关于学生评价教师课堂实践的好处的问题。然而，