ABSTRACT

The quest to improve teaching on a wide scale is an enduring challenge globally. Yet demonstrable improvement in teaching quality is both elusive and slow. In this essay, I explore some of the complexities that contribute to the slow pace of change, including: the slippage between teachers and teaching as the object of improvement; the poorly defined concept of good teaching; the difficulty of demonstrating improvement in teaching; institutional constraints on improvement efforts; the growing web of marketing; and conflicting conceptions of professional development itself. Using my ongoing work on Quality Teaching and Quality Teaching Rounds, I illustrate how we have addressed these matters to produce measurable and sustainable effects. Finally, I elaborate the key principles of our approach, while acknowledging the challenges of wide-scale improvement, given the institutional and discursive character of the field.

摘要

在全球范围内寻求改善教学质量是一项持久的挑战。然而，教学质量的明显提高既是可望而不可及的。在本文中，我探讨了导致变革步伐缓慢的一些复杂性，包括：教师与教学之间的滑移作为改进的对象；良好的教学概念定义不清；难以证明教学上的改进；体制上对改进工作的限制；不断增长的营销网络；和专业发展本身相互矛盾的概念。通过我正在进行的有关“质量教学”和“质量教学回合”的工作，我说明了我们如何解决这些问题以产生可衡量的和可持续的效果。最后，我详细阐述了我们的方法的主要原则，