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Teaching quality in Colombia: analysing twenty years of awarding a national best-teacher prize
European Journal of Teacher Education ( IF 5.219 ) Pub Date : 2021-05-05 , DOI: 10.1080/02619768.2021.1912006
Sandra García 1 , Brad Olsen 2 , Arena Simbaqueba 1
Affiliation  

ABSTRACT

This study contributes to global debates around defining and measuring teacher effectiveness by examining teaching quality in Colombia. We used data collected by Fundación Compartir (FC), a Colombian NGO that for 20 years has awarded annual prizes to the ‘best teachers’ in the country. We used mixed-methods procedures to examine those teaching practices and professional characteristics that FC hold for teaching excellence. We found that award winners tended to be more student-centred and community-based and understood student learning as their own responsibility, compared to non-winners. Award winners were also more likely to implement strategies that extend beyond the classroom to impact the community. In this article, we discuss these findings in the context of teaching reform in Colombia and discuss the role of teacher education in improving teaching quality in Colombia and, by extension, other countries too.



中文翻译:

哥伦比亚的教学质量:分析颁发国家最佳教师奖的二十年

摘要

本研究通过检查哥伦比亚的教学质量,为围绕定义和衡量教师效率的全球辩论做出了贡献。我们使用了由哥伦比亚非政府组织 Fundación Compartir (FC) 收集的数据,该非政府组织 20 年来一直向该国“最佳教师”颁发年度奖项。我们使用混合方法程序来检查 FC 为卓越教学所持有的教学实践和专业特征。我们发现,与非获奖者相比,获奖者往往更以学生为中心、以社区为基础,并将学生的学习视为自己的责任。获奖者也更有可能实施超越课堂的策略来影响社区。在本文中,

更新日期:2021-07-14
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