Empirical studies and meta-analyses conducted during the past 35 years led to the development of a number of theoretical frameworks of teacher effectiveness. In this paper, we aim to summarize the main characteristics of three dominant frameworks within the field of educational effectiveness and discuss both their conceptual differences and their similarities, as well as, the different observational instruments used by each one to capture instructional quality. Specifically, the three frameworks are: a) the dynamic model of educational effectiveness; b) the International System for Teacher Observation and Feedback (ISTOF); and c) the Three Basic Dimensions of Teaching Quality (TBD). These frameworks were also used to analyze three videolessons for comparing the quality of teaching through the lens of each respective framework. Based on the results of the three lesson analyses, possibilities for combining different generic frameworks of effective teaching to provide a more complete view of teaching quality are discussed.

在过去的35年中进行的实证研究和荟萃分析导致了许多关于教师效能的理论框架的发展。在本文中，我们旨在总结三个主要框架在教育有效性领域的主要特征，并讨论它们的概念差异和相似性，以及每个框架用于捕获教学质量的不同观察手段。具体来说，这三个框架是：a）教育有效性的动态模型；b）国际教师观察和反馈系统（ISTOF）；c）教学质量的三个基本方面。这些框架还用于分析三个视频课程，以比较每个框架的教学质量。