TY - CHAP
T1 - Building understanding of teacher quality: a scoping review
AU - Cotton, Wayne
AU - Peralta, Louisa
AU - Simpson, Alyson
AU - White, Rachel
AU - Harb, George
AU - Hart, Nicole
AU - Hendry, Graham
AU - Karimullah, Maria A.
AU - Lawson-Jones, Anne
AU - Maher, Damian
AU - Preston, Christine
AU - Rowley, Jennifer
AU - Tognolini, Jim
PY - 2025
Y1 - 2025
N2 - This chapter describes a scoping review used to refine a construct of teacher quality, by identifying the research informed indicators of teacher quality. The review identified 1004 relevant articles, published between 2011 and 2021. An analysis of the publications identified 3370 data points of teacher quality. Building on an initial construct of teacher quality and content analysis, indicators were coded into seven categories containing 50 indicators of teacher quality. A total of 37 indicators support the proposed Teacher Quality Construct, with the 13 remaining indicators being outside the scope of the study. The review underpins the importance of research that brings together disparate views to build and validate a commonly understood construct of teacher quality. By identifying indicators of teacher quality, our study can support teacher educators around the world to improve the validity of teacher assessment models at a time when teachers are consistently under critique.
AB - This chapter describes a scoping review used to refine a construct of teacher quality, by identifying the research informed indicators of teacher quality. The review identified 1004 relevant articles, published between 2011 and 2021. An analysis of the publications identified 3370 data points of teacher quality. Building on an initial construct of teacher quality and content analysis, indicators were coded into seven categories containing 50 indicators of teacher quality. A total of 37 indicators support the proposed Teacher Quality Construct, with the 13 remaining indicators being outside the scope of the study. The review underpins the importance of research that brings together disparate views to build and validate a commonly understood construct of teacher quality. By identifying indicators of teacher quality, our study can support teacher educators around the world to improve the validity of teacher assessment models at a time when teachers are consistently under critique.
UR - http://www.scopus.com/inward/record.url?scp=105002991474&partnerID=8YFLogxK
UR - https://go.openathens.net/redirector/westernsydney.edu.au?url=https://doi.org/10.4324/9781003542575-3
U2 - 10.4324/9781003542575-3
DO - 10.4324/9781003542575-3
M3 - Chapter
SN - 9781032893952
SP - 26
EP - 41
BT - What's the Evidence? An Investigation into Teacher Quality
A2 - White, Rachel
A2 - Simpson, Alyson
PB - Routledge
CY - U.K.
ER -
