Overview

This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward.

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9783031256127

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CV Anna-Katharina Praetorius: Anna-Katharina Praetorius is Professor for Research on Learning, Instruction, and Didactics at the University of Zurich (Switzerland). With her research, she aims to critically reflect on limitations currently faced in research on teaching quality and to find ways to better conceptualize, measure, and enhance teaching quality. Anna serves as the coordinator of the Special Interest Group 18 on Educational Effectiveness and Improvement of the European Association of Research on Learning and Instruction (EARLI) as well as the Leibniz network Teaching Quality Research. She is co-editor and member of the editorial boards of several journals related to her research. Anna has published in a number of high-ranking journals and received several publication awards.  CV Charalambos Charalambous: Charalambos Y. Charalambous is an Associate Professor in Educational Research and Evaluation at the Department of Education of the University of Cyprus. In his research he focuses on issues around conceptualizing and measuring teaching quality, factors contributing to it (including teacher personal resources), and its relation to student outcomes. From 2019-2022, he served as the coordinator of the Special Interest Group 18 on Educational Effectiveness and Improvement of the European Association of Research on Learning and Instruction (EARLI), whereas he is currently a member of the Expert Questionnaire Group of the OECD Teaching and Learning International Survey (TALIS) 2024. He is also a member of editorial boards of different journals on teaching and teacher education and he has published his work in several high-ranking journals.

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