Evidence for measuring teachers’ core practices

Abstract

Teaching is a complex profession and feedback on teacher practices is needed for teachers’ development. Many instruments are available to measure teacher practices, but little is known about their quality. This systematic review aimed to gain insight into the quality of instruments available to measure teacher practices. A systematic review based on ERIC, PsychINFO, and Web of Science databases (2000–2016) was conducted. In total 96 journal articles were included, describing 127 measurement instruments. The instruments were mainly selfevaluation questionnaires, focussing on activities during teaching. Most evidence was provided for the validity and impact of the instruments. Evidence for utility was generally low. Questionnaire data gathered from students seems to best meet the quality requirements. It is discussed to evaluate teachers with different measurement instruments to provide a rich perspective of their practices