Teaching quality in different subject matters in German-speaking countries—Inbetween genericness and subject-specificity

Abstract

In this synthesis paper, the current state of research regarding teaching quality is discussed comparing science education, physical education, and history education, by referring to research on teaching in general. A framework with seven dimensions (Praetorius and Charalambous 2018) was used as a comparison base. This framework contains the dimensions of selecting and introducing the content and subject matter methods, cognitive activation, support of practicing, formative assessment, support of all students’ learning, socio-emotional support, and classroom management. The comparison across subject matters showed that subject-specificity was dependent on the level under consideration: On the dimension level, no adaptations and supplementations were deemed necessary. On the level of sub-dimensions, and especially on the level of observable indicators for these sub-dimensions, this was, however, the case. Challenges for future research are discussed.