Conceptualizing teaching quality about and beyond subject specificity through the lens of the JAD-MTQ

Abstract

This contribution introduces a comparative Model for characterizing Teaching Quality from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Stemming from French research in comparative didactics, the JAD-MTQ focuses on knowledge content development as a key aspect of teaching quality. This model considers three dimensions of teaching: selection of content and tasks, structure of learning situations, and organization of teacher–student interactions. For each dimension, a set of criteria provides a descriptive assessment of teaching quality. In this paper, the JAD-MTQ is used to rate the quality of two consecutive lessons in two subjects, mathematics and language arts, taught in Grade 8 in Norway. We discuss the uniqueness, benefits, and limitations of the JAD-MTQ. We highlight that JAD-MTQ categories are “subject generic,” that is, they can be used for different subjects while still capturing content-specific aspects of teaching and learning related to instructional tasks.