Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education
The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1483092/full |
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| author | Bas Senden Armin Jentsch Nani Teig Trude Nilsen Trude Nilsen Janne Fauskanger Janne Fauskanger Thomas Frågåt Marianne Maugesten Sonja Merethe Mork Reidar Mosvold Reidar Mosvold Guri A. Nortvedt Magne Olufsen Mari Sjøberg Mari Sjøberg Ragnhild Lyngved Staberg Alexander Selling Roar Bakken Stovner Marianne Ødegaard |
| author_facet | Bas Senden Armin Jentsch Nani Teig Trude Nilsen Trude Nilsen Janne Fauskanger Janne Fauskanger Thomas Frågåt Marianne Maugesten Sonja Merethe Mork Reidar Mosvold Reidar Mosvold Guri A. Nortvedt Magne Olufsen Mari Sjøberg Mari Sjøberg Ragnhild Lyngved Staberg Alexander Selling Roar Bakken Stovner Marianne Ødegaard |
| author_sort | Bas Senden |
| collection | DOAJ |
| description | The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality. |
| format | Article |
| id | doaj-art-7be7416f9d744cdfb3f0b7f3df07b8a0 |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-7be7416f9d744cdfb3f0b7f3df07b8a02025-08-20T02:13:41ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-02-011010.3389/feduc.2025.14830921483092Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary educationBas Senden0Armin Jentsch1Nani Teig2Trude Nilsen3Trude Nilsen4Janne Fauskanger5Janne Fauskanger6Thomas Frågåt7Marianne Maugesten8Sonja Merethe Mork9Reidar Mosvold10Reidar Mosvold11Guri A. Nortvedt12Magne Olufsen13Mari Sjøberg14Mari Sjøberg15Ragnhild Lyngved Staberg16Alexander Selling17Roar Bakken Stovner18Marianne Ødegaard19Department of Teacher Education and School Research, University of Oslo, Oslo, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayCenter for Research on Equality in Education, University of Oslo, Oslo, NorwayUniversity of Stavanger, Stavanger, NorwayNorwegian Centre for Mathematics Education, Norwegian University of Science and Technology (NTNU), Trondheim, NorwayDepartment of Mathematics, Natural Sciences, and Physical Education, University of Inland Norway, Hamar, NorwayØstfold University College, Halden, NorwayNorwegian Centre for Science Education, University of Oslo, Oslo, NorwayUniversity of Stavanger, Stavanger, NorwayNorwegian Centre for Mathematics Education, Norwegian University of Science and Technology (NTNU), Trondheim, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayDepartment of Education, UiT The Arctic University of Norway, Tromsø, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayDepartment of Science and Mathematics Education, University of South-Eastern Norway, Borre, Norway0Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Trondheim, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, Norway1Department of Primary and Secondary Teacher Education, OsloMet University, Oslo, NorwayDepartment of Teacher Education and School Research, University of Oslo, Oslo, NorwayThe current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons. More specifically, the article examines content validity and reliability in the new contexts using a multi-methods approach, involving the Delphi technique and generalizability theory. Findings suggest that while the core components of the instrument are relevant in the new contexts, specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way. Based on the findings, specific adaptions are made to the instrument. Finally, recommendations for developing and using the instrument in the new contexts are provided. The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality.https://www.frontiersin.org/articles/10.3389/feduc.2025.1483092/fullclassroom observationsteaching qualityinstructional qualityreliabilityvalidityDelphi technique |
| spellingShingle | Bas Senden Armin Jentsch Nani Teig Trude Nilsen Trude Nilsen Janne Fauskanger Janne Fauskanger Thomas Frågåt Marianne Maugesten Sonja Merethe Mork Reidar Mosvold Reidar Mosvold Guri A. Nortvedt Magne Olufsen Mari Sjøberg Mari Sjøberg Ragnhild Lyngved Staberg Alexander Selling Roar Bakken Stovner Marianne Ødegaard Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education Frontiers in Education classroom observations teaching quality instructional quality reliability validity Delphi technique |
| title | Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education |
| title_full | Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education |
| title_fullStr | Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education |
| title_full_unstemmed | Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education |
| title_short | Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education |
| title_sort | context matters adapting and validating the teds instruct observation instrument assessing teaching quality for its use in norwegian primary education |
| topic | classroom observations teaching quality instructional quality reliability validity Delphi technique |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1483092/full |
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