The Quality of Physics Teaching − Cases of Teaching over Time and in Space by Three Teachers
The Quality of Physics Teaching − Cases of Teaching over Time and in Space by Three Teachers

Summary/Abstract: The strategic goal of the research, including this empirical study, is to contribute to the search for connections between the teaching quality and other factors, and to deepen the understanding of the context of the teaching quality. The research questions are posed as follows: Have the parameters of the quality of physics teaching changed after eight years? In what way do the teachers perceive these parameters, their (un)successful implementation in their teaching, and their possible changes over time? To answer these questions, a mixed method research design was used. A case study was chosen as the basic research plan. An ex-post facto research was chosen as the design of the quantitative part of the research, and the data was collected using the method of pedagogical observation. Regarding the qualitative part, the data were collected using semi-structured interviews. The research sample consisted of three physics teachers, teaching in Czech grammar schools, who are considered experts with an extended level of reflective competence. The research focused on a longitudinal comparison of the parameters of the quality of physics teaching (in the school years 2004/2005 and 2012/2013), and so this contribution describes cases of teaching, more precisely cases of the teaching quality of the particular teachers. The research revealed that the parameters of the quality of physics teaching of these selected teachers changed very little over the period of eight years. Also, the curricular reform taking place in the Czech Republic in this period has probably not influenced teaching quality changes. It seems that teachers are aware of the influence of various stakeholders of the teaching process, including those who are not directly present in lessons (e.g. school management, parents). This research shows that it is reasonable to look at the teaching quality from a wider perspective.

• Details
• Contents