Evaluating and developing teacher instructional practices in economics using a new video-based test

Abstract

Teachers’ instructional practices are important for student learning. However, there are few tools for evaluating instructional practices in social studies. To this end, we present a video-based instrument with teacher-student interactions for assessing teaching practices in a high school economics course. We investigate, using an iterative design-based methodology, the adaptation and validation of a test originally developed in Germany for use in the United States. We found that experienced economics teachers and those with more content knowledge demonstrated higher-level instructional skills, and were more flexibile with their thinking. Inexperienced economics teachers and those with low content knowledge not only struggled with the test items, but also with the test format, the content, inter-cultural understanding, and with feeling overwhelmed. The test provides an opportunity for economics teachers to obtain feedback, practice, reflection, and improvement of their instruction in a way that has not previously been available. It also illustrates the possibilities and drawbacks of video-based testing in teacher training.