Exploring teaching quality from within: A praxeological perspective

Abstract This contribution proposes a respecified concept of teaching quality, grounding it in a praxeological paradigm of classroom research. We argue that, when addressing teaching quality, the complex interactive relations between teaching and learning as social practices should be taken into account. The notion of teaching quality from within that we discuss develops two arguments: 1) the analysis should necessitate considering the embedded norms and objectives inherent in teaching and learning practices as an empirical basis for making judgments about teaching quality, and 2) the analytical focus must be placed on the orientation of classroom practices towards enabling subject-specific learning , which we argue rests at the heart of teaching quality.