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 …