Teaching for Quality: Implications of the FFT Teaching Evaluation Framework

The quality of teaching is the core of education quality and the improvement of teaching quality is related to the construction of the high-quality educational system. Communicating with the typical and representative teaching evaluation framework in the world and drawing high-quality core elements from it is the key measure for constructing the evaluation system of teaching with Chinese characteristics to show its international vision. The Framework for Teaching (FFT), developed by Professor Danielson of ETS, focuses on the process quality of teaching, upholding the high-quality teaching concept of higher-order thinking, constructive learning, purposeful activities and professional guidance, involving 4 modules, 22 assessment points and corresponding observation points. The FFT framework crosses space and time in terms of the assessment object and the method, collects data for judging the teachers' teaching work, provides teachers with feedback for their promotion of professional development and implementation guide for their quality of teaching, and realizes the improvement of the input and process quality and the students' academic achievements. The FFT framework informs us that, in the dynamic harmonious relationship between freedom and rules, process and results, importance should be attached to the teachers' professional responsibility and quality excellence, and a high-quality classroom teaching system with Chinese characteristics in the new era under a global vision should be built by creating learning culture and promoting deep learning. The corresponding classroom teaching quality evaluation system and monitoring tools should be developed to achieve high-quality development of education.