Can we compare teaching behavior across national contexts? Rasch modeling and differential item functioning approach

This study aims to discuss whether comparing generic teaching behavior across different national contexts is valid, to generate meaningful information about similarities and differences in teaching practices across contexts. Classroom observations were conducted using the validated observation instrument in The Netherlands (N = 606), South Korea (N = 581), Indonesia (N = 375), South Africa (N = 304), and Hong Kong-China (N = 230). Data from Australia (N = 400) and Pakistan (N = 400) will be added later. Results show that teaching behaviour can be compared for certain domains, but comparing (very) easy and (very) difficult domains across countries requires further investigations. Although components of teaching behavior is conceptualized as universal, interpretations of indicators may differ across different contexts. Copyright © 2019 AERA.