Understanding High-Quality Teaching: A Phenomenological Study on the Lived Experience of Outstanding Teachers

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High-quality teaching is dynamic and complex in nature, which makes defining, understanding, and assessing high quality teaching difficult. While the need for high-quality teaching is a priority for many, there is no agreement on how to define high-quality teaching or what high-quality teaching looks like in action. The true purpose of measuring high-quality teaching is not to identify poor teaching, but rather to highlight excellent teaching so that we can help all teachers improve. Shifting the focus away from the negative and persistent dialogue of what teachers are doing wrong in education today and examining closely what excellent teachers are doing is a positive direction for making strides in educational outcomes.

This qualitative phenomenological study described the lived experiences and unveil relevant learnings from the recognized most outstanding teachers on high-quality teaching. Using the research findings of Creswell (2007) that in-depth email interviewing is a..