One of the most pressing questions in educational practice and theory has always been the search for the principles of successful teaching. Approaches to this can already be found in antiquity in Plato's dialogues, but also later in Cicero and Quintilian. Comenius' Didactica Magna is of worldwide significance as a pioneer of successful teaching. With modernity and the associated creation of university structures as well as a differentiation of subjects, this search for principles of successful teaching became more systematic and differentiated, to which several empirical turns in particular contributed. Today, it is no longer only hermeneutic approaches that can be distinguished, which pursue the question of the principles of successful teaching, but also a multitude of empirical works. Of these, PISA in particular has influenced the discourse in recent decades - and continues to do so today, even though critical voices are growing louder. That this search is still one of the central challenges of educational practice and theory is evidenced by the fact that THE described John Hattie's book "Visible Learning" with the words "Reveals Teaching's Holy Grail". As euphorically celebrated as this work was, it is also the source of criticism to this day. So is successful teaching a myth?
This Research Topic of Frontiers in Education is therefore dedicated to one of the central tasks of educational research, namely to reveal the principles of successful teaching. This question can be examined from a historical, theoretical or empirical perspective. It invites disciplinary and interdisciplinary approaches as well as national and international research. Against this background, the editors are looking forward to relevant contributions that clarify the question of what successful teaching is from different perspectives and with different methods. The final aim is to show, with a colourful bouquet of flowers, that successful teaching is not a myth, but that a number of scientifically validated aspects can be named that prove when teaching is successful.
One of the most pressing questions in educational practice and theory has always been the search for the principles of successful teaching. Approaches to this can already be found in antiquity in Plato's dialogues, but also later in Cicero and Quintilian. Comenius' Didactica Magna is of worldwide significance as a pioneer of successful teaching. With modernity and the associated creation of university structures as well as a differentiation of subjects, this search for principles of successful teaching became more systematic and differentiated, to which several empirical turns in particular contributed. Today, it is no longer only hermeneutic approaches that can be distinguished, which pursue the question of the principles of successful teaching, but also a multitude of empirical works. Of these, PISA in particular has influenced the discourse in recent decades - and continues to do so today, even though critical voices are growing louder. That this search is still one of the central challenges of educational practice and theory is evidenced by the fact that THE described John Hattie's book "Visible Learning" with the words "Reveals Teaching's Holy Grail". As euphorically celebrated as this work was, it is also the source of criticism to this day. So is successful teaching a myth?
This Research Topic of Frontiers in Education is therefore dedicated to one of the central tasks of educational research, namely to reveal the principles of successful teaching. This question can be examined from a historical, theoretical or empirical perspective. It invites disciplinary and interdisciplinary approaches as well as national and international research. Against this background, the editors are looking forward to relevant contributions that clarify the question of what successful teaching is from different perspectives and with different methods. The final aim is to show, with a colourful bouquet of flowers, that successful teaching is not a myth, but that a number of scientifically validated aspects can be named that prove when teaching is successful.