Abstract
Teaching practices are considered critical in promoting students’ reading literacy; however, research remains inconclusive regarding the structures of effective teaching practices across countries. Using data from PISA 2018, this study explores the commonalities and differences in student-perceived teaching practices across the 16 top-performing countries and regions through hierarchical clustering analysis and social network analysis. Four patterns of teaching practices were identified: teaching-practice-oriented, teacher-oriented, student-oriented, and minimalistic approaches. Network analyses revealed strong positive correlations among practices across most countries, with the structures of these networks varying in ways that reflected their respective pedagogical foci. The results underscore the importance of teacher support, a critical factor that is strongly linked to other teaching practices and is effective in enhancing reading literacy.
| Original language | English |
|---|---|
| Article number | 105363 |
| Journal | Teaching and Teacher Education |
| Volume | 172 |
| Early online date | 24 Dec 2025 |
| DOIs | |
| Publication status | E-pub ahead of print - 24 Dec 2025 |
Bibliographical note
Publisher Copyright:© 2025 The Authors
Funding
This work was supported by the Key Project of the National Language Commission on National Reading Standards Construction Research [grant number WT145-43]. The APC was supported by an internal research grant from The Hong Kong Polytechnic University awarded to Dr. Dou Diya (No. P0051161).
Keywords
- PISA 2018
- Reading literacy
- Social network analysis
- Teaching practice