Abstract
Teaching quality is a vague and ambiguous concept that has proven improbable to define - not the least because defining teaching quality requires value judgements. Therefore, what teaching quality is, and what it constitutes, have been questions of debate for decades. It is hardly surprising then, that an abundance of frameworks and instruments exist that conceptualize teaching quality. These frameworks and instruments are informed by different demands and theories and have gone through diverse developmental processes. As a consequence, they differ in focus, teaching aspects covered, or general aims. Choosing the "right" framework or instrument under such conditions becomes an arduous task, especially considering that no guidelines in choosing a particular framework exist. In light of these developments, this presentation aims to give a brief overview of the current state of affairs concerning the following questions: "What is teaching quality?", What constitutes teaching quality?", and "How can applied researchers choose between numerous available frameworks and instruments?".