The phrase "alignment of teaching" is correct and usable in written English.
It can be used in contexts related to education, curriculum development, or instructional strategies to indicate how teaching methods and content are coordinated or matched.
Example: "The alignment of teaching with learning objectives is crucial for student success."
Alternatives: "synchronization of instruction" or "coherence of teaching".
This process is also highlighted with Constructive Alignment, as described by Biggs[ 24, 25], which integrates the alignment of teaching with outcomes, to promote higher order learning.
The alignment of teaching requirements, learning objectives, and assessment criteria to the standards of the CSE will hopefully improve the consistency, coherence, and efficiency of English language education at all stages.
Students listed a number of course and teacher characteristics that are frequently addressed in faculty development programmes (i.e., alignment of teaching to student level, prioritisation of important content, teacher feedback, adequacy of examinations; see Table 1) [ 25].
The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements.
According to Biggs' concept of constructive alignment, the second main component in university education consists of teaching methods.
This definition of teaching excludes corridor or phone call teaching.
There were three measures of teaching experience in this study: GTA teaching, K 12 teaching, and college or university teaching.
Building on the concept of constructive alignment, the initial pool of 12 items focused on the alignment of learning outcomes, teaching and learning activities as well as the assessment implemented within the tertiary engineering curriculum.
In order for assessments in CCS to be reliable and valid, ideally there should be an alignment between the mode of teaching and modes of assessments, i.e. students being evaluated by SPE's, should expect to learn their CCS through SPE's.
Alignment of curriculum content, learning outcomes, teaching and learning activities, and assessments is critically important in reaching desired outcomes.
