The present research is an interview and survey study of teachers\', students\' and parents\' perspectives on the good instructional practice. This study investigated what teachers, students, and parents think the good instructional practice is and what they think is needed to support the good instructional practice. In doing so, this study intended to let the voices of teachers, students, and parents be heard and understand their perspectives on the good practice.
This study employed a semi-structured interview method and survey. In the interview study, 5 junior high school teachers, 10 junior high school students, 10 high school students, and 2 parents were participated. The analysis of the interview data revealed four perspectives on the good instructional practice -- transmission, constructivist, relationship, and product. The transmission perspective focused on explicit and effective transmission of the subject-matter knowledge to the student; the constructivist perspective on supporting the student\'s construction of knowledge; relationship perspective on the interaction between teacher and student and the trust and respect between them; and the product perspective on the accomplishment of instruction objectives.
Based on the findings of interview study, a survey research was conducted to compare the perspectives of teachers, students, and parents. In the survey research, 100 junior high and high school teachers, 100 junior high and high school students, and 100 parents of junior high and high school students were participated. The findings of the survey research showed that teachers, students, and parents all tended to consider the good instructional practice from the transmission perspective. While the constructivist perspective on the good instructional practice has been emphasized in the theory and research, teachers, students, and parents placed more emphasis on the effective delivery of subject-matter knowledge. The difference between theory and practice in thinking about the good instructional practice calls for the dialog and consensus among the members of education community.