‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education
ABSTRACTThere have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored w...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | International Journal of Adolescence and Youth |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/02673843.2023.2261545 |
| _version_ | 1797387360128729088 |
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| author | Emma Carter Pui Ki Patricia Kwok Lydie Shima Nidhi Singal |
| author_facet | Emma Carter Pui Ki Patricia Kwok Lydie Shima Nidhi Singal |
| author_sort | Emma Carter |
| collection | DOAJ |
| description | ABSTRACTThere have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwandan districts. Through thematic analysis, findings revealed an understanding of ‘good’ teachers via multiple dimensions. Students highlighted the importance of teacher disposition and responsible behaviors. Teacher–student relationships were also strongly valued as was holistic learning including positive values and being influenced cognitively and affectively. These results provide important implications for teacher professional development and policies in response to the contextualized preferences. |
| first_indexed | 2024-03-08T22:23:58Z |
| format | Article |
| id | doaj.art-e66824ab20274b019b8c26fa3a5cf51a |
| institution | Directory Open Access Journal |
| issn | 0267-3843 2164-4527 |
| language | English |
| last_indexed | 2024-03-08T22:23:58Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | International Journal of Adolescence and Youth |
| spelling | doaj.art-e66824ab20274b019b8c26fa3a5cf51a2023-12-18T12:05:49ZengTaylor & Francis GroupInternational Journal of Adolescence and Youth0267-38432164-45272023-12-0128110.1080/02673843.2023.2261545‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary educationEmma Carter0Pui Ki Patricia Kwok1Lydie Shima2Nidhi Singal3Faculty of Education, University of Cambridge, Cambridge, UKFaculty of Education, University of Cambridge, Cambridge, UKLaterite, Kigali, RwandaFaculty of Education, University of Cambridge, Cambridge, UKABSTRACTThere have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwandan districts. Through thematic analysis, findings revealed an understanding of ‘good’ teachers via multiple dimensions. Students highlighted the importance of teacher disposition and responsible behaviors. Teacher–student relationships were also strongly valued as was holistic learning including positive values and being influenced cognitively and affectively. These results provide important implications for teacher professional development and policies in response to the contextualized preferences.https://www.tandfonline.com/doi/10.1080/02673843.2023.2261545Teaching qualitygood teachersstudent perspectivesRwanda |
| spellingShingle | Emma Carter Pui Ki Patricia Kwok Lydie Shima Nidhi Singal ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education International Journal of Adolescence and Youth Teaching quality good teachers student perspectives Rwanda |
| title | ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education |
| title_full | ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education |
| title_fullStr | ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education |
| title_full_unstemmed | ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education |
| title_short | ‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education |
| title_sort | a good teacher should exploring student perceptions of teaching quality in rwandan secondary education |
| topic | Teaching quality good teachers student perspectives Rwanda |
| url | https://www.tandfonline.com/doi/10.1080/02673843.2023.2261545 |
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