Good teaching : what matters to university students
Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the insti...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2014
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/103045 http://hdl.handle.net/10220/19251 |
| _version_ | 1811679353316048896 |
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| author | Lee, Hwee Hoon Kim, Grace May Lin Chan, Ling Ling |
| author2 | School of Humanities and Social Sciences |
| author_facet | School of Humanities and Social Sciences Lee, Hwee Hoon Kim, Grace May Lin Chan, Ling Ling |
| author_sort | Lee, Hwee Hoon |
| collection | NTU |
| description | Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately reflect what students perceive to be good teaching. This study explored students' understandings of good teaching via a survey with students from two faculties at a Singapore university. Students were asked what characteristics they thought constituted the following categories of teaching: preparation and organization, knowledge, learning and thinking, enthusiasm and delivery. It was found that while distinct characteristics were highlighted for the first four categories, the last saw recurring characteristics of teacher attributes and teaching strategies. These two aspects weigh in significantly in the way students perceive whether the teacher is effective. The study has implications for teacher development programmes and the design of student evaluation forms for more accurate assessments of teacher ability and foci on areas of improvement. This study is potentially useful to teachers, as knowing the characteristics of teaching that matter to students could help teachers determine for themselves how to maintain or improve their performance in the classroom. |
| first_indexed | 2024-10-01T03:07:48Z |
| format | Journal Article |
| id | ntu-10356/103045 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T03:07:48Z |
| publishDate | 2014 |
| record_format | dspace |
| spelling | ntu-10356/1030452020-03-07T12:10:41Z Good teaching : what matters to university students Lee, Hwee Hoon Kim, Grace May Lin Chan, Ling Ling School of Humanities and Social Sciences DRNTU::Social sciences::General::Education Institutions assess teaching effectiveness in various ways, such as classroom observation, peer evaluation and self-assessment. In higher education, student feedback continues to be the main teaching evaluation tool. However, most of such forms include characteristics of good teaching that the institutions deem important and may not adequately reflect what students perceive to be good teaching. This study explored students' understandings of good teaching via a survey with students from two faculties at a Singapore university. Students were asked what characteristics they thought constituted the following categories of teaching: preparation and organization, knowledge, learning and thinking, enthusiasm and delivery. It was found that while distinct characteristics were highlighted for the first four categories, the last saw recurring characteristics of teacher attributes and teaching strategies. These two aspects weigh in significantly in the way students perceive whether the teacher is effective. The study has implications for teacher development programmes and the design of student evaluation forms for more accurate assessments of teacher ability and foci on areas of improvement. This study is potentially useful to teachers, as knowing the characteristics of teaching that matter to students could help teachers determine for themselves how to maintain or improve their performance in the classroom. Accepted version 2014-04-11T07:41:26Z 2019-12-06T21:04:24Z 2014-04-11T07:41:26Z 2019-12-06T21:04:24Z 2013 2013 Journal Article Lee, H. H., Kim, G. M. L., & Chan, L. L. (2013). Good teaching : what matters to university students. Asia Pacific Journal of Education, in press. https://hdl.handle.net/10356/103045 http://hdl.handle.net/10220/19251 10.1080/02188791.2013.860008 177157 en Asia pacific journal of education © 2013 National Institute of Education, Singapore. This is the author created version of a work that has been peer reviewed and accepted for publication in Asia Pacific Journal of Education, published by Taylor & Francis on behalf of National Institute of Education, Singapore. It incorporates referee’s comments but changes resulting from the publishing process, such as copyediting, structural formatting, may not be reflected in this document. The published version is available at: [http://dx.doi.org/10.1080/02188791.2013.860008]. application/msword |
| spellingShingle | DRNTU::Social sciences::General::Education Lee, Hwee Hoon Kim, Grace May Lin Chan, Ling Ling Good teaching : what matters to university students |
| title | Good teaching : what matters to university students |
| title_full | Good teaching : what matters to university students |
| title_fullStr | Good teaching : what matters to university students |
| title_full_unstemmed | Good teaching : what matters to university students |
| title_short | Good teaching : what matters to university students |
| title_sort | good teaching what matters to university students |
| topic | DRNTU::Social sciences::General::Education |
| url | https://hdl.handle.net/10356/103045 http://hdl.handle.net/10220/19251 |
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