Characteristics Of Good Teaching Research Articles

Pre-service early childhood teachers' and pre-service elementary school teachers' perceptions of characteristics of good teaching

Pre-service early childhood teachers' and pre-service elementary school teachers' perceptions of characteristics of good teaching

An Analysis of Pre-service and In-service Secondary-school Teachers’ Understanding of Good Teaching: Focusing on the Characteristics of Good Teaching, Disturbing Factor and Support Plan

An Analysis of Pre-service and In-service Secondary-school Teachers’ Understanding of Good Teaching: Focusing on the Characteristics of Good Teaching, Disturbing Factor and Support Plan

Implementacija mobilnog učenja u nastavi stranih jezika na primeru nemačkog

The paper analyzes the possibilities of effective implementation of mobile learning in foreign language instruction and the potential contribution of mobile learning to the enhancement of teaching quality and to the achievement of teaching goals. The paper aims to critically examine the potential of mobile learning in foreign language instruction, based on an analysis of the findings of a study conducted in 2017 on a sample of 120 students of German language courses at the Goethe Institute in Belgrade. The results of the study, which utilized a questionnaire supplemented with a five-point Likert scale, have been used for and analyzing and summarizing students‘ experiences, attitudes and suggestions with regard to mobile learning, primarily with the aim of improving teaching practice. In order to assess the effects of tablet use on the quality of instruction, a Likert scale was created with indicators formulated on the bases of Meyer’s “The characteristics of good teaching” (Meyer, 2009:17-18). The paper starts from the following premises: the use of tablets has a positive effect on the quality of instruction and on achievement; students show more interest in educational games and tools that facilitate vocabulary acquisition and structural language patterns practice than in tools and applications that aim to develop speaking or writing skills; in their choice of applications and tools, teachers don’t use the full potential of mobile media for developing all language skills, and the most frequently used tools and applications are those designed to expand learners‘ vocabulary and provide practice of structural language patterns. The findings have confirmed the hypothesis that tablet use has a positive effect on instruction quality by helping create a stimulating learning environment and more efficient achievement of teaching goals. Questionnaire responses indicated that students perceived the greatest benefits of implementing mobile learning in German language teaching to be rapid feedback, interesting teaching and the opportunity for collaborative work. None of the indicators of good teaching pointed to any deficit in teaching that used tablets compared to teaching without tablets, and students stated they would like to use them either in every class or several times a week, preferably in pairs, as they regard pair work as the most effective. Educational games were rated as the most interesting, followed by vocabulary and reading exercises and culture learning activities. Respondents suggested that more time should be allocated to exercises for listening, writing and reading skills development, but also to culture learning activities. Although responses indicated that in their free time students used tablets primarily for information searches and communication and only very rarely for informal learning, respondents expressed interest in the possibilities of using tablets for German language learning in their free time. The findings of the study indicate that there is a need for teachers to become more thoroughly acquainted with collaborative learning techniques such as collaborative writing, while learning scenarios should include a number of tasks that lead to the creation of new cultural products, as defined by Bachmair (Bachmair 2010: 24), because they enable task-based language learning.

The Ethics of Teaching

Ask any tenure-stream or tenured faculty member about how well prepared he or she was for entering the academy, and you will get a clear sense of a lack of preparation. One estimate is that only about 50 percent received any training for university teaching. To compound the problem, universities prepare most doctoral students to become researchers. People often take teaching for granted and consider it a task anyone can do. Yet teaching is a complicated, time-consuming responsibility. Fortunately, more studies seek to identify and describe the characteristics of good teaching. We should not see university teaching as a burden or dismiss it too lightly; rather, it lies at the heart of an academic’s work and calling. This essay draws on the author’s personal experience of three decades in the university, arguing that an ethical approach to teaching moves it back to a central position in higher education. An early version of this essay was presented as a lecture at the School of Communication and Information of Rutgers, the State University of New Jersey.

„Quo vadis?“ – Wie geht es weiter mit der Kompetenzorientierung?

Abstract The article startswith summingup current discussions about competence-centred Religious Education (RE) at school. This kind of RE is based on the fundamental competences of religious education and the characteristics of good teaching according to Hilbert Meyer. What is still missing in pastor and teacher training is a practical guide on planning and giving lessons in competencecentred RE. In this context, previous lesson plans have to be substituted by lesson guidelines that are directed to processes and outcome. Furthermore, in order to come to more specific observations on pupils’ religious literacy, we will need more data and more refined analyses.

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 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.

Nigerian Child Learning Styles: A Teaching Strategy for Achieving Effective Education in Nigeria

This study investigated the Nigerian child learning styles as a teaching strategy for achieving effective education in Nigeria. It was a survey design carried out in 258 public secondary schools in Anambra State. Respondents were made up of 1000 classroom teachers drawn through simple random sampling. Four research questions guided the study. A four-point scale questionnaire containing 28 items, validated by experts in Educational administration/supervision and Educational psychology was used for data collection. Data analysis was done using frequency distribution tables and mean scores. The findings revealed that secondary school teachers in Nigeria possess characteristics of good teaching to a high extent, eight learning styles for effective teaching were identified. The identified learning styles were applied to a low extent and five constraints responsible for the low application were also identified. Recommendations were made included that regular seminars and workshops should be organized to up-date these teachers, especially on the areas of learning styles and their effective application to encourage learners centred education.

Investigation of the requirements of 'good teaching' to improve teaching professionalism in medical education.

The purpose of this study is to survey the awareness of faculty (F) and students (S) on 'good teaching' and to analyze an example of good lesson, finally to identify the requirements of 'good teaching' in medical education. Quantitative and qualitative methods were applied simultaneously. First, survey using a questionnaire was analyzed by frequency analysis and verified using chi-square-test, Mann-Whitney test. Second, the case of good teaching and qualitative data were analyzed by 'priori codes coding' and 'open coding'. The results of survey are as follows: Both faculty and students regarded lessons that taught important content easy to understand (F: 50%; S: 69.1%); Lessons that allow students make sure important information (F: 48.6%; S: 51.4%); Lessons that prepare and plan considering the student's level and interest (F: m=3.78; S: m=3.76) were good lessons. Faculty wanted lessons that improve student's academic achievement (35.7%), while students choose lessons that deliver curriculum effectively using appropriate teaching method (47.1%). According to the results of case analysis, it turned out that characteristics of good teaching were as follows: Thorough plan and preparation of content, various teaching methods and materials, encouragement of intellectual inquiry and curiosity, active interaction between faculty and students, clear feedback and reasonable evaluation. Requirements of good teaching are open to faculty at school of medicine and are to be utilized as guidelines to monitor and improve their instruction.

Perceptions of medical school graduates and students regarding their academic preparation to teach

Purpose: How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical...

Chinese students' perceptions of good accounting teaching

China has given a high priority to education. Yet, as far as accounting is concerned, education does not meet the increasing demand for accounting personnel in either quantity or quality. Against this background, this paper investigates student perceptions of good accounting teaching and considers whether or not good teaching is good irrespective of the subject discipline. A repertory grid technique was used to collect data in 1996 from undergraduate students in three universities in Beijing. The most important characteristics of good teaching that were found are being knowledgeable, the adoption of effective teaching approaches, being responsible and conscientious, making teaching interesting, an ability to encourage and facilitate independent thinking, and an ability to provide moral and behavioural guidance. The characteristics of good teaching appeared to be the same for accounting and non-accounting subjects. Some of these characteristics are consistent with the educational traditions of China, while others reflect upon recent changes in the country. The study also reveals characteristics peculiar to China. These and other findings may be useful for Chinese universities in developing teaching training courses and in designing teaching assessment instruments and faculty recruitment policies.

Learning to Teach Teachers in a Standards-based Program: When Experience isn't Enough

Increasingly, teacher preparation programs are creating and utilizing rigorous, performance-based standards to define characteristics of good teaching and evaluate teacher candidates. What has typically been missing in the call to raise teaching standards is a recognition that teacher educators are learners whose perceptions play a significant role in shaping how standards get used. In this article, a novice teacher educator describes the assumptions about standards which shaped her work with student teachers and the educative experiences which helped her to envision an alternative role for standards in learning to teach. Standards which are presented to prospective teachers as “vision statements” rather than as performance objectives make room for novices ideas about good teaching. Teacher educators should regard novices' conceptions as entry points into the broader public and professional discourse about standards.

Recognition andassessment of teaching quality

As colleges of nursing and midwiferymove into higher education they will be shaped by the ‘quality ethos’ of their parent university, where in the past, excellence in teaching has in practice been less valued than other (e.g. research) activities. Application of the principles of standards, quality and competitiveness now underlie the quality assessment and quality audit procedures of the University Funding Councils. Colleges of nursing and midwifery have a culture that considers and values excellence in teaching. It is therefore essential that teachers of nursing and midwifery can clearly define their criteria for teaching quality, and more significantly, how this might be achieved, recognized and rewarded. This article discusses the nature of quality in education and suggests different models for consideration. The nature of teaching, teaching quality and competence is reviewed and analysed; with characteristics of good teaching given, in the context of higher education. The assessment of teaching is debated; and a range of criteria are suggested by which teaching activities might be evaluated and judged. By being clear and explicit about these issues nurse and midwifery teachers, as they move into higher education, can work with their higher education colleagues to shape the ‘quality ethos’ to one that values excellence in teaching on a par with that of research.

Characteristics of Good Teaching

Characteristics of Good Teaching

An Evaluation of Items to Observe in Classroom Supervision

One-hundred and six superintendents, supervisors and prin cipals at a recent meeting of school men assembled to discuss prob lems of classroom supervision made, at the writer's request, a list of the specific items of teaching usually observed by them in class room supervision. These lists were made upon the spur of the moment and are probably not as complete or as carefully stated as they might have been under more favorable conditions, but they nevertheless represent certain more or less interesting facts about the present status of classroom supervision. In the first place as one examines these materials, one is im pressed by the lack of agreement among supervisors as to the important characteristics'of teaching. These 106 supervisors sup plied 131 different items to observe, 72 of which were mentioned only once. It seems a bit as if each supervisor employed his own system of supervision. This matter is one of some importance since supervisors1 occupy positions of authority, hiring, dismissing and variously advising teachers according to these private systems of supervision. Are these various items important characteristics of good teaching? They seem like so many unvalidated test items, based upon the personal choices of the supervisors using them. A list of the twenty most frequently mentioned items is given below : What Supervisors Looked For in Classroom Supervision Frequency 1. Pupils' interest in subject. 30 2. Physical conditions in room. 24 3. Attitude of pupils. 18 4. Pupil activity. 17 5. Definite teacher aim. 15 6. Responsiveness of pupils. 15 7. Attitude of teacher. 14 8. General attitude of teacher and pupils. 13 9. Atmosphere of classroom. 12 10. Skill in teaching technique. 12 11. Evidence of teacher preparation. 10