Good teaching : what matters to university students
Lee, Hwee Hoon
Kim, Grace May Lin
Chan, Ling Ling
Date of Issue2013
School of Humanities and Social Sciences
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.
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].