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This paper examines 'good teaching' within a policy ensemble where teachers' subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein's pedagogic device and 'rules of evaluation' (2000, p. 34) and the tyranny of number, networks and superstructures found in policy research. The study includes a limited analysis of the policy ensemble in 'Austerity Ireland' and contextual understandings and perspectives of a purposive sample of experienced teachers (n = 54). Critical analysis generated three themes: multiple perspectives about 'good teaching', a strongly perceived pedagogy of oppression and low ethical trust in reported interactions at some schools and with the state inspectorate. Conclusions position 'good teaching' within the super-complexity of a messy narrative of change and flows enacted with a diversity of inquirers and institutions. The study questions the role of state inspectors as arbiters of 'good teaching' and challenges the academy of teacher education in assuring productive discursive gaps for education as a social responsibility for public-interest values. [ABSTRACT FROM AUTHOR]

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In both Australia and Malaysia where there is strong central oversight of education, reflective thinking is promoted as integral to an effective pedagogy that leads to good quality learner outcomes. Besides providing tools and resources for teachers and pre-service teachers to use, increasing the systemic procedures for teacher advancement and accreditation require documented evidence of reflective practice. While the idea of the reflective practitioner has taken hold in the Australian and Malaysian education sectors, there are questions about the value of externally driven approaches for developing the internalised and meaningful reflective practices that are sought. This scoping review seeks to draw together the existing literature, and to identify emerging themes, opportunities, barriers and challenges for researchers in relation to the way reflective practice is manifested in Malaysia and Australia; how widespread its adoption is; and the effectiveness of different practices. The overarching finding is that this area is under researched. [ABSTRACT FROM AUTHOR]

There is increasing attention toward students' satisfaction and how they perceive the quality of the program they attend. This study examined stability and change across time with regard to the relationships between learning environment factors and occupational therapy students' satisfaction with the program. In the two consecutive cross-sectional analyses performed in this study, 163 second-year students and 193 third-year students from all six occupational therapy education programs in Norway participated. The Course Experience Questionnaire was used to assess learning environment factors and study satisfaction. The data were analyzed with Pearson's correlation coefficient r and with hierarchical linear regression. Bivariate associations between the learning environment scales were positive and most associations were statistically significant in both study years. Relatively stable associations between the learning environment variable "good teaching" and higher study satisfaction were detected, while other associations differed between years of study. Embedding quality into the learning process, in particular by emphasizing good teaching and the clear dissemination of goals and standards, is important for student satisfaction throughout years of study. [ABSTRACT FROM AUTHOR]

In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students' learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students' course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment. [ABSTRACT FROM AUTHOR]

In continuing the legacy of community-mindedness, good Black educators today consistently enact emancipatory pedagogies designed to protect Black children's personhood. Cultivating community in the classroom setting is one ritual they use toward affirming young Black children's literate character, presence, and pursuits, and they do so in the midst of constant disruption to Black children's language and literacy development imposed by eurocentric curriculum and instruction. This Afrocentric case study, or Afronography, draws on dialogic discussions and video-recorded teaching sessions to examine the classroom community-building practices of one African American woman educator during her literacy instruction with Black third graders. Data analysis revealed that the teacher created opportunities for her Black students to increase their sense of belonging in the classroom. [ABSTRACT FROM AUTHOR]

The growing need for good teaching practices in Engineering Education (Eng.Ed) that will improve the graduate's complex engineering problem-solving skills, has attracted a great deal of attention from researchers in recent years. This increasing interest demands that practitioners should examine their teaching practices from all corners, particularly from students' lenses. This study aims to investigate the conceptions of good teaching as conceived by students from the engineering discipline by using a phenomenographic approach. A cohort of 15 students from five engineering universities of Bangladesh was interviewed to explore their different ways of understanding and experiencing good teaching. From the phenomenographic analysis, five categories of good teaching were revealed: managing the classroom effectively; simplifying the concept; ensuring communication between teacher and student; engaging students; and practicing in the real world. The five dimensions of variation were identified and a hierarchical relationship among the categories was constructed. The findings play a significant role in the clear understanding of good teaching practices in Eng.Ed from a new perspective. The findings also provide insights necessary for the development of a more robust engineering curriculum that takes into consideration a conducive learning environment (classroom management), logical arrangement of curricula content, engaging activities, and industrial attachments. [ABSTRACT FROM AUTHOR]

The academic search for principles of high-quality subject-matter teaching has been informed by different perspectives, in particular normative, epistemological, empirical, and pragmatic perspectives. While these perspectives have sometimes been treated as competing, we emphasize the need of their integration to identify sets of principles that can inform professional development programs for quality development. This paper starts from characterizing the four perspectives, and then shows how they are iteratively intertwined in providing a research base for specifying high-quality principles for teaching, in our case exemplified for the school subject mathematics. For this goal, we present the set of five principles that we have deemed as core principles for a new nationwide, ten-year professional development program in Germany: Conceptual Focus, Cognitive Demand, Student Focus and Adaptivity, Longitudinal Coherence, and Enhanced Communication. We will discuss these five principles against their backgrounds stemming from combing normative, epistemological, empirical, and pragmatic perspectives. This set of principles serves as an exemplary case to substantiate our general argumentation that contemporary educational research and professional development activities should not choose between perspectives but strive for combining them.

The primary purpose of the present study was to examine what good teaching is and what characteristics good teachers carry for preservice teachers who were registered in an introductory teaching class at a land-grant university in Midwest, USA. Participants included 18 teacher candidates. I collected the data by conducting semi-structured interviews with the participants. The findings of the study indicate that good teaching is (1) creative, (2) studentcentered, (3) stimulative, (4) relevant, (5) adaptable, and (6) challenging. Similarly, the findings also reveal that good teachers (1) build personal relationships with their students, (2) mentor their students, (3) are enthusiastic, (4) respect their students, and (5) are experts in their field. Based on the findings of the study, I argue that the conception of good teaching and good teachers that emerged from this study is congruent with other teaching frameworks such as culturally relevant teaching. [ABSTRACT FROM AUTHOR]

The quest to improve teaching on a wide scale is an enduring challenge globally. Yet demonstrable improvement in teaching quality is both elusive and slow. In this essay, I explore some of the complexities that contribute to the slow pace of change, including: the slippage between teachers and teaching as the object of improvement; the poorly defined concept of good teaching; the difficulty of demonstrating improvement in teaching; institutional constraints on improvement efforts; the growing web of marketing; and conflicting conceptions of professional development itself. Using my ongoing work on Quality Teaching and Quality Teaching Rounds, I illustrate how we have addressed these matters to produce measurable and sustainable effects. Finally, I elaborate the key principles of our approach, while acknowledging the challenges of wide-scale improvement, given the institutional and discursive character of the field. [ABSTRACT FROM AUTHOR]

The role of teacher is crucial to a college's/ university success. Teaching evaluation when done properly enhances teacher's professional practice as well as aids in professional development. There is a clearer link between student learning standards and teacher preparation standards, as teaching evaluation is relevant to every segment of the educational system. This is a controversial area involving technical, psychological, political, ethical and educational complexities. The purpose of this study is to present qualities of a good teacher as are evaluated by Higher Education Commission (HEC) teaching evaluation survey. Study Design: Cross sectional study. Setting: Rehman Medical College, Peshawar. Period: April to October 2017. Materials and Methods: The survey was conducted by quality enhancement cell. The senior faculty i.e assistant professor and above of respective subjects were evaluated by the students. The survey was done from year 1 to year 4 MBBS. The total number of responses for all subjects were 2189. Results: Year wise and subject wise analysis was done using ANOVA and chi-square tests. The difference between the students' perception year and subject wise was depending on total faculty effectiveness score. However, individual item analysis also showed certain differences which were more due to the teachers' influence on the students. The disagreement level for 1st and 2nd year MBBS as compared to other professional years was consistently high which desires further probation. Conclusion: Although teaching evaluation is a very difficult area and involves controversy. Individual to individual feedback can improve the situation. Regular professional development workshops will develop teachers professionally. [ABSTRACT FROM AUTHOR]

Context: Didactic (lecture) method is a popular way of delivering the information in class among teachers amidst the other multiple novel methods, but there are very few researches published related to exploring the perception of teachers and students about effective didactic teaching. Aims: The aim of this survey is to find the best way to deliver a lecture as per the opinion of students and teachers in the College of Applied Health Sciences. Settings and Design: A cross-sectional survey through a questionnaire was obtained from a previous study on medical students with original questionnaire consisting of 17 items. In addition to the 17 items in the questionnaire, 4 new items were included through a pilot study on students and teachers in the College of Applied Medical Sciences. Subjects and Methods: Students (n = 110) and teachers (n = 41) participated in the cross-sectional study. Good Teaching Questionnaire was used to obtain opinion and views about ways to make didactic teaching better and effective. Statistical Analysis Used: Nonparametric tests were used to analyze data obtained from the questionnaire. Results: Almost 100% of teachers and students agreed to include mental rehearsal and smart board method of teaching in didactic method. Nearly 100% of students and 29.2% (12) of teachers agreed to include multiple-choice questions in the lecture. Conclusions: Smart board presentation is preferred over the other modes of delivery of information. Mental rehearsal at the end of class is a useful tool to enhance learning and content retention. Teachers must implement students' suggestions such as ideal duration of class, time of class, lot of relevant examples, and little bit of fun would make learning enjoyable and effective. [ABSTRACT FROM AUTHOR]

Using the approach of critical discourse analysis this paper presents an examination of the notion of good teaching as constructed in the strategy document Improving the quality of teaching and learning in Europe’s higher education institutions. The aim is to draw attention to, and question how the language used in educational policy documents constructs particular meanings and purposes to concepts such as teaching and learning, as well as creating a particular version of the social relations within educational institutions. This in turn positions teachers and students in particular ways, constructing and limiting who they are and what they do. While contradictory discourses are found about the quality of teaching improvements are presented as being necessary for economic improvement. Similarly contradictory discourses are evident in relation to what good teaching is. However the need for reform is argued. Academics are positioned as passively following an institution-led research agenda, hence uninterested in teaching and in need of training, threats, incentives and monitoring to improve their teaching. Students are positioned as having one choice, to gain the knowledge and skills required for employment.

Much of the literature supports the moral development theory as a justification for teachers to care, where teachers should care for their students because it contributes to their moral education as caring persons. If no causal relationship can be established, the question remains whether we would want teachers to care, preferably one that does not merely import its external normative significance into teaching. I argue that an understanding of teaching, and moreover, of good teaching already has embedded within it conceptions of care. Understanding that teaching involves care would then challenge virtue/character-based conceptions of the good teacher. While these clarifications are modest in scope, taking caring seriously in teaching has implications on how we conceptualize the good teacher, which in turn affects how both teacher education and professional ethics might be understood. [ABSTRACT FROM AUTHOR]

Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article describes good teaching with technology from both teachers' and students' perspectives through analyzing two distinctive cases of teaching practices with technology in K-12 settings. Data was generated from teacher interviews, classroom observation, student interviews, and student reflection journals. From the analysis of these data, the authors identified four categories of behavior that were considered emblematic of good teaching with technology: deliberate instructional design, enhanced engagement, adaptive instruction, and a respectful learning environment. In addition, while teachers restructured the curriculum and integrated technologies in a way that was more meaningful for students, teachers' beliefs were embedded in their approaches towards instructional design and teaching practices, which resulted in the seamless integration of technology with sound pedagogy in a content-specific way. The results of the study provided practical guidelines for good teaching with technology and implications on what role technology should take in teaching practices. [ABSTRACT FROM AUTHOR]

Engineering education in India has been facing considerable challenges in regard to good teaching and knowledge deployment. Therefore demands new teaching methods and learning approaches thus must be developed in the field. The present review explores the concept of good teaching practices affecting performance of students in higher education with special reference to engineering education in India. With the advent of new technologies and tools, it is also vital to study the effectiveness of teaching methodologies; therefore, the review is intended to demarcate the factors which can be used to evaluate the good teaching among students. This study also explains the research done on engineering education in India in the past and recognizes the major factors influencing the same. [ABSTRACT FROM AUTHOR]