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This paper explores the concept of good teaching and discusses lecturers' beliefs about what constitutes good teaching in higher education. The paper draws on documentary material in the form of philosophy of teaching statements written by lecturers in higher education. Thematic analysis is used to examine the philosophy statements and the analysis of the data reveals that for academic staff, the moral stances of honesty, respect, responsibility, care and compassion are fundamental to good teaching. The results do not support a narrow view of teaching focused on strategies and technical knowledge, but shows evidence of academics engaging strongly with the values base of their work as teachers. The voices of the academic staff as captured in their philosophy statements are cognisant of the moral purpose of teaching and speak powerfully to a practice that is responsible and effective. Both dispositions are important in terms of teaching and the challenge is to integrate the two concepts in professional development. [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]