Variations in Students' Conceptions of Good Teaching in Engineering Education: A Phenomenographic Investigation

Autor/inn/en	Mubarak, Hamisi Ramadhan; Khan, Md. Shahadat Hossain
Titel	Variations in Students' Conceptions of Good Teaching in Engineering Education: A Phenomenographic Investigation
Quelle	In: European Journal of Engineering Education, 47 (2022) 6, S.865-885 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2049216
Schlagwörter	Student Attitudes; Teacher Effectiveness; Engineering Education; Problem Solving; Phenomenology; Classroom Techniques; Curriculum Development; College Faculty; Undergraduate Students; Foreign Countries; Teacher Student Relationship; Teaching Methods; Bangladesh + Suchen Sie Ihr Suchwort? Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ingenieurausbildung; Problemlösen; Phenomenological psychology; Phänomenologie; Psychologie; Klassenführung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Bangladesch
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01