University Students' Conceptions of the Good Teacher: A Hong Kong Perspective

Autor/inn/en	Morrison, Bruce; Evans, Stephen
Titel	University Students' Conceptions of the Good Teacher: A Hong Kong Perspective
Quelle	In: Journal of Further and Higher Education, 42 (2018) 3, S.352-365 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Bruce) ORCID (Evans, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2016.1261096
Schlagwörter	Foreign Countries; College Students; Student Attitudes; Student Evaluation of Teacher Performance; Teacher Effectiveness; College Freshmen; Learning Experience; Teaching Skills; Critical Thinking; Qualitative Research; Semi Structured Interviews; Longitudinal Studies; Teacher Student Relationship; Demonstrations (Educational); Teaching Styles; Language Proficiency; Educational Practices; Evaluation Criteria; Statistical Analysis; Grounded Theory; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Studienanfänger; Lernerfahrung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kritisches Denken; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lehrstil; Unterrichtsstil; Language skill; Language skills; Sprachkompetenz; Bildungspraxis; Statistische Analyse; Hongkong
Abstract	One way that universities assess teaching effectiveness is by eliciting student feedback. However, what standards do students themselves use to judge whether a lecturer is a 'good' teacher? As part of a study carried out at a Hong Kong university, students were interviewed about their first-year learning experience and asked what they felt constituted 'good' and 'bad' teaching. Unlike when asked to complete teacher effectiveness surveys, no criteria or characteristics were given. Responses focused primarily on teaching skills that supported student learning and encouraged critical thinking, particularly the teacher's ability to give clear explanations supported by relevant, practical examples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01