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Good Teachers and Teaching through the lens of students

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Good Teacher and Teaching through the Lens of Students
Ali Haider & Shafia Jalal &
1Ph.D. DES, Faculty of Education Jamia Millia Islamia (A Central University) New Delhi, India
2Research Scholar TT&NFE, Faculty of Education Jamia Millia Islamia New Delhi, India
This research paper presents students’ view
of the good teachers and teaching. The
purpose of the study was to uncover the
‘qualities’ of a good teacher and teaching.
The study was conducted on a sample of
thirty students of class 11th, selected
randomly from two schools located in Delhi
(India). Students’ responses were gathered
through an open-ended questionnaire.
Findings of the study revealed about nine
important traits of a good teacher.
Furthermore, quality indicators of good
teaching were also identified. Teachers,
student-teachers, and others in the
stakeholders come under the ambit of this
Keywords: a good teacher, personal
qualities, students‘ view, teaching
For over a century educational philosophers-
John Dewy, Kant, Gandhi, and Tagore to
name a few have philosophized on
education. They expounded on the art and
science of teaching and presented the role
and characteristics of a teacher and teaching.
In this connection, a prominent Indian
philosopher Vivekanand stated: ―The true
teacher is he who can immediately come
down to the level of the student, transfer his
soul to the student‘s soul and see through
and understand through his mind. Such a
teacher can really teach and none else‖.
Similarly, focusing on the way of teaching,
John Dewy asserted: ‗if we teach today as
we taught yesterday, we rob our children of
tomorrow‘ (Dewy). The philosophical
foundations of the education play central
role and answers many ‗What' type
questions; viz., what should be the aim of
education? What should be the role of a
teacher? What should be taught? …so on.
―The role of the teacher is shifted from the
traditional role to that of a coach, advisor
and facilitator of students‘ learning‖
(Blackie, Case & Jawitz, 2010). Educational
researchers more or less did play well like
educational philosophers in revealing the
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qualities of a good teacher and teaching. A
plethora of research works is available in
this connection (McGreevy, 1990; Kanan
and Baker, 2002; Dinham, 2006; Darling-
Hammond & Baratz-Snowden, 2007; Harris
& Sass, 2009). Some qualities of a good
teacher were: open-mindedness, humor,
willingness to share a "personal side," caring
for students and spontaneity in the
classroom (McGreevy, 1990).
The needs and expectations of students have
been continuously changed. Accordingly,
pedagogies require changes. There is a
radical shift in a pedagogical engagement
like student-centered inquiry and problem-
solving and which had been widely
advocated by educators for the past few
decades (Edgerton, 2001). These pedagogies
are basically student-centered and train them
to acquire knowledge-economy attributes.
This, in turn, helps the students to develop
the understanding of concepts, increase their
skills in communication, critical thinking,
and creativity. Moreover, it helps in
attaining positive attitudes towards learning
and prepares the students to work in teams
(Handelsman et al., 2004). In this
environment, mutual learning takes place
where the where the teacher acknowledges
the views and ideas shared by the students in
spite of their expertise. However, Renshaw
and Power (2003) argue that in the Asian
region, the classroom practices still depicts
the old traditions of respect for teachers and
transmission of knowledge. Giving respect
to a teacher is good but students should not
forget their right to ask questions. Usually,
students are expected to be diligent and
receptive rather than questioning and
creative (Renshaw & Power, 2003), and to
accept teachers as the main source of
knowledge and to be hesitant in questioning
the teachers (Biggs & Watkins, 1996).
Fortunately, most of the present teachers
enjoy their democratic classroom. They save
and promote the essence of democracy in
their class.
"Every teacher and educationist of
experience knows that even the best
curriculum and the perfect syllabus remain
dead unless quickened into life by the right
method of teaching and the right kind of
teachers" (Secondary Education
Commission). The qualifier ‗right' may
include teacher's way of teaching,
presentation style, expertise in subject
knowledge, etc. It may connote personality
traits of a teacher viz., punctual,
hardworking etc. There is space available
for a teacher and researcher to know what
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students expect from their teachers. What is
their liking and disliking for a teacher?
There is need to explore ‗right kind of
teachers' through the lens of students. The
present paper would give insights on the
qualities of a good teacher and teaching.
The sample of the study comprised thirty
students (15 girls and 15 boys) of eleventh-
grade of age group 15-17 years. The sample
was selected on a random basis from two co-
ed schools located in west Delhi (India). The
research proceeded with the goal to uncover
qualities of a good teacher and teaching as
perceived by students. Getting true
responses particularly from school students
about their present teachers were not too
easy. This goal was accomplished with the
cooperation of two trainee teachers or
interns who had a good rapport with the
students and willingly volunteered in the
study. A questionnaire was administered to
collect responses from the students. The
questionnaire contained two open-ended
questions both in Hindi and English. While
administering the questionnaire, students
were instructed not to disclose their identity
by writing their name, gender, etc on the
response sheet.
Analysis and Interpretation of Data
Students‘ responses were analyzed
qualitatively. They were asked to write
about the teacher to whom they liked most
in the school. They were prompted with
statement as- ‗My good teacher is _______
because_______‘. The students‘ responses
were coded and classified into themes.
Analysis of the data and interpretations are
presented in the following two sections: (A)
Personal qualities of a good teacher and (B)
the teaching of a good teacher.
A. Personal Qualities of a Good Teacher
Individual characteristics of a good teacher as reported by students are depicted below (Table 1).
Table 1: Personal qualities of a good teacher ( N = 30)
Points Included
arouse interest, motivate, encourage,
share experiences for inspiration
listen to students, listen patiently
Student-centered/Democratic attitude
gives freedom to put opinions/ views,
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give an opportunity to express views,
give chance to chose activities,
extending support to students for
students‘ initiative
Hardworking and talented
hardworking, talented, intelligent,
one who gives his/her best
Friendly nature
humble, polite, friendly, helpful,
caring, kind, way of talking, co-
operative, understand the feeling of
students, giving extra time to weak
Good looking
pretty, good-looking, handsome, well
don‘t take things at heart, treat class
with same eyes, treat boys and girls
equally, do not differentiate between
sections of the same class
Man/Lady of Principle
firm, strict, punctual, honest towards
the profession and like discipline
Light Hearted Personality
no proud, no attitude, a smile on face,
happy attitude, not serious
In general, nine individual qualities of a good teacher emerged. These are discussed below:
1. A good teacher is a motivator
About 67% students mentioned that a
teacher was good because he or she
motivated them. Some of the responses were
as follows:
―Ms./Mr. Anonymous is a good
teacher because she or he encourages
and motivates us‖. ―…always speaks
lovingly where my mistake was.
also tells me time to time that I can
do well‖.
Analyses of the statements reflect that a
good teacher points out students‘ mistakes.
A good teacher encourages students; give
students appropriate reinforcement. The
term ‗lovingly‘ reflects an emotional aspect
of a good teacher. A good teacher looks
after his/her students and motivates them by
using verbal and non-verbal reinforcement.
Some students‘ reported about their good
teacher as:
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―… always encourages me to do best
in my studies and always tell me nice
things around the world which
motivates me‖
―…. is my favorite teacher, often
narrates us a short story, has some
"My favourite teacher is a sports
teacher. He tells about his experience
and tells us our mistake and
motivates us to improve.
―He gives us extra knowledge about
our career. He always encourages
―She tells us to read books, novel, etc
to improve our studies. She gives us
extra knowledge‖.
Analyses of the responses display students
need motivation apart from acquiring new
knowledge of the subject. They would like
to be appreciated and inspired by their
teachers. In fact, the motivation is an
important quality that pervades all aspects of
the teaching-learning process; it directs
stakeholders towards attaining the particular
goals. Motivated students show interest in
activities, feel self-confident, and adhere to
a particular task. A plethora of text is
available on motivation either in the form of
textbooks or in research studies. The finding
of the present study is in line with earlier
studies. Kramer and Pier‘s (1997) study
emphasized that enthusiasm and being
excited about teaching and motivating
students as characteristics of effective
teachers. Similarly, Yilmaz (2011) in his
research found that the students preferred
teacher characteristics among the top ten
was ―enthusiastic, excited about teaching,
dynamic, and motivates students to learn‖
and it has obtained number one preference.
It can be inferred from their responses that a
good teacher is a good motivator. The
students‘ reported the teacher is good who
narrates few short inspirational stories while
teaching; appreciate by saying words like:
‗well done! I know you can do this‘, ‗this
concept is important for exam‘ etc.
However, the students‘ responses are to be
inferred keeping context in mind. The words
of praise as they reported for their good
teachers would be the effective praise as
suggested by Brophy (1981).
2. A good teacher is a good listener
The second most frequent responses were
put under heading ‗listener‘. About 28.57%
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students responses fell in this category. A
student stated:
―…… is my favourite teacher
because she listens to me patiently‖.
"She first listens to and understands
the problems of the individual, only
then she takes action or decision."
―He listens to me what I want to
The students‘ responses indicate that a good
teacher is also a good listener. In fact, a
number of research studies are available
which focuses on listening skills of students:
active listeners, passive listeners, attentive
listeners etc. However, research studies that
focused on listening skills of a teacher were
found to less in number. Listening with
patience to students is an art. A good
listening skill of a teacher can strengthen
students-teacher attachment.
3. A good teacher has student-centered or
Around 25.32% students reported a good
teacher should have a democratic attitude; it
includes freedom of speech in the
classroom, gets an opportunity to express
their views, the freedom to choose learning
assignments etc. Some of the verbatims
were as follows:
―He offers me to chances to choose
my own activities and learning
The analysis of student response showed
that a good teacher love student-centered
environment. S/he actively prompts new
ideas in the classroom, encourages group
activity and creates an environment
conducive to learning. A student stated:
―She always gives me opportunities
to express my opinions and views.‖
A good teacher is one who creates an
inclusive environment and provides
opportunities for student‘s views, ideas, and
opinions. Plasticity in nature and in teaching
approaches may nurture creativity and
innovation on the part of a student. The
teaching strategies such as group work,
differentiated tasks, and assessment,
communication speed, inviting diverse
contributions from students were used for
effective inclusion in class.
These findings of the study was consistent
with the idea of the skills possessed by a
good teacher in the twenty-first century
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classroom, institutions must include the
ideas of Mayer, Luke and Luke‘s (2008)
views on the characteristics of ‗world
teacher‘ and continuously equip themselves
and their students modes of intercultural
capital, ―knowledge and dispositions that
have exchange value and power in the
intrinsically intercultural exchanges of new
social fields of teaching and learning, work
and everyday life‖ (2008, p.97).
4. A good teacher is hardworking and
About 23.81% students used the qualifier
good for his/her teacher in terms of
hardworking, talented, intelligent, one who
gives his/her best etc.
―She is very talented and
―He is intelligent and hard-working.‖
These features characterize that mentors to
be talented and knowledgeable. The
student‘s response proves that they liked
teacher who was hard working and talented
and able to conquer the minds of students
with their intelligence. A good teacher
should have at least two kind of talent: a
talent to deal the subject knowledge, and
talent to deal the students. The subject
matter knowledge is directly linked to good
teaching and gaining confidence and has a
positive effect on student‘s achievement
(Jadama, 2014).
5. A good teacher has friendly nature
Around 23.81% students mentioned that a
teacher is good because of friendly nature.
Some of them pointed outs as:
―I like my teacher because she
behaves politely with us, and she
never scolds me‖.
―Her nature is very good. She never
raises a hand to her students".
―….He is good and has kind nature. I
like him because he behaves like a
teacher and a friend.‖
―She talks us very friendly.‖
―He is friendly to us‖.
Friendly nature of a teacher highlights
quality relationship with the students. A
relationship where teachers play a role of a
guide, counselor, motivator, and also trust
plays an important role in their relationship.
A good teacher has social and emotional
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skills; the skills are used to establish the
quality relationship with the students (Jones,
Bailey, & Jacob, 2014). The teacher should
be approachable to students. A student
"If a student asks any problem in
science, she always ready to solve the
A good teacher is one who is easily
accessible or approachable to their students.
This implies that the teachers need to show
eagerness, politeness, and availability for
their students. ―Good teachers are those who
know how little they know. Bad teachers are
those who think they know more than they
don‘t know‖ (Verdi cited in Chud, 2009).
6. A good teacher is good looking
A teacher is good due to attractive face as
well as his/her dress style. Some of the
related responses were as follows:
―She is very pretty which keeps the
concentration in the class. Her
subject is my favorite subject. She
teaches computer very nicely. So,
she is very nice.‖
―She looks very beautiful and she is
a good teacher.‖
―He is very smart teacher in my
―He put his dresses in a good
manner. He puts on formal and jeans
―She is very beautiful and intelligent
too. ………I also like her dress up.
She wears saree and suits both.‖
About 19% students in the present study
reported that the good teacher was good
looking and well-dressed. Focusing on the
significance of dressing style of a teacher,
Phillips & Smith (1992) cited Goebel and
Cashen‘s findings that ―the unattractive
teachers are perceived to be less friendly,
less organized, less likely to encourage
interaction between students, and less likely
to have high expectations of their students‖.
The clothing one wears influences
perceptions of observers (students). The
attractiveness influence observers confirmed
by research studies conducted (Goebel &
Cashen cited by Phillips & Smith, 1992).
The students of the present study were 11th
Graders adolescents; they liked well-dressed
and good looking teachers. The findings
reveal that the dressing sense of a teacher
impresses students‘ liking.
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7. A good teacher is unbiased
About 11.9% students reported that a good
teacher is not biased. Some of the related
responses were as follows:
―She does not make inequality in
[among] weak and good students.
She always wants to make our class
as a perfect class in the whole
―He gives equal importance to every
The responses pointed out that the students
disliked favoritism; liked fair treatment in
teaching and assessment. The points
included in this category were: don‘t take
things at heart, treat class with same eyes,
treat boys and girls equally, do not
differentiate between sections of same class
etc. A fair treatment reduces discrimination
and favoritism. Students have love and
respect for such teachers. Marais and Meier
(2004) reported that the students prefer
mentors who are fair to them and does not
exploit them with other workloads of theirs.
The findings of the present work also
revealed that students‘ liked unprejudiced
8. A good teacher is a man/lady of
Around 7.14% students' response was
categorized as a good teacher is ‗man or
lady of principles‘. Some of the responses
were as follows:
―He is my favorite teacher. He is
very kind, punctual,…..‖.
―She is discipline loving teacher. She
deals students with a very good
―She is strict when anyone is not in
school dress up‖.
―He is strict while teaching otherwise
encourages us how to deal
forthcoming challenges in life like
taking admission in college etc."
―She is neither too much strict nor
too much friendly‖.
―She was my favourite teacher. She
never gave me extra marks in any
question. She had made my
foundation strong‖.
―She teaches us Sanskrit. She always
examines if students complete their
works in their notebook or not."
The findings of the present study are in
queue with earlier findings. Kanan and
Baker (2002) and Brookes et. al., (1997)
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asserted that students prefer a mentor who is
honest, forgiving and fair.
9. A good teacher is a light-hearted
Around 4.76% students wrote that a good
teacher possesses a positive attitude towards
students. The qualifiers they used for a good
teacher were: absence of proud and attitude;
a smile on face, happy attitude, not serious
face. Some of their responses were as
―I like him because he has no
―He has no attitude‖.
"She has a happy attitude".
The term attitude they used to describe light-
hearted personality; one who is happy,
intended to be entertaining and not all
serious by look while teaching.
B. The teaching of a Good Teacher
Students‘ experiences about good teaching are summed up in Table 2.
Table 2: Teaching of a good teacher (N = 30)
Clear Explanation
Personal Qualities of a Good Teacher (response in %)
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Fun and Humor
Sound content knowledge
Share and discussion
Relate concepts with natural world
Clear Explanation
About 31% students reported that good
teaching includes a clear explanation. A
good teacher knows how ―to make students
understand‖. They know how ―to explain
things clearly‖. A student reported-"He
explains everything properly with the simple
genuine approach".
Fun and Humor in Teaching
About 19% students reported that the
teaching was good and interesting. It was
not monotonous but full of fun and humor.
Their teaching was live (active). A good
teaching includes ―fun and joy‖; a good
teacher lighter the moment while teaching
complex content with the ―use of humor‖.
Some of the responses were as follows:
―His class is too much interesting. I
enjoy his class. He makes us laugh‖
―I enjoy a lot his teaching and joke. I
can‘t say how quickly time passes.‖
―Sir tries to make us laugh and have
fun in the class‖
Sound Content Knowledge
Around 17% of students reported their
teachers‘ expertise in the knowledge of the
subject. The students loved these qualities as
a good of teaching. Some of the students‘
responses were as follows:
―He teaches every topic with depth
and makes the thing interesting.
……I enjoy the class while attending
―She teaches Physics. She is my
favourite teacher because she clears
my all doubts‖.
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―………is my favourite teacher. She
teaches well. In a simple word, she
describes everything".
Share and Discussion
About 7% of students perceived that the
teachers shared their experiences and also
made the classroom more interactive. This
allowed the students to share their
experiences and relate interact their views
and opinions in classroom discussions.
"She studies [teaches] with enjoying
[joyful] stories and involve us in
plays of many types in the class".
Relate Concepts with Natural World
Around 7% of students reported that the
good teacher gave live examples from
natural (students‘) world. Students‘
responses were as follows:
―While teaching, she gives examples
from our surroundings. She uses the
concept to relate it to our daily
―He always relates physics with the
real world phenomenon.‖
A good teacher relates subject knowledge
with students‘ surroundings while teaching.
Students like live examples; such examples
help in anchoring new information
meaningful which make teaching live and
The present research work revealed that a
good teacher through the lens of students is
a motivator, patient listener, hardworking,
friendly by nature, good looking, unbiased,
man/lady of principle, light-hearted person and
have a student-centered attitude. The analysis
of the students‘ response revealed that
content knowledge is essential for quality
teaching. A good teacher has command over
his/her subject matter. Hudson (2008)
emphasized that teachers are required to be
competent in their knowledge, skills and
professional proficiency in their field. A
good teacher is capable to identify and
understand the strength and weakness of the
students. A good teacher who shares their
experience makes the students to see the
things in different perspective, which in
future helps them to solve their issues.
Jadama (2014) in his study discussed that
the teacher‘s conception of subject matter
knowledge has a strong influence on the
active participation of students. He further
argues that it will impact on their learning.
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The findings showed that a good teaching
involves teacher‘s mastery of subject
knowledge, clear explanation of concepts,
fun and humor in teaching, and presenting
lived example to relate teaching with
students' life. Use of ICT with active
learning techniques can make teaching
effective (Bhatia & Haider, 2016) while
dealing with students of different logical
thinking ability present in a classroom
(Haider, 2016).
The present study considered students‘
experiences of a good teacher and teaching.
Students‘ excerpts and the inferences
unearthed would give us the insight to
understand the good of a teacher and
teaching. Certainly, results of the study
cannot be generalized because of a number
of limitations. The sample is
unrepresentative, other factors such as class,
age, gender, and experiences etc can affect
the results. In future, research can be
conducted on a bigger sample with extensive
research design.
We would like to extend our heartiest thanks
to the students and the volunteers who
willingly participated in the study. An
earlier version of this paper was presented at
the National Symposium organized by the
Department of Education, SPM College,
University of Delhi, India in 2014.
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... Memastikan terjadi korelasi positif dengan pendidikan orang tua (Björklund & Salvanes, 2011). Menguraikan seni dan ilmu mengajar dan mempresentasikan peran dan karakteristik seorang guru dan pengajaran (Haider & Jalal, 2018). Selain itu, Guru berperan sebagai transformator, mediator, motivator (Ramadani &Nurhaidah, 2017) dan fasilitator bagi peserta didik serta dapat memberikan teladan lewat kisah-kisah cerita inspirasional pendek saat mengajar (Haider & Jalal, 2018). ...
... Menguraikan seni dan ilmu mengajar dan mempresentasikan peran dan karakteristik seorang guru dan pengajaran (Haider & Jalal, 2018). Selain itu, Guru berperan sebagai transformator, mediator, motivator (Ramadani &Nurhaidah, 2017) dan fasilitator bagi peserta didik serta dapat memberikan teladan lewat kisah-kisah cerita inspirasional pendek saat mengajar (Haider & Jalal, 2018). Guru harus mampu mengkonstruksi cara-cara yang melibatkan waktu, ruang, aktivitas dan pengetahuan (Hoffman, 2012) serta melakukan evaluasi yang terus menerus secara komprehensif dan objektif (Nurdin & Munir, 2020), serta membangun kemitraan antara sekolah, keluarga dan masyarakat (Durisic & Bunijevac, 2017). ...
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Artikel pengabdian ini membahas peningkatan kualitas dan kompetensi guru melalui pelatihan bahan ajar pada guru SMA Bina Warga 2 Kota Palembang. Hal ini dilakukan karena melihat bahwa kualitas dan kompetensi guru sangat penting karena guru menjadi daya dukung, sekaligus penentu muara pendidikan ke depan. Tujuan dari pengabdian supaya guru memiliki kualitas dan kompenetsi khususnya dalam pembuatan bahan ajar. Metode yang dipakai adalah sosialisasi, pertisipasif, penilaian dan evaluasi. Hasil pengabdian ini memperlihatkan bahwa bahan ajar menjadi salah satu cara bagi setiap guru untuk meningkatkan kualitas dan kompetensi dirinya. Lewat bahan ajar seorang guru dapat melakukan transfer of knowledge sekaligus berdialog langsung dengan murid-muridnya dari isi bahan ajar yang dibuat. Selain itu, bahan ajar juga dapat menjadi pendamping guru dalam melaksanakan aktivitas kegiatan belajar mengajar.
... Along similar lines, another recent study by Haider and Jalal (2018) explored the qualities of a good teacher from a students' perspective. Thirty eleven grade students (15 boys and 15 girls aged 11 to 17) from two schools in West Delhi / India highlighted nine characteristics of a good teacher. ...
... Similar to the findings of Szűcs (2017), the nine characteristics found by Haider and Jalal (2018) highlight the importance of relationships and support with a particular focus on equality and fairness of treatment. A teacher who has a democratic attitude was reported by students as caring and showing the equality of treatment. ...
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This research is an ethnographic study that explores the interplay between some Algerian teachers’ and students’ perceptions of their teaching and learning experiences in the context of the Competency-Based Approach (CBA) reform. The work targets the factors influencing classroom dynamics with a particular focus on the emotional and social aspects of teaching and learning. In exploring the students’ classroom experiences, I focus on the connection between students’ resistance and issues of power, equality, and affection. The teachers’ experiences highlight the importance of their role in times of change. Here, I focus on the teachers’ concerns and struggles in relation to the lack of teacher training, the issue of class, divisions among teachers, and the effect of the poor working conditions on teachers and students. The purpose of this study is twofold. Firstly, to deeply understand the perceptions and experiences of teaching and learning under the CBA context in some Algerian middle and secondary schools. Secondly, to give voice to teachers and students by sharing their stories and classroom experiences. The lack of evidence and literature on classroom experiences (especially the ones of students) makes this study also concerned with making a modest contribution to the existing literature and debate on CBA research and classroom experience in the Algerian and African contexts. The study employs a theoretical framework that combines Biesta’s educational theory on the purpose of education, Freire’s humanistic approach to education, and Noddings’ theory of care. Data were collected through classroom observation, individual and group interviews with teachers and students, informal conversation, field notes and document analysis. Ethnography was employed to allow for broader themes to emerge. The richness that ethnography brings to the study helps in capturing a wider look at the teachers’ and students’ perceptions of their classroom experiences. Findings show that most students resist how they are taught and how they are treated. Most students have negative responses to the new way of teaching because of ability and inequality issues. Although the study reveals that teachers employ a variety of teaching approaches (including CBA), factors related to the lack of teacher training and professional development, the lack of collaboration among teachers and the lack of teaching resources and materials seem to negatively affect the teaching and learning experiences. Furthermore, the study highlights the need for more attention to the emotional and caring aspects of teaching as well as to the socio-economic situation of teachers and students to enrich the Algerian teaching and learning experiences. The study concludes that adopting a CBA policy (which is affected by globalisation and the move to a free economic market) under the current conditions might be contributing to increasing the gap between advantaged and disadvantaged teachers and students in the Algerian school.
... Although they claimed that the perceived quality of a good teacher varied from one student to another, the top qualities of a good teacher included: teachers who make students understand the teaching material well; are good looking and objective; pay good attention to the students and their problems; and help resolve students' problems and encourage them. Haider and Jalal (2018) looked into the qualities of a good teacher through the lens of students in an Indian context. Thirty students of 11th grade from two schools participated in their open-ended survey questionnaire. ...
... The third quality of English teachers was their pedagogical knowledge. As highlighted in previous studies (e.g., Haider & Jalal, 2018;Kwangsawad;Roy & Halder, 2018), one of the key indicators that define an effective teacher is their pedagogical knowledge; the findings from this study also suggested the same. Several qualities emerged that may help ESL/EFL English teachers to evaluate and reflect upon their pedagogical knowledge. ...
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Teachers are often viewed as a resource of knowledge, important role models for students, and key agents to the lives of students. Thus, understanding the qualities of an effective teacher is indispensable for effective teaching and learning and the success of the education system at large. This study attempts to identify qualities of effective EFL English teachers as perceived by Thai university students, using a qualitative method, photovoice. The participants in this study were 26 students (11 males, 15 females) from a university in Thailand, with an age range between 18 and 24. The findings revealed four main themes that could best reflect the qualities of effective EFL English teachers as perceived by the participants in the context. The themes included teachers' classroom instruction skills, their subject matter knowledge, pedagogical knowledge, and socio-affective skills. In conclusion, this study built on the existing conceptual framework of effective EFL English teachers, and provides guidelines for teachers, universities, and policymakers in preparing or hiring English teachers.
... On the contrary, evidence indicates that knowing how to teach entails the power to transform disciplinary knowledge into teachable knowledge . In practice, this is not all that characterizes a good teacher (Benekos, 2016;Haider & Jalal, 2018;Merellano-Navarro et al., 2016;Morrison & Evans, 2018;) since, if it were so, all teachers, researchers, and experts would be efficient teachers. ...
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Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work.
... Changes in teachers and teaching methods can hamper the development of expertise. School aged students continue to perceive that a good teacher has command of his or her subject; provides clear explanations; shares their experiences and provides lived examples to relate information to students' lives; can identify and understand students' strengths and weaknesses; and is fun and adopts humour while teaching (Haider & Jalal, 2018). Emotional support in the classroom is positively associated with students' emotional engagement and help-seeking (Poysa et al., 2019), while students' sense of autonomy is important in nurturing engagement in learning (Olivier et al., 2020) and in the development of agency in higher education (Jääskelä et al., 2020). ...
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Ways in which research into university teaching and student learning originated and developed over a forty-year period are illustrated by following a single line of research conducted by the author and his colleagues. The early research drew heavily on established psychological concepts, such as ability, motivation, and personality, to predict degree outcomes using inventories with statistical analysis. Subsequently, this approach was combined with in-depth interviews with individual students, which provided insights into distinctive approaches to learning and studying. The nature of academic understanding was also explored with students who explained the techniques they had used to remember what they had understood. Later, the research on student learning was expanded to explore the influences of teaching, and of the whole teaching-learning environment on students’ levels of knowledge and understanding, and on their feelings. Finally, problems in conveying research findings to university teachers are considered and directions of future research are suggested.
... Teachers were voted to be ideal if they were motivating the students, as shown by a study where 67% students voted in favour of such a trait. In the same study, 28.7% of the students regarded being a 'good listener' as a typical trait of educators, as it allows pupils to place their queries (Jalal and Haider, 2018). Such definitions of a pedagogue make the assessment of emotional intelligence a vital proceeding prior to recruitment. ...
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Helping professions necessitate a certain extent of emotional intelligence and creativity which have previously been linked with narcissism. Our study aims to illustrate a comparison between medical practitioners and educators aged between 28-65 years, with respect to creativity, emotional intelligence and narcissism. The Kaufman's Domains of Creativity, Schutte's Emotional Intelligence and Narcissistic Personality Inventory have been used to measure the aforementioned variables. Independent samples t-test computed using SPSS software, revealed minor difference in creativity and non-significant difference in emotional intelligence and narcissism of medical practitioners and educators. Medical practitioners' emotional intelligence and narcissism (p<0.01) showed strong positive correlation and educators' creativity positively correlated with emotional intelligence narcissism (p<0.01 and p<0.01, respectively) as per Pearson's r correlation on SPSS software.
... In this case, student learning achievement is mostly determined by the personality of the lecturer with a coefficient of determination of 16%, motivation 12.4%, interest in learning 0.81%, and the rest is determined by other factors. Other researchers also agreed that students' attitudes in the learning process are heavily influenced by the attitudes of lecturers (Haider & Jalal, 2018;Hidayati et al., 2020;Lumbantobing, 2020). That is, if the lecturer is polite, responsible, and professional, the students will also show the same thing. ...
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To ensure that the learning process during the COVID-19 pandemic runs smoothly, all universities in Indonesia have implemented online learning. However, based on the observations made, online learning, especially when carried out synchronously, appears to still be not as optimal as offline learning. This study aims to find out the voices of Indonesian EFL learners on synchronous learning during the covid-19 pandemic. Designed as descriptive qualitative, this study examined 50 students who voluntarily participated as the sampled group. In collecting the data, the researchers used a self-written reflection and questionnaire with four scales that were distributed using Google Form to the participants. The questionnaire was related to respectful attitude, benefits, and obstacles of synchronous learning. All collected data were then analyzed using the sequential explanatory processes. The result of data analysis revealed that Indonesian EFL learners still showed a good respectful attitude during the synchronous learning process, although they agreed that learning synchronously faces a few obstacles, such as unsupported devices and unfavorable learning environments. In addition, they also feel that the teaching and learning process synchronously during the COVID-19 pandemic provided them with several benefits, especially those related to safety, efficiency, and effectiveness. Keywords: EFL learners; synchronous learning; COVID-19 pandemic
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Kemampuan seorang pendidik dalam menyesuaikan perkembangan pembelajaran abad 21 harus dipenuhi dan menjadi tantangan tersendiri. Oleh karena itu mahasiswa sebagai calon guru nantinya harus dapat memenuhi tantangan tersebut. Upaya ini dilakukan agar mahasiswa sebagai calon guru SD dapat mempersiapkan sumber daya manusia yang unggul dengan kompetensi global dan mampu beradaptasi dengan era pembelajaran abad 21. Tujuan penelitian ini adalah menghasilkan analisis dan memetakan kemampuan Technological Pedagogical And Content Knowledge (TPACK) Calon Guru Sekolah Dasar yang dapat digunakan untuk mengukur penguasaan TPACK yang dimiliki calon guru sekolah dasar pada mata kuliah pembelajaran PPKn SD sesuai dengan pembelajaran abad 21. Penelitian ini menggunakan mixed methods. Metode atau pendekatan yang digunakan adalah explanatory sequential mixed methods. Dalam penelitian explanatory sequential mixed methods, prosedur pengumpulan data dibagi menjadi dua tahap, yaitu tahap persiapan dan tahap pelaksanaan. Kata Kunci : Guru SD, Pembelajaran PPKn SD, dan TPACK
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У монографії викладено результати комплексного дослідження специфіки брендингу у сфері вищої освіти. Висвітлено зміст, структуру та процесуально-інтервальні детермінанти формування бренду науково-педагогічного працівника вишу. Запропоновано експериментально перевірені алгоритми його формування в умовах сучасного ринку надання освітньо-наукових послуг. Монографія адресується науково-педагогічним працівникам, докторантам, аспірантам, здобувачам вищої освіти та усім зацікавленим у цілеспрямованому формуванні персонального бренду.
Recent research relating to the development of expertise has tended to focus on very high level expertise or the many factors which are important in its development. In formal educational contexts the model of domain learning is particularly relevant for understanding learning. Conceptual change research has evolved from a focus on misconceptions to exploring issues related to professional development. Research on epistemological beliefs, metacognition, self-regulation, and beliefs about the nature of intelligence has clarified several issues. Change between learning environments continues to be challenging for some learners with the groups at risk of not fulfilling their potential remaining relatively stable. A key issue for those engaged in educational psychology is how to influence policy which can negatively impact on expertise development, particularly in relation to structured ability grouping, the curriculum and assessment procedures the latter ensuring that a large proportion of children are doomed to failure.
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Chemistry seems to be one of the difficult subject to study for many students. One of the probable reasons for their difficulties inherited in the nature of chemistry (Johnstone, 2000). Because some aspects of chemical phenomenon are observable while others are invisible to the learners. For example, a chemical reaction which takes place in a test-tube can be identified, by observing for evolution of gas, change in colour, change in energy etc., but description and prediction for such changes seemingly more difficult. This might be due to their inability for establishing relation between visible experiences and invisible changes that taking place at atomic or molecular level. Learning of abstract concepts requires abstract thinking and high level reasoning ability, probably best suited for formal operational thinker. Logical thinking of formal-operational child involves deductive and inductive reasoning which they operate on operations. Hence, the investigator was intended to explore Grade 11 students' profile of logical thinking ability and to analyse a pattern of their performance in general chemistry, if any. The sample of the study comprised thirty students of science stream of Grade 11. Since, the sample is small it has little scope for generalisation. In spite of many limitations of the study, the findings have scope for further studies. Teachers, student-teachers and others in the field of education come under the ambit of this paper.
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has become a preferred way of presentation, communication and sharing knowledge in education. The paper describes active learning techniques and their usage in developing PowerPoint-based instructional material in chemistry on fission of a covalent bond. It begins with an introduction highlighting the complexity in teaching-learning of chemistry. The paper focuses on the need of development of instructional materials in chemistry, particularly on fission of a covalent bond. It described the use of active learning techniques, viz. conversation, leading questions, example-problems, guided examples and quizzes and pause procedure in PowerPoint. This paper has implications for instructional designers, teachers, prospective teachers, technology experts and others in the field of education. Keywords: Active learning techniques, Chemistry, Chemical bond, Fission of a covalent bond, PowerPoint
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Australia continues to face teaching shortages in rural schools. Indeed, preservice teachers may be reluctant to apply for rural teaching positions, particularly as most have had no rural teaching experiences. What may motivate non-rural preservice teachers to seek employment in rural schools? This study investigates 17 preservice teachers’ first experiences of teaching and living in rural areas. These second and third-year preservice teachers were involved in a five-day rural experience, which included interacting with local communities, living with host families, observing teaching practices, and teaching rural middle-school students. These self-nominated preservice teachers were placed in a variety of rural schools centred around a feeder high school. This qualitative study used a narrative inquiry to explain participants’ experiences. Data from written transcripts before their rural placements and reflections on their teaching and rural experiences indicated very significant attitudinal changes for teaching in rural areas and dispelled misconceptions about rural living and teaching. Non-rural universities can contribute towards motivating their preservice teachers to seek employment in rural areas. Providing these preservice teachers with a rural experience can create attitudinal changes for teaching and living in rural areas.
Cultural competence in practice requires that social workers critically investigate their own beliefs and biases as they influence interactions with supervisors, co-workers, and clients. The literature on cultural competence and diversity education describes a variety of teaching methods (e.g., passive, reflective, active-learning, and immersion activities) to help social work students develop the skills and knowledge to undertake this critical investigation. This article describes the “Good, Bad, and Ugly” exercise—an innovative, in-class exercise that complements and builds on these teaching methods by having students practice critiquing their writing, and the writing of their peers, for bias and prejudices. Examples of student writing and critique are presented, along with feedback from students and reflections from the instructor. The article also includes the proposed writing assignment, guidelines for students, and suggestions for instructors who want to use the exercise in their courses. The assignment seemed simple: write a paper about an oppressed population of which you are not a member. After all, we had just spent three weeks discussing discrimination and oppression. Yet, when I am sitting and grading these papers, I am appalled by their widespread use of harmful stereotypes (e.g., “persons with disabilities are either ashamed or angry about their disabilities”) and demeaning attitudes (e.g., “homeless women lack the resources to become better people”). I keep wondering if they remembered that I was actually the person who would be reading their papers! Weren't they listening in class?
The aim of the Handbook is to present readily accessible, but scholarly sources of information about educational research in the Asia-Pacific region. The scale and scope of the Handbook is such that the articles included in it provide substantive contributions to knowledge and understanding of education in the Asia region. In so doing, the articles present the problems and issues facing education in the region and the findings of research conducted within the region that contribute to the resolution of these problems and issues. Moreover, since new problems and issues are constantly arising, the articles in the Handbook also indicate the likely directions of future developments. The different articles within the Handbook seek to conceptualize the problems in each specific content area under review, provide an integration of the research conducted within that area, the theoretical basis of the research the practical implications of the research and the contribution of the research towards the resolution of the problems identified. Thus, the articles do not involve the reporting of newly conducted research, but rather require a synthesis of the research undertaken in a particular area, with reference to the research methods employed and the theoretical frameworks on which the research is based. In general, the articles do not advocate a single point of view, but rather, present alternative points of view and comment on the debate and disagreements associated with the conduct and findings of the research. Furthermore, it should be noted, that the Handbook is not concerned with research methodology, and only considers the methods employed in inquiry in so far as the particular methods of research contribute to the effective investigation of problems and issues that have arisen in the conduct and provision of education at different levels within the region.
The responses of 209 youngsters in 11 programs for students with emotional and/or behavioral disorders (E/BD) were examined regarding their perceptions of four trait categories of so-called good teachers: Personality Traits, Respectful Treatment of Students, Behavior Management Practices, and Instructional Skills. Results demonstrated that African-American students perceived Personality Traits and Respectful Treatment of Students as being more important than their white counterparts; females felt that all four of the trait configurations were more important than their male counterparts felt they were; and as the age of students increased, each of the four trait configurations was viewed as being less important. Implications for practice and future research are discussed.
Research tells us that children’s social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in planning and preparation; is an extension of the quality of relationships in the room; is embedded in the school environment; and includes ongoing processes of observation and documentation.