Describing the good professor from the perspective of theological students in French-speaking Africa

Abstract

The study presented in this article used a mixed-methods research model to identify and describe the professor qualities that were preferred by a group of theological students in French-speaking Africa. In the quantitative strand of this research, questionnaire data identified student preference for professor qualities related to student development, knowledge, teaching methods, and connecting theory with practice. Qualitative data was then collected in a focus group setting in which the participants articulated what these professor qualities meant to them, why some qualities were more important, and how they recognized these qualities in the classroom. From this data, five phenomenological themes emerged that describe the good professor as an intellectual and moral authority. According to these five themes, the good professor is knowledgeable of the subject matter and how to teach it, as well as making it practical to students. Good professors also listen to students, respond benevolently, and are committed to the long-term intellectual development of students.