Good University and Excellent Professor: Competing Quality Perspectives in Higher Education

Heidmets, Mati; Udam, Maiki; Vanari, Kätlin; Vilgats, Birgit

doi:10.1007/978-3-319-96035-7_13

Cited by 1 publication

(1 citation statement)

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“…However, a consensus has not yet been reached on the characteristics that a good university teacher should have because many factors interact in the process. Several studies indicate that a good university professor is characterized by knowing the discipline they teach; possess pedagogical knowledge that allows adequate teaching; have the ability to combine the pedagogical, the human and the ideological in their educational purpose; From students' perspective, the good teacher can empathize and know how to listen because they seek a close relationship with their students, generating a two-way dialogue between theory and practice (Klafke, De Oliveira, & Ferreira, 2020;Heidmets, Udam, Vanari, & Vilgats, 2018). Current research has focused on the analysis of administrative tasks and the domain of content that the teacher must have, but not on the multidimensionality of knowledge and attributes that must be displayed.…”

Section: Literature Reviewmentioning

confidence: 99%

Perspective of Teaching in University Professors: Case Study in A Chilean University

Merellano-Navarro¹,

Muñoz-Oyarce

Chandia³

et al. 2020

IJHE

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The present study aims to critically analyse university teaching from the perspective of the actors themselves, since the exercise of teaching allows the teacher to look at their pedagogical practice, interpret it, and recreate it, also turning it into a source of learning from a perspective of change and innovation. In methodological terms, the study is based on the interpretive paradigm which is intended to understand how teachers mean the teaching process, therefore, the methodology option is qualitative through the case study. The data have been obtained through focus groups, with the participation of 16 university professors, a question that allowed the emergence of the discourse of the investigated subjects referring to their experience in the exercise of university teaching. The results point to the importance of didactics in the learning process, the establishment of good personal relationships with their students, the deep mastery of the content of the discipline taught by the teacher, the adequate theory-practice relationship, and the primary concern for the learning in their classrooms, as factors that stand out in those teachers who transcend in the lives of their students. They also open up the opportunity for a series of questions, many of them about the role of university teachers in their capacity as trainers of trainers.

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Section: Literature Reviewmentioning

confidence: 99%