Students’ perception of “good” and “bad” teachers—Results of a qualitative thematic analysis with German adolescents

Raufelder, Diana; Nitsche, Lisa; Breitmeyer, Sven; Keßler, Sabrina; Herrmann, Elisa; Regner, Nicola

doi:10.1016/j.ijer.2015.11.004

Cited by 76 publications

(85 citation statements)

References 47 publications

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“…These results are in line with claims that structured teaching and clarity are key elements in good teaching (Hattie 2009;Håkansson 2015;Raufelder et al 2016). But how should this extensive focus on general pedagogic skills be understood?…”

Section: Discussionsupporting

confidence: 86%

“…'How do teacher-student relations influence the teaching and learning and how are they valued?' (Raufelder et al 2016). Thus, it may be more accurate to value teaching and the use of ICT on a sliding scale of appropriate or inappropriate, depending on the conditions, needs, what the teaching is about and how important the use of ICT is.…”

Section: Discussionmentioning

confidence: 99%

“…First, it has been claimed that students' views of what constitutes 'good' or 'less good' teaching are rarely examined, and that this calls for additional research (Raufelder et al 2016). As shown below, this is especially the case regarding students' views of how the use of ICT contributes to 'good' or 'less good' teaching.…”

Section: Introductionmentioning

confidence: 99%

“…If this makes them feel more like 'subjects' in teaching, rather than 'objects' for teaching, they will hopefully enjoy a more positive learning environment (Manca et al 2016). Third, it has been found that students who regard their learning environment as positive perform better academically (Back et al 2016;Dorman and Adams 2004) and experience positive student-teacher relations (Raufelder et al 2016;Wubbels et al 2015). Frelin (2010) argues that teachers' efforts to build relations and acknowledge students' views are central components of teacher professionality in making situations 'educational'.…”

Section: Introductionmentioning

confidence: 99%

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From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

2018

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This paper investigates what upper secondary school students regard as good or less good teaching using ICT. 367 Swedish upper secondary students in 2 schools responded to a web-based questionnaire. The students were asked to describe one of their teachers who used 'ICT in a way that made them learn very well, and one who used ICT in a way that made them learn less well' and to describe what these teachers did and why their teaching was understood as good or less good. 18 themes were identified, of which 17 were combined into eight overall counterpart themes and one non-counterpart theme. 'Clarity' was the most prominent theme, followed by 'teachers' 'ICT skills', 'uses ICT in a good way', 'fun factor', 'puts information on the LMS', 'varies the teaching methods', 'demonstrates how to use ICT' and 'general pedagogical skills'. The results show that although the specific focus is on students' views of their teachers' use of ICT, general pedagogical skills are a major focus in the themes. Effectiveness is an explicit theme in terms of ICT adding value to teaching and learning, while ineffectiveness is an implicit underlying dimension in the themes relating to less good teaching. It is also evident that the students value the same teacher's use of ICT in teaching differently.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

2018

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“…Las investigaciones seleccionadas y revisadas sobre las relaciones profesor-estudiante y estudiante-estudiante utilizan enfoques cuali y cuantitativos. Los instrumentos del primer espectro son entrevistas, observación y narrativas (Berger et al, 2009;Berger et al, 2014;Newberry, 2010;Newberry & Davis, 2008;Soini, Pyhältö & Pietarinen, 2010;Uitto, Lutovac, Jokikokko & Kaasila, 2018;Raufelder et al, 2016), mientras que en el enfoque cuantitativo los instrumentos son el análisis de correlación y la teoría interpersonal, aplicados al contexto educativo (Berger et al, 2009;Berger et al, 2014;Mainhard, Oudman, Hornstra, Bosker & Goetz, 2018). Newberry & Davis (2008) examinan las concepciones de proximidad de maestro-estudiante con base en referentes teóricos sobre la influencia de las emociones en la enseñanza, aprendizaje y rendimiento.…”

Section: P2 Emociones Y Relaciones De Los Actores Educativosunclassified

Emociones y procesos educativos en el aula: una revisión narrativa

Tao

Rodríguez

Bonnet

2019

Rev.virtual univ. catol. norte

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La centralidad de la dimensión cognitiva en educación marca la desatención del desarrollo de habilidades socioemocionales, cuyas consecuencias generan situaciones de violencia y depresión en el ámbito social y afectan procesos en las aulas. Resultados de investigaciones neurocientíficas y desarrollos teóricos de otras áreas, sobre la relación entre emociones, experiencias relacionales de los actores educativos y sus prácticas en el aula, justifican la necesidad de comprender el vínculo entre estos procesos educativos y los episodios emocionales de los actores educativos involucrados, objetivo del artículo. La revisión narrativa centrada en resultados investigativos (2000-2018) arrojó resultados, todavía en etapa de diagnóstico, sobre el tópico relacional entre emociones y prácticas de enseñanza-aprendizaje, formación y relación profesor estudiante. Bienestar, motivación, rendimiento académico, clima laboral, son factores impactados con experiencias emocionales de los actores educativos. Conclusiones indican la necesidad de considerar aspectos fundamentales para la comprensión y expresión emocional: contexto social, individualidad, ambiente educativo.

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Strategies for health and wellness tourism development: Thai massage

Moriuchi,

Agrusa,

Lema

2024

Journal of Tourism Research

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Driven by changing consumer behavior trends, a transitioning economy, unique cultural and historical traditions, in conjunction with a wide‐ranging exposure to health, wellbeing, and holistic approaches to human needs, Thailand is well suited to accelerate its involvement in this niche market. The purpose of this chapter is to explore the traveler's motivations and revisit intentions to Thailand along with seeking further understanding of emerging patterns within health and wellness travel and how Thai massage complements the tourism system. Through structural equation modelling, we searched the relationships between travel cost motivations and perceived autonomy satisfaction, competence satisfaction, and relatedness satisfaction dimensions.

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Students’ perception of “good” and “bad” teachers—Results of a qualitative thematic analysis with German adolescents

Cited by 76 publications

References 47 publications

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

From a student perspective, what constitutes a good (or less good) use of ICT in teaching?

Emociones y procesos educativos en el aula: una revisión narrativa

Strategies for health and wellness tourism development: Thai massage

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