The "Good Professor" as Perceived by Experienced Teachers Who are Graduate Students

Abstract

The aim of this study was to uncover our graduate students' perceptions of who is a good professor. Although the data were collected and analyzed on an Israeli sample, the findings can contribute to the planning of graduate programs for experienced teachers and can extend the theoretical understanding of how to promote learning among experienced adult learners in general. The qualitative phenomenological study examined ninety experienced teachers, who were students at a graduate college of education. They were asked to indicate three characteristics and describe classroom events that reflect a "good professor." In addition, we analyzed the feedback questionnaires that were administered at the end of each semester. The data presented students' perceptions of the "good professor." The findings revealed three domains of characteristics: first, the relationship between professor and students; second, methods of instruction; and third, the professors' knowledge. The same domains were found in the students' descriptions of the teaching events and in their feedback at the end of the semester. Their expectations and needs are different from those of undergraduate students.

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

“…Other research has provided descriptions of good professor characteristics and practices that fit into similar cognitive and social categories (Goldstein and Benassi, 2006; Hativa, 2015; Wood and Hardling, 2007). Some researchers have suggested multiple dimensions for good college teachers and their characteristics (Anderson et al, 2012; Miron and Mevorach, 2014; Onwuegbuzie et al, 2007; Sockett, 2008), but even in these cases the dimensions they identify still relate back to knowledge and social interaction between professors and students. Alhija (2017) concluded that all research to date has indicated that the predominate characteristics of good professors demonstrate the value of interpersonal aspects of teaching along with the academic goals of schooling.…”

“…In a study conducted among doctoral students (Anderson et al, 2012), being professional received the largest endorsement as a characteristic of good instructors, followed by being ethical. The type of institution (a large university versus a small college) has also demonstrated a significant effect on the order of importance students ascribe to professor characteristics when data from these two kinds of institutions is compared (Anderson et al, 2012; Miron and Mevorach, 2014).…”

Desarrollo de un enfoque pedagógico crítico en la formación inicial del profesorado para romper con la evaluación tradicional en Educación Infantil

“…Se ha realizado un análisis en profundidad de las voces e interacciones de las maestras con la finalidad de incidir en el objeto de estudio de esta investigación: el proceso de transformación de la evaluación de las maestras desde que comenzaron su participación en el PID-FPEIAP. El análisis de los datos se produjo de manera inductiva, la información ha provenido directamente de las voces de los actores principales de la investigación (Miron & Mevorach, 2014), las cuales han guiado la construcción de las categorías y, posteriormente, las proposiciones teóricas del estudio (Hernández Carrera, 2014).…”

After nearly a decade of Bolonia, have we really improved teaching quality? | Tras casi una década de Bolonia, ¿realmente hemos mejorado la calidad de la enseñanza?

“…Se ha utilizado un modelo interpretativo y reflexivo que pretende contribuir al modo en el que inciden en el ámbito educativo la implantación de procesos sociopolíticos (Leonard & Roberts, 2014). La información ha provenido directamente de las valoraciones de los actores principales del estudio (Miron & Mevorach, 2014), considerando el modo en el que docentes y estudiantes han experimentado los cuatro años de los que consta el grado.…”