?The good university teacher? as perceived by the students

Abstract

Many universities, recognizing the student as the main consumer of college instruction, have begun to seek his views regarding the quality of teaching. In this study the Israeli student's concept of a "good teacher" has been investigated. A sample of second year university students were asked to select the three most important characteristics of a good teacher from a list of fifteen.It was shown that students attached primary importance to method of instruction. Of secondary importance was the teacher's ability to spark intellectual growth. Research talents, personality, and academic status were of relatively little concern. Social science, life science, law and medical students all concurred in emphasizing the importance of the teacher's ability to communicate ideas, whereas humanities students stressed his ability to stimulate thinking.It appears that undergraduate students rate teachers by their ability to transmit knowledge rather than according to the university's criteria of research and publication.One of the problems which has been stirring interest among those who deal with higher education is the definition of the characteristics of effective university instruction. Today the cry is for improving, evaluating, and elevating the status of university teaching (Glasman et al., 1974). This must be viewed within the context of the crisis currently visited upon higher education, a crisis arising both from the lack of coordination between research activities and instruction, and from the lack of adequate training and recognition for university teaching positions (Eble, 1971). Moreover, a tendency can be noted in many universities to involve students in the decision-making processes that are part of the academic life of a university, and to consider students' views on the quality of instruction and the teacher. It must be borne in mind that the student is virtually the only consumer of the services provided by the university in its capacity as an institution for instruction (as * The concepts "good teacher" and "effective instruction" are used interchangeably in this article, although they are not identical.

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“…In most developed countries, students' appraisal of teachers has been widely used with tangible proofs of positively improving the quality of instructions. (Murray, 1984, Arubayi, 2004, Miron and Segal, 1978. These called to mind certain questions: is it true that Clothing and Textiles is difficult?…”