Let Teachers Know About The Perceptions of Undergraduate and Graduate Students on What Makes an Effective Instructor

Ahmed Khawlah; Tharwat El-sakran

doi:10.26466/opus.792272

TR EN

Lisans ve Yüksek Lisans Öğrencilerinin Bir Eğitmeni Etkili Yapan Unsurlar Konusundaki Algıları

Öz

Bu Çalışmanın amacı, Ortadoğu'da bir üniversitede okuyan öğrencilerin etkili bir üniversite hocasının özelliklerine ilişkin algılarını incelemektedir. Arastrima kapsaminda, hem lisans hem de lisansüstü programlarında okuyan 1.557 öğrenciden anonim anket verileri toplanmistir. .Literaturun ozetlendigi ve yuksek ogretim kurumlarinda öğretme ve öğrenmeye ilişkin mevcut guncel görüşlerin bazılarının gözden geçirilmesinin uzerine yapilan etkili bir egitmenin ozelliklerinin tartisildigi bolumu, "Katılımcı öğrencilere göre, etkili bir eğitmenin özellikleri nelerdir?” araştırma sorusuna cevap vermek için toplanan verilerin bir analizi izler. Sonuçlar, etkili bir eğitmenin sadece kendi alanında uzman değil, aynı zamanda öğretim yöntemlerinin ve öğrencilerinin beklentilerinin farkında olan biri olduğunu ortaya koymaktadır. Sonuç olarak, bu çalışma, dünyanın bu kısmından öğrencilerin algılarına ilişkin deneysel araştırma miktarını artırmaya katkıda bulunmakta ve bu bölgede eğitime katılanlara yararlı olabilecek bilgiler sağlamaktadır. Calisma daha fazla araştırma için önerilerle sona ermektedir. Bu onerilerden biri, bu çalışma şu anki Koronavirüs salgını sırasında yapılmış olsaydı, çevrimiçi öğretimin teknik bilgisi etkili bir öğretmen gereksinimi olarak ortaya çıkacak mıydı? sorusudur.

Anahtar Kelimeler

Orta Doğu , Etkili Öğretim , Etkili Öğretim Görevlisi

Let Teachers Know About The Perceptions of Undergraduate and Graduate Students on What Makes an Effective Instructor

Abstract

This paper investigates the perceptions of students studying at a university in the Middle East regarding the characteristics of an effective university instructor. Anonymous survey data from 1,557 students from both graduate and undergraduate programs were collected. A discussion of the characteristics of an effective instructor, as outlined in the literature and review of some of the current views on teaching and learning in tertiary institutions, is followed by an analysis of the data collected to answer the research question, “What, according to the participating students, are the characteristics of an effective instructor?” The results reveal that an effective instructor is one who is not only an expert in their field of study but also one who is aware of teaching methods and the expectations of their students. In all, this study contributes to increasing the amount of empirical research on students’ perceptions from this part of the world and provides information that may prove beneficial to those involved in education in this region. It concludes with recommendations for further research. One of these is, had this study been conducted during the present Coronavirus pandemic, would technical knowledge of online teaching have surfaced as an effective teacher requirement?

Keywords

Middle East , Effective Teaching , Teaching and Learning Practices , Characteristics , Effective Instructor

References

Allwright, D. (2003). Exploratory practice: Rethinking practitioner research in language teaching. Language Teaching Research, 7(2), 113 – 142.
Altrichter, H., Posch, P., and Somekh, B. (2005). Teachers investigate their work: An introduction to the methods of action research. New York: Routledge.
Anderson, A. D., Hunt, A. N., Powell, R. E. and Dollar, B. (2013). Student perceptions of teaching transparency. The Journal of Effective Teaching, 13(2), 38-47.
Appleby, D. (1990). Faculty and student perceptions of irritating behaviors in the college classroom. Journal of Staff, Program, and Organization Development, 8, 41-46.
Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259-270.
Bress, P. (2000). What makes a teacher special? English Teaching Professional, 14.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Calkins, S., and Seidler, A. (2011). Faculty perceptions of relevance in teaching and learning. International Journal of Teaching and Learning in Higher Education, 23(2), 215- 225.
Cassum, S.H., and Gul, R. B. (2017). Creating enabling environment for student engagement:Faculty practices of critical thinking. International Journal of Higher Education, 6(1), 101-111.
Chanmugam, A., and Gerlach, B. (2013). A co-teaching model for developing future educators' teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 2(1), 110-117.

Chen, Yu-Li (2008). Factors affecting the integration of information and communications technology in teaching English in Taiwan. Asian EFL Journal, 28, 337-372.
Clark, J. C. and Walsh, J. (2009). Elements of a model of effective teachers. Retrieved June 9, 2009 from http://www.aare.edu.au/02/pap/wal02220.htm
Coe, R., Aloisi, C., Higgins, S., and Major, L.E. (2014). What makes great teaching? Review of the underpinning research. The Sutton Trust. Retrieved January 16, 2017 from http://www.suttontrust.com/wp- content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf
Dandy, K. L., and Bendersky, K. (2014). Student and faculty beliefs about learning in higher education: Implications for teaching. International Journal of Teaching and Learning in Higher Education, 26 (3), 258- 280.
Delaney, J. G., Johnson, A. N., Johnson, T. D., and Treslan, D. L. (2010). Students’ perceptions of effective teaching in higher education. St. John’s, NL: Distance Education and Learning Technologies. Retrieved January 13, 2017 from http://www.uwex.edu/disted/conference/resource_library/handouts/28251_10h.pdf
Dickfos, J., Cameron, C., and Hodgson, C. (2014). Blended learning: Making an impact on assessment and self-reflection in accounting education. Education + Training, 56(2/3), 190 -207.
Gentry, R. (2013). Teaching styles that turn students on/off at historically black colleges and universities. Journal of Intercultural Disciplines, 11, 28-40.
González, C. (2011) Extending research on 'conceptions of teaching': Commonalities and differences in recent investigations. Teaching in Higher Education, 16(1), 65-80.
Gunn, C. L. (2005). Prioritizing practitioner research: An example from the field. Language Teaching Research, 9(1), 112 – 127.
Gunn, C. L. (2008). Reflective teaching: Turning a negative into a positive. Essential Teacher, 5(1), 20 – 22.
Iqbal, M.Z., Ramzan,M., and Arain, A.A. (2016). Students’ feedback: A stimulus reflective practice for professional development of the prospective teachers. Journal of Research and Reflections in Education, 10(1), 69-79.
Kendall, K.D., and Schussler, E.E. (2013). More than words: Probing the terms undergraduate students use to describe their instructors. International Journal of Teaching and Learning in Higher Education, 25(2), 200- 212.
McArthur, J. A., and Bostedo-Conway, K. (2012). Exploring the relationship between student-instructor interaction on Twitter and student perceptions of teacher behaviors. International Journal of Teaching and Learning in Higher Education, 24(3), 286-292.
Miley, W., M. and Gonsalves, S., (2005). A simple way to collect data on how students view teaching styles. College Teaching, 53(1), 20.
Nicholls, G. (2007). Developing teaching and learning in higher education. New York: Routledge Falmer.
Pretorius, L., and Ford, A. (2016). Reflection for learning: Teaching reflective practice at the beginning of university study. International Journal of Teaching and Learning in Higher Education, 28(2), 241-243.
Rallis, H. (1994). Creating teaching and learning partnerships with students: Helping faculty listen to student voices. To Improve the Academy, 13,155–68.
Randall, M., and Thornton, B. (2001). Advising and supporting teachers. Cambridge: Cambridge University Press.
Raymond, S. (2001). Excellent teaching: Perceptions of Arab, Chinese and Canadian students. In, P. Clough and C. Nutbrown (eds.) Voices of Arabia: Essays in educational research (p. 17-29). Sheffield: University of Sheffield.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York and Oxford: Oxford University Press.
Saafin, S. (2008). Arab tertiary students’ perceptions of effective teachers. Learning and teaching in higher education: Gulf perspectives, 5(2). Retrieved January 17 2016 form http://www.zu.ac.ae/lthe/lthe05_02_saafin.htm
Sen, S., and Yilmaz, A. (2012). The effect of learning styles on student's misconceptions and self-efficacy for learning and performance. Procedia - Social and Behavioral Sciences, 46, 1482-1486.
Sirutis, A. and Massi, M. (2014). McMaster engineering faculty development academy. The Reference Paper on Reflective Teaching and Experiential Learning is made available under a Creative Commons Attribution 4.0 International license. http://creativecommons.org/licenses/by-nc/4.0
Song, L., Hannafin, M. J., and Hill, J. R. (2007). Reconciling beliefs and practices in teaching and learning. Educational Technology, Research and Development, 55(1), 27-50.
Stephanou, G., and Kyridis, A. (2012). University students’ perceptions of teacher effectiveness and emotions in lectures: The role of socio-cognitive factors, and academic performance. International Education Studies, 5(2), 58-79.
Syah, R. (2018). Students’ perceptions of the characteristics of effective English teachers at Mataram State Institute of Islamic Studies, Lombok. Asian EFL Journal, 20(11), 16-28.
Tan, P. L. (2011). Towards a culturally sensitive and deeper understanding of “rote learning” and memorisation of adult learners. Journal of Studies in International Education, 15(2), 124–145. https://doi.org/10.1177/1028315309357940
Tang F., Chou S., and Chiang H. (2005). Students' perceptions of effective and ineffective clinical instructors. Journal of Nursing Education, 44(4), 187-192.
Yair, G. (2000). Reforming motivation: How the structure of instruction affects students’ learning experiences. British Educational Journal, 26(2), 191-2010.
Zhang, Q. and Watkins D. (2007). Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41(4), 781-790.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Ahmed Khawlah ^*
0000-0001-5191-1734
United Arab Emirates

Tharwat El-sakran
0000-0002-7003-7736
Türkiye

Publication Date

December 31, 2020

Submission Date

September 8, 2020

Acceptance Date

October 27, 2020

Published in Issue

Year 2020 Volume: 16 Number: Eğitim ve Toplum Özel sayısı

DOI

https://doi.org/10.26466/opus.792272

IZ

https://izlik.org/JA94UF65ZZ

APA

Khawlah, A., & El-sakran, T. (2020). Let Teachers Know About The Perceptions of Undergraduate and Graduate Students on What Makes an Effective Instructor. OPUS International Journal of Society Researches, 16(Eğitim ve Toplum Özel sayısı), 5465-5482. https://doi.org/10.26466/opus.792272

Lisans ve Yüksek Lisans Öğrencilerinin Bir Eğitmeni Etkili Yapan Unsurlar Konusundaki Algıları

Öz

Anahtar Kelimeler

Let Teachers Know About The Perceptions of Undergraduate and Graduate Students on What Makes an Effective Instructor

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite