Untangling Constructs of Characteristics of Effective Teaching at the Higher Institute of Sport and Physical Education (Tunis)
Abstract
This study explored the characteristics of effective teaching, as observed by students at the Higher Institute of Sport and Physical Education (Ksar Saïd) at the University of Manouba, Tunisia. The study employed a descriptive survey method, and analyzed the data quantitatively. The respondents (n=199) were registered for general education courses, and a preconstructed interview schedule was used. The 69 characteristics of effective teaching were ascertained by the qualitative method through axial coding of general themes, in order to make recommendations for the Effective Teaching Program. The major findings are that the three important elements of effective teaching as perceived by students are academic qualifications, attitudes, and skills. It is important to mention that there are characteristics of effective teaching reveals attitudes and skills. Specific recommendations for the Effective Teaching Program are given in the paper, to strengthen teaching effectiveness.
https://doi.org/10.26803/ijlter.20.5.13
Keywords
Full Text:
PDFReferences
Boluda, I. K., & López, N. V. (2021). A teachers' orientation approach to understand the university teacher-student relationship. Estudios Sobre Educación, 40, 149-172. http://dx.doi.org/10.15581/004.40.149-172
Burroughs, N., Gardner, J., Lee, Y., Guo, S., Touitou, I., Jasen, K., & Schmidt, W. (2019). Teaching for excellence and equity. Springer. https://doi.org/10.1007/978-3-030-16151-4_2
Çakmak, M. (2009). Prospective teachers’ thoughts on characteristics of an “effective teacherâ€. Education and Science, 34(153), 74–82.
Calderhead, S. A. (2008). College students' perceptions of effective teaching personality traits: a quantitative analysis of traditional versus online education. (Doctoral dissertation). capella university. https://www.learntechlib.org/p/117120/
Ciolli-Stewart, S. (2014). An investigation into the traits of and strategies used by highly effective teachers (Doctoral dissertation, Indiana State University).
Chandler, W. B. (2015). The potential influence a teacher's personality has on student value-added results (Doctoral dissertation, Union University).
Delaney, J. G., Johnson, A., Johnson, T. D. & Treslan, D. (2010). Students’ perceptions of effective teaching in higher education [Project report]. Memorial University of Newfoundland. http://research.library.mun.ca/id/eprint/8370
Elliott, B. L. S. (2010). Effective teacher characteristics: a two nation causal comparative study (PhD dissertation). Walden University.
Gangi, S. (2011). Differentiating instruction using multiple intelligences in the elementary school classroom: a literature review (Doctoral Dissertation). University of Wisconsin--Stout.
Halder, S., & Dutta, R. (2014). Exploring the relationship between teacher effectiveness and personality traits. International Journal of Education and Management Studies, 4(4), 249–254.
Ibad, F. (2018). Personality and ability traits of teachers: student perceptions. Journal of Education and Educational Development, 5(2), 162–177. http://dx.doi.org/10.22555/joeed.v5i2.2215
Kimbrough-Walls, V. (2012). Students' perception of important teaching behaviors in classroom and clinical environments of a community college nursing and dental hygiene education program (Doctoral dissertation), University of Nevada.
Li-Fang, Z. (2004). Thinking styles: university students' preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138(3), 233–252. https://doi.org/10.3200/jrlp.138.3.233-252
Liu, S., & Meng, L. (2009). Perceptions of teachers, students and parents of the characteristics of good teachers: A cross-cultural comparison of China and the United States. Educational Assessment, Evaluation and Accountability, 21(4), 313–328. doi: http://dx.doi.org/10.1007/s11092-009-9077-z
Raymond, S. M. (2008). The characteristics of effective English as a Second Language instructors. International Journal of English Language Teaching, 6(2), 1–24. http://www.eajournals.org/wp-content/uploads/tertiary-levelstudents%e2%80%99-perceptions-of-the-characteristics-of-effective-english-asa-second-language-instructors.pdf
Rayou, P. (2018) Pédagogie explicite [explicit pedagogy]. Recherche & Formation, 87, 87–107. 10.4000/rechercheformation.3546
National Institute of Education, Singapore. (2013). A teacher education model for the 21st century [Report]. http://www.nie.edu.sg/files/spcs/te21_online_ver.pdf (accessed on may).
Sabbah, S. S. (2018). The characteristics of effective english as a second language instructors. International Journal of English Language Teaching, 6(2), 1-24. http://www.eajournals.org/wp-content/uploads/tertiary-levelstudents%e2%80%99-perceptions-of-the-characteristics-of-effective-english-asa-second-language-instructors.pdf
Saafin, S. (2008). Arab tertiary students’ perceptions of effective teachers. Learning and Teaching in Higher Education: Gulf Perspectives, 5(2). http://www.zu.ac.ae/lthe/lthe05_02_02_saafin.htm
Spitzer, L. (2009). Personality or pedagogy: which personal characteristics are necessary for esl teachers to possess and what role do they play compared to formal pedagogical training in ESL teaching? Studies in Learning, Evaluation, Innovation & Development, 6(3) , 80–92.
Teven, J. T., & McCroskey, J. C. (1977). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46, 167–176. http://www.jamescmccroskey.com/publications/167.pdf
Vygotsky, L. S. (1978). Mind in society. MIT Press.
Yilmaz, A. (2011). Quality problem in teaching profession: qualities teacher candidates feel to be required of teachers. Educational Research and Reviews, 6(14), 812–823.
Young, S. A. & Shaw, D. G. (1999). Profiles of effective college and university teachers. The Journal of Higher Education, 70(6), 670–686. https://doi.org/10.1080/00221546.1999.11780803
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493