What Constitutes Poor Teaching? A Preliminary Inquiry into the Misbehaviors of Not-So-Good Instructors

Autor/inn/en	Busler, Jessica; Kirk, Claire; Keeley, Jared; Buskist, William
Titel	What Constitutes Poor Teaching? A Preliminary Inquiry into the Misbehaviors of Not-So-Good Instructors
Quelle	In: Teaching of Psychology, 44 (2017) 4, S.330-334 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628317727907
Schlagwörter	Teacher Effectiveness; College Faculty; Student Evaluation of Teacher Performance; Teacher Characteristics; Teacher Expectations of Students; Knowledge Base for Teaching; Communication Skills; Teaching Skills; Teacher Evaluation; Performance Based Assessment; Undergraduate Students; Student Surveys; Teacher Student Relationship; Feedback (Response); Course Content; Alabama + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät; Teaching theory; Theory of teaching; Unterrichtstheorie; Kommunikationsstil; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teacher appraisal; Lehrerbeurteilung; Leistungsermittlung; Schülerbefragung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursprogramm
Abstract	Across three phases, we investigated college students' perceptions of poor college teaching to develop a typology of poor teaching behaviors. In Phase 1, students generated a list of qualities representative of poor teaching. In Phase 2, another group of students assigned behavioral correspondents to these qualities, resulting in a list of 15 poor teaching qualities and their attendant misbehaviors. Finally, in Phase 3, yet another group of students generated a "top 5" list of qualities and behaviors that their most ineffective teachers have exhibited. Across participants in Phase 3, the top 5 list included, in order, being disrespectful, offering unrepresentative and unfair student learning assessments, having unrealistic expectations for student learning, being less than knowledgeable on course content, and having poor communication skills. These findings provide practical guidance on which particular behaviors teachers should avoid adopting in their instructional repertoires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01