Abstract
The validation of models of “good” teaching is discussed in terms of students' learning, and opinions of teaching are considered in this context. First-year university students were asked their opinions about good teaching and 40 items were derived from the interview data. The appropriate student population (2300) was then asked to rate the items for (a) Importance, and (b) Typicality. Discrepancies between ideal and typical teaching were derived for the whole sample and six different degree groups. Generally, the groups have similar opinions but there are significant differences depending upon the discipline studied and specific teaching experiences. Ratings were factor-analysed to reveal the underlying dimensions. The model of good teaching is characterised by two general factors — the first is learning-centred, the second associated with teaching — together with some minor specific factors. No general factors are associated with the “typical” models which tend to be more complex. Some methodological and practical implications of the results are discussed.
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Jones, J. Students' models of university teaching. High Educ 10, 529–549 (1981). https://doi.org/10.1007/BF01676900
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DOI: https://doi.org/10.1007/BF01676900