ERIC Number: EJ897467
Record Type: Journal
Publication Date: 2010-May
Abstractor: As Provided
Reference Count: 29
Defining "Good Teaching" at the Graduate Level: Are We Meeting the Instructional Expectations of Doctoral Students?
Fuhrman, Nicholas E.; Fuhrman, Roslynn G.; De Lay, Ann M.
Journal of Faculty Development, v24 n2 p19-24 May 2010
This study used phenomenology to investigate doctoral student perceptions of "good teaching." Six semi-structured interviews were conducted and transcribed verbatim. Common themes were identified using domain analysis and four domains emerged. Participants perceived "good teaching" to involve an educator who: (1) exhibits passion which motivates learners, (2) knows and cares about learners, (3) applies diverse teaching strategies, and (4) demonstrates the relevance and applicability of content. Study results suggest that the interactive teaching methods typically recommended at the undergraduate-level may also be applicable and expected in doctoral-level courses.
Descriptors: Doctoral Programs, Graduate Students, Student Attitudes, Teacher Effectiveness, Politics of Education, Interviews, Phenomenology, Faculty Development, Teaching Methods, Teacher Student Relationship, Teacher Characteristics, Teaching Styles, Caring, Educational Strategies, Relevance (Education)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A