Principals Perception Of Teachers As Facilitators
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Principals Perception Of Teachers As Facilitators
Abstract
This literature review on Quality Teaching provides a theoretical foundation for the OECD-IMHE project focused on enhancing the quality of teaching in higher education. The review highlights key debates on the topic, aiming to present various perspectives on what constitutes quality in teaching.
The literature is organized into three main sections that address the following critical questions: 1) “What is Quality Teaching, and why is it significant in higher education?” 2) “How can teaching be practically improved?” and 3) “How can we ensure that Quality Teaching initiatives are effective?”
The importance of quality teaching has increased as higher education faces ongoing changes, including rising international competition, a more socially and geographically diverse student population, greater demands for value for money, and the introduction of information technologies.
However, defining quality teaching is challenging, as quality can be seen as an outcome, a characteristic, or even a process, and interpretations of teaching quality often vary among different stakeholders. This review also discusses the impact of research, the “scholarship of teaching,” and learning communities on teaching quality.
Quality teaching initiatives vary widely in nature and function. This review examines the roles of professors, departments, central universities, and governments in these initiatives, along with their goals and scope.
Selecting reliable and measurable indicators to assess teaching quality and the effectiveness of teaching initiatives remains a significant challenge. This review explores various methods and their effectiveness, as well as the factors that influence how feedback is used.
Quality Teaching lacks clear definitions and is often intertwined with broader debates on Quality or Quality culture in higher education, which are themselves contentious terms. Some scholars view quality mainly as an outcome, while others see it as a characteristic.
Some consider teaching as an ongoing process of minimizing flaws, making Quality Teaching an elusive concept. Indeed, perceptions of quality teaching vary among stakeholders: students, teachers, and evaluation agencies often have different views on what constitutes “good” teaching or who qualifies as a “good” teacher.
The literature emphasizes that “good teachers” are empathetic towards students, are generally experienced, and are well-organized and articulate. “Excellent teachers” are those who are passionate
—about learning, their subject, teaching, and their students. However, research also shows that “good teaching” is context-dependent, influenced by the subject matter and other situational factors.
Research suggests that quality teaching must be student-centered, with the primary goal being student learning. Therefore, attention should not only focus on the teacher’s pedagogical skills but also on creating a learning environment that addresses students’ personal needs.
Students should understand the purpose of their work, be able to connect with their peers, and receive help when needed. Adequate support for both staff and students (including financial, social, academic, and counseling services) enhances learning outcomes. Learning communities
—groups of students and/or teachers who collaborate and build knowledge through intellectual interaction—are found to improve student learning by increasing satisfaction among both students and teachers.
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