Good Teaching: Aligning Student and Administrator Perceptions and Expectations

  • Lazarus Nabaho Uganda Management Institute
  • Joseph Oonyu Makerere University
  • Jessica Norah Aguti Makerere University

Abstract

Literature attests to limited systematic inquiry into students’ conceptions of good teaching in higher education. Resultantly, there have been calls for engaging students in construing what makes good university teaching and in developing a richer conception of teaching excellence. This interpretivist study that is based on views of final year university students from six academic disciplines investigated students’ conceptions of good teaching at Makerere University in Uganda. Students conceived good teaching as being student-centred, demonstrating strong subject and pedagogical knowledge, being approachable, being responsive, being organised, and being able to communicate well. Most of the conceptions of good teaching hinge  on what the teacher does (the means) rather than affording high quality student learning (an end). It can therefore been concluded that good teaching is a multi-dimensional construct that defies a single definition and cannot be assured and assessed using a single indicator.

Author Biography

Lazarus Nabaho, Uganda Management Institute
Head, Department of Government Studies

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Published
2017-03-01
How to Cite
NABAHO, Lazarus; OONYU, Joseph; AGUTI, Jessica Norah. Good Teaching: Aligning Student and Administrator Perceptions and Expectations. Higher Learning Research Communications, [S.l.], v. 7, n. 1, p. 27–42, mar. 2017. ISSN 2157-6254. Available at: <https://hlrcjournal.com/index.php/HLRC/article/view/321>. Date accessed: 23 aug. 2017. doi: https://doi.org/10.18870/hlrc.v7i1.321.
Section
Articles

Keywords

Good teaching, Higher Education, Students, Conceptions