The difference in perception between teachers and first-year students with regard to the effective teacher and effective teaching
Article Sidebar
Published:
May 5, 2020
Keywords:
characteristics, effective teacher, effective teaching, first year students, teachers
Main Article Content
Abstract
The purpose of this study is to highlight the significant differences emerging from a comparison between the perceptions of teachers and first-year students of the SVT license vis-à-vis the characteristics of the effective teacher and the teaching. 41 teachers and 290 students, from the Biology department of the Dhar El Mehraz faculty of Science, were asked to rank 60 items according to their degree of importance on a Likert scale. It has been found that students are mainly vulnerable to university entrance, opt for academic and emotional support characteristics. On their part, teachers, aware of the problems and constraints that these students face, strive to provide remedies for their affiliation and their fulfillment.
Article Details
How to Cite
MKHADRAMINE, S., & ESSAFI, K. (2020). The difference in perception between teachers and first-year students with regard to the effective teacher and effective teaching. The Journal of Quality in Education, 10(15), 147–170. https://doi.org/10.37870/joqie.v10i15.209
Section
Articles
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Akrim H., El Jamali S., El-Bousaadani A., Radid M. & Talbi M. 2006. L’intégration des QCM dans le contrôle continu des étudiants de 1ère année universitaire SMP et SMC1. Cas de la Chimie Générale. RADISMA. Numéro 1 (2006).
Bertrand C. 2014. Soutenir la transformation pédagogique dans l’enseignement supérieur. Paris : Ministère de l’Enseignement Supérieur et de la Recherche.
Boyer R., Coridian C. & Erlich V. 2001. L’entrée dans la vie étudiante. Socialisation et apprentissages. Revue Française de Pédagogie, (136), 97-107.
Brafman N. 2014. Le contrôle continu intégral a fait ses preuves. LE MONDE | 22.10.2014.
Coulon A. 1997. Le métier d’étudiant : l’entrée dans la vie universitaire. Paris : Presses universitaires de France.
Compas B. E. , Slavin L. A. Wagner, B. M. & Vannatta, K. 1986. Relationship of life events and social support with psychological dysfunction among adolescents. Journal of Youth and Adolescence, 13(3), 205-221.
Danner M., Kempf M. et Rousvoal J. 1999. Le tutorat dans les universités françaises. Revue des sciences de l'éducation, vol. 25, n° 2, 1999, 243-270.
Delaney J., Johnson A., Johnson T. et Treslan D. 2010. Students’ perceptions of effective teaching in higher education. The Morning Watch, 37, Nos. 3-4. Available from http://www.mun.ca/educ/faculty/mwatch/laura_treslan_SPETHE_Paper.pdf
Devlin M., Kift S., Nelson K., Smith L. et McKay J. 2012. Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff.
Duguet A. et Morlaix M. 2012. « Les pratiques pédagogiques des enseignants universitaires : Quelle variété pour quelle efficacité ? », Questions Vives [En ligne], Vol.6 n°18, 93-110
Erlich et al. (2000………………
Facione P. A. 1990. The California Critical Thinking Skills Test: College Level Technical Report--Experimental Validation and Content Validity. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED327549
Farnill D. & Robertson M. F. 1990. Sleep disturbance, tertiary-transition stress, and psychological symptoms among young first-year. Australian college students. Australian Psychologist, 25, 178-188.
Felouzis G. 2001. La condition étudiante. Sociologie des étudiants et de l’université. Paris, PUF, 2001, 300 pages. « Sociologie d’aujourd’hui ».
Jahangiri L. et Mucciolo T.W. 2008. Characteristics of effective classroom teachers as identified by students and professionals: a qualitative study. J. Dent Educ. 2008 Apr;72(4):484-93.
Lacot E., Blondelle G. et Hainselin M. 2017. Aiguiser l’esprit critique des ´etudiants en psychologie : gardons l’esprit sportif. HAL Id: hal-01532068 https://hal.archives-ouvertes.fr/hal-01532068.
Maurice D. 2001. Réussir la première année à l’université. La transition Secondaire-Université : le projet Boussole. Revue française de pédagogie, n° 13, 77-86.
McDermott P. & Rothenberg J. 2000. The characteristics of effective teachers in high poverty schools: Triangulating our data. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. (ERIC Document Reproduction Service No. ED442887). Educational Research Association, New Orleans.
Mearns K., Meyer J. et Bharadwaj A. 2007. Student engagement in human biology practical sessions. Refereed paper presented at the Teaching and Learning Forum, Curtin University of Technology: http://otl.curtin.edu.au/tlf/tlf2007/refereed/mearns.html [accessed July 2010].
Moon J. 2001.PDP Working Paper 4. Reflection in Higher Education Learning. https://www.york.ac.uk/admin/hr/researcherdevelopment/students/resources/pgwt/reflectivepractice.pdf
Moulin J. 2004. « Le discours silencieux du corps enseignant. La communication non verbale du maître dans les pratiques de classe », Carrefours de l'éducation 2004/1 (n° 17), 142-159.
Mucchielli L. 1989. La pédagogie universitaire en question : le point de vue d'étudiants de premier cycle en psychologie. Recherche & Formation Année. V 29 N°1, 161-176.
Paterson C. et Chapman J. 2013. Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 2013 – Volume 14, Issue 3, 133-138.
Reason R., Terenzini P. et Domingo R. 2006. First things first: Developing academic competence in the first year of college, Research in Higher Education 47(2), 149–75.
Romainville M. 2000. L’échec dans l’université de masse. Paris: L’Harmattan.
Romainville, M. 2005. Quelques interrogations sur l'échec à l'université. Cahiers de Recherche en Education et Formation, (39), 18-22.
Romainville M. 2006. Introduction dans Colet N. R. & Romainville M. (Éd.). (2006). La pratique enseignante en mutation à l’université. Bruxelles: De Boeck.
Seldin, P, 1997. "Using Student Feedback to Improve Teaching". To Improve the Academy. 393, 235-245. http://digitalcommons.unl.edu/podimproveacad/393
Swartz R. J. 2008. Teaching students how to analyse and evaluate arguments in history. The social studies. September/October, Vol. 99, Iss. 5,208-216.
Tang T.L. et Austin M.J. 2009. Students’ perceptions of teaching technologies, application of technologies, and academic performance. Computers & Education 53, 1241–1255.
Trinquier M. P. Clanet, J. & Alava S. 1999. Hétérogénéité et réussite dans le premier cycle universitaire. Conditions perçues et effectives des pratiques d’études et d’enseignement. Rapport derecherche, INRP/CNCRE. Paris.
Yang M., Webster B.J. et Prosser M.T. 2008. Exploring the Variation in First Year Undergraduates’ Induction into Their Academic Disciplines. International Journal for the Scholarship of Teaching & Learning, 2011, V. 5 n° 1, article no. 13.
Walker R. J. 2008. Twelve Characteristics of an Effective Teacher A Longitudinal, Qualitative, Quasi-Research Study of In-service and Pre-service Teachers’ Opinions; educational HORIZONS Fall 2008; p: 61-68.
Bertrand C. 2014. Soutenir la transformation pédagogique dans l’enseignement supérieur. Paris : Ministère de l’Enseignement Supérieur et de la Recherche.
Boyer R., Coridian C. & Erlich V. 2001. L’entrée dans la vie étudiante. Socialisation et apprentissages. Revue Française de Pédagogie, (136), 97-107.
Brafman N. 2014. Le contrôle continu intégral a fait ses preuves. LE MONDE | 22.10.2014.
Coulon A. 1997. Le métier d’étudiant : l’entrée dans la vie universitaire. Paris : Presses universitaires de France.
Compas B. E. , Slavin L. A. Wagner, B. M. & Vannatta, K. 1986. Relationship of life events and social support with psychological dysfunction among adolescents. Journal of Youth and Adolescence, 13(3), 205-221.
Danner M., Kempf M. et Rousvoal J. 1999. Le tutorat dans les universités françaises. Revue des sciences de l'éducation, vol. 25, n° 2, 1999, 243-270.
Delaney J., Johnson A., Johnson T. et Treslan D. 2010. Students’ perceptions of effective teaching in higher education. The Morning Watch, 37, Nos. 3-4. Available from http://www.mun.ca/educ/faculty/mwatch/laura_treslan_SPETHE_Paper.pdf
Devlin M., Kift S., Nelson K., Smith L. et McKay J. 2012. Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff.
Duguet A. et Morlaix M. 2012. « Les pratiques pédagogiques des enseignants universitaires : Quelle variété pour quelle efficacité ? », Questions Vives [En ligne], Vol.6 n°18, 93-110
Erlich et al. (2000………………
Facione P. A. 1990. The California Critical Thinking Skills Test: College Level Technical Report--Experimental Validation and Content Validity. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED327549
Farnill D. & Robertson M. F. 1990. Sleep disturbance, tertiary-transition stress, and psychological symptoms among young first-year. Australian college students. Australian Psychologist, 25, 178-188.
Felouzis G. 2001. La condition étudiante. Sociologie des étudiants et de l’université. Paris, PUF, 2001, 300 pages. « Sociologie d’aujourd’hui ».
Jahangiri L. et Mucciolo T.W. 2008. Characteristics of effective classroom teachers as identified by students and professionals: a qualitative study. J. Dent Educ. 2008 Apr;72(4):484-93.
Lacot E., Blondelle G. et Hainselin M. 2017. Aiguiser l’esprit critique des ´etudiants en psychologie : gardons l’esprit sportif. HAL Id: hal-01532068 https://hal.archives-ouvertes.fr/hal-01532068.
Maurice D. 2001. Réussir la première année à l’université. La transition Secondaire-Université : le projet Boussole. Revue française de pédagogie, n° 13, 77-86.
McDermott P. & Rothenberg J. 2000. The characteristics of effective teachers in high poverty schools: Triangulating our data. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. (ERIC Document Reproduction Service No. ED442887). Educational Research Association, New Orleans.
Mearns K., Meyer J. et Bharadwaj A. 2007. Student engagement in human biology practical sessions. Refereed paper presented at the Teaching and Learning Forum, Curtin University of Technology: http://otl.curtin.edu.au/tlf/tlf2007/refereed/mearns.html [accessed July 2010].
Moon J. 2001.PDP Working Paper 4. Reflection in Higher Education Learning. https://www.york.ac.uk/admin/hr/researcherdevelopment/students/resources/pgwt/reflectivepractice.pdf
Moulin J. 2004. « Le discours silencieux du corps enseignant. La communication non verbale du maître dans les pratiques de classe », Carrefours de l'éducation 2004/1 (n° 17), 142-159.
Mucchielli L. 1989. La pédagogie universitaire en question : le point de vue d'étudiants de premier cycle en psychologie. Recherche & Formation Année. V 29 N°1, 161-176.
Paterson C. et Chapman J. 2013. Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 2013 – Volume 14, Issue 3, 133-138.
Reason R., Terenzini P. et Domingo R. 2006. First things first: Developing academic competence in the first year of college, Research in Higher Education 47(2), 149–75.
Romainville M. 2000. L’échec dans l’université de masse. Paris: L’Harmattan.
Romainville, M. 2005. Quelques interrogations sur l'échec à l'université. Cahiers de Recherche en Education et Formation, (39), 18-22.
Romainville M. 2006. Introduction dans Colet N. R. & Romainville M. (Éd.). (2006). La pratique enseignante en mutation à l’université. Bruxelles: De Boeck.
Seldin, P, 1997. "Using Student Feedback to Improve Teaching". To Improve the Academy. 393, 235-245. http://digitalcommons.unl.edu/podimproveacad/393
Swartz R. J. 2008. Teaching students how to analyse and evaluate arguments in history. The social studies. September/October, Vol. 99, Iss. 5,208-216.
Tang T.L. et Austin M.J. 2009. Students’ perceptions of teaching technologies, application of technologies, and academic performance. Computers & Education 53, 1241–1255.
Trinquier M. P. Clanet, J. & Alava S. 1999. Hétérogénéité et réussite dans le premier cycle universitaire. Conditions perçues et effectives des pratiques d’études et d’enseignement. Rapport derecherche, INRP/CNCRE. Paris.
Yang M., Webster B.J. et Prosser M.T. 2008. Exploring the Variation in First Year Undergraduates’ Induction into Their Academic Disciplines. International Journal for the Scholarship of Teaching & Learning, 2011, V. 5 n° 1, article no. 13.
Walker R. J. 2008. Twelve Characteristics of an Effective Teacher A Longitudinal, Qualitative, Quasi-Research Study of In-service and Pre-service Teachers’ Opinions; educational HORIZONS Fall 2008; p: 61-68.