Graduate Students’ Perspectives on Effective Teaching

Abstract

This study employed data collected over an 8-year period in which graduate students’ perspectives on effective teaching were collected during a class exercise. The data were organized into three categories: (a) teaching competence (knowledge of content and teaching), (b) relationships with students (having the best interests of students at heart), and (c) teacher attitudes (with respect to teaching and learning). Students appear to concur with the literature in adult and higher education that effective teaching involves far more than presenting content and the methods used to convey that content to students. Equally important are the affective or emotional processes involved in learning, forming a relationship with students, and caring about students’ learning and ability to integrate and apply new information. Therefore, adult and higher education courses that address teaching need to go further than merely addressing course design and techniques. Unless students have direct instruction in teaching and an opportunity to practice, they will often uncritically reproduce the teaching models they have experienced. This article can serve as a way to introduce information about effective teaching that emanates from a source with which students can easily identify and serve as a platform to engage students in the study of teaching.

Exploring Latina Clinical Mental Health Counseling Students’ Perceptions of Teaching Practices

“…Our participants described learning environments in which instructors shared enthusiasm, love, motivation for content, learning, and personal experiences. These findings are consistent with those from other researchers who identified that establishing a safe, supportive space for discussion is paramount for teaching and learning (Hill, 2014). However, a few participants perceived a lack of care from professors who were unprepared to teach and who did not value student learning.…”

“…Finally, a participant who appeared upset and disappointed with some instructors' teaching styles offered the following comments about an instructor who read PowerPoint slides verbatim in class: "I didn't like it only because I feel that I can read them [PowerPoint One important finding is that relationships between instructors and students are important, which is similar to other researchers' findings on the relationship among care, rapport, and student learning (Malott et al, 2014). Hill (2014), who conducted a study regarding graduate students' perspectives on effective teaching, said, "What is most important seems to be forming a relationship with students and caring about their learning" (p. 58). To establish positive relationships with students, instructors need to create a safe environment that involves care, respect, safety, and flexibility (Hill, 2014;Vella, 2002).…”

“…Passion and care. Passion refers to motivation to teach the course content, while care refers to positive regard and a value of the learning process (Hill, 2014). All participants indicated that passion and care were related and instrumental to an effective learning environment.…”

“…Hill (2014), who conducted a study regarding graduate students' perspectives on effective teaching, said, "What is most important seems to be forming a relationship with students and caring about their learning" (p. 58). To establish positive relationships with students, instructors need to create a safe environment that involves care, respect, safety, and flexibility (Hill, 2014;Vella, 2002). Being non-judgmental, developing achievable course objectives and assessment activities, and exhibiting competency are also important elements of safety and trust (Vella, 2002).…”

Teaching Competencies in Counselor Education: A Delphi Study

“…Specifically, Buller (2016) explored the experiences of award‐winning teachers in counselor education and identified seven common themes: (a) pride in teaching, (b) care, (c) challenge students, (d) authenticity, (e) passion for teaching, (f) organization, and (g) creativity. Additionally, Hill (2014) explored graduate students’ perceptions of educator effectiveness and identified three major themes regarding positive student experiences: (a) relevant knowledge of content; (b) genuine relationships with students characterized by respect, fairness, and flexibility; and (c) teachers’ attitudes toward teaching and learning, which included enthusiasm for the subject matter, compassion, and empathy for students. Moreover, in examining counselor education students’ experiences, researchers found that students rated instructor knowledge of content and delivery style (i.e., the ability to maintain students’ attention and interest in learning) as twice as important in evaluating teacher effectiveness compared with organization and workload for the course (Pietrzak, Duncan, & Korcuska, 2008).…”