How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching

Cain, Jeff; Stowe, Cindy D.; Ali, Dina; Romanelli, Frank

doi:10.5688/ajpe6680

Cited by 5 publications

(3 citation statements)

References 39 publications

(45 reference statements)

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“…The fundamental reason for the teachers' positive attitudes was their belief that student feedback is important to help them reflect on their teaching and make necessary improvements (Cain et al, 2019). This belief aligns with Maiyo's (2020), Ulker's (2021) and Alsabahi's (2020) findings that teachers' positive views of SET are based on their belief that students have the ability to assess their teaching effectiveness and Ballantyne et al's (2000) finding that teachers appreciate and recognise students' ability to identify learning problems that teachers may overlook.…”

Section: English Teachers' Perceptions Of Setmentioning

confidence: 99%

“…They felt it contributes greatly to advancing their teaching methods and student-teacher relationships. As Ory (2000) suggested, teachers can perceive evaluations as a means and opportunity for self-reflection (Cain et al, 2019), dialogue and discussion (Alsabahi, 2020). SET is effective at improving teaching quality so long as teachers act upon student feedback (Grimard et al, 2018;Hendry & Dean, 2002).…”

Section: The Impacts Of Set On English Teachers' Teaching Practices and Careermentioning

confidence: 99%

“…Both studies also found that teachers considered it important to provide students with enough information about the importance of SET and to give students training on it. Suggestions about how to respond to SET results come from another qualitative study conducted by Cain et al (2019). Interviewing nine pharmacy instructors in an American institution, Cain et al found that the teachers recommended using discretion to respond to SET results and considered the SET results as a reflection on their teaching practices.…”

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confidence: 99%

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English Teachers’ Perceptions of Student Evaluation of Teaching in an Indonesian University

Silalahi¹

2021

TEFLIN

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Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.

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Section: English Teachers' Perceptions Of Setmentioning

confidence: 99%