Searching for Universal Principles of Excellence in College and University Teaching

Buskist, William; Keeley, Jared W.

doi:10.1002/tl.20321

Cited by 25 publications

(28 citation statements)

References 10 publications

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“…This data on the convergence between people who face different contingencies of the teaching and learning process (e.g., demands, functions, working conditions, etc. ), suggests that the TBC items do represent relevant qualities for characterizing the practices of an effective teacher (Buskist & Keeley, 2018). The data, therefore, indicate what students expect of their teachers and what teachers expect of themselves.…”

Section: Discussionmentioning

confidence: 77%

“…The data suggest the existence of a pattern in the selection of certain qualities as being the main ones comprising the repertoire of an effective teacher, although the data from the study conducted by Jõemaa are not as close to the pattern found in data collected in Brazil and the USA. Finally, about the data obtained by Buskist and Keeley (2018), we found that the items they identified as being "universally" important, "knowledgeable about the subject matter" (Item 14), "enthusiastic about teaching and the subject taught" (Item 8), "approachable" (Item 2) and "effective communicator" (Item 6), were all included in the results of our sample.…”

Section: Discussionmentioning

confidence: 85%

“…A new step forward in the investigation of qualities of excellence was made by Buskist and Keeley (2018). This study assessed the extent to which data from several studies of TBC enable identification of "universal" qualities characterizing excellent teachers.…”

mentioning

confidence: 99%

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Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates

et al. 2020

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This research, divided into two studies, expanded the content validity examination of the Teacher Behavior Checklist (TBC). In Study 1, the objective was to identify the degree of relevance attributed by teachers and undergraduates to the 28 TBC items, based on what they consider to characterize an effective teacher. The participants of Study 1 were 85 teachers and 91 students from different Brazilian universities. They assessed the TBC items on a seven-point scale (ranging from “1 = totally irrelevant” to “7 = totally relevant”). Students (Mean = 5.7) and teachers (6.1) considered the TBC items to be relevant. Study 2 sought to identify the 10 most important TBC qualities based on student perceptions. The participants of Study 2 were 995 undergraduates whose choices of items corroborated results from previous TBC studies. These data encourage the use of TBC in teacher formative assessment and research on effective teaching.

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Section: Discussionmentioning

confidence: 77%

Section: Discussionmentioning

confidence: 85%

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Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates

et al. 2020

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“…Despite its limitations, one of the advantages of working with the TBC for planning teacher training and evaluation is the fact that researchers from different countries are conducting research using it (see Buskist and Keeley 2018, for data on the TBC in China, Brazil, Canada, Japan, Estonia, Colombia, and Germany). This international use of the TBC allows comparison of data between countries as well as favoring critical analysis and research enhancement.…”

Section: Introductionmentioning

confidence: 99%

Characterization of Behavior Classes of College Teachers Based on the Teacher Behavior Checklist

et al. 2020

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The Teacher Behavior Checklist (TBC) is an instrument that presents 28 teachers' qualities and examples of corresponding actions. The objective of this study was to characterize the professional behaviors of college teachers based on information available in the TBC items. The procedure adopted was based on the Programming of Conditions for the Development of Behaviors (PCDC). It involved three steps: (a) classification of the 28 qualities of the TBC as adjectives or verbs and linguistic adjustment of verbs for the wording to express a behavior class. We grouped these classes into general behavioral classes identified in PCDC studies on teaching performance; (b) the examples of actions of the 28 TBC items also underwent linguistic adjustment and were grouped into the general classes of step 1; (c) the behavior classes were organized into three components: actions, antecedent, and consequent events. The TBC items were analyzed as behaviors and described functionally. Of the 85 behavior classes in the TBC, we found 107 classes of actions and grouped them into five general classes, in addition to 27 antecedent and 26 consequent events. Studies like this give greater clarity and precision to the description of the professional behaviors of college teachers.

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“…In this scenario, there is an urgent need to update university teaching to prepare future generations of teachers that can adapt to the different scenarios and complexities of current society. Thus, it is critical to creating spaces and scenarios in which the practices of the university teacher are analyzed to help reconfigure both their pedagogical actions and the scope of their professional practice in the training of future teachers (Buskist, & Keeley, 2018), especially, in the university environment where social, cultural and political factors interact (Jä ä skelä , Hä kkinen, & Rasku-Puttonen, 2017).…”

Section: Introductionmentioning

confidence: 99%

Perspective of Teaching in University Professors: Case Study in A Chilean University

Merellano-Navarro¹,

Muñoz-Oyarce

Chandia³

et al. 2020

IJHE

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The present study aims to critically analyse university teaching from the perspective of the actors themselves, since the exercise of teaching allows the teacher to look at their pedagogical practice, interpret it, and recreate it, also turning it into a source of learning from a perspective of change and innovation. In methodological terms, the study is based on the interpretive paradigm which is intended to understand how teachers mean the teaching process, therefore, the methodology option is qualitative through the case study. The data have been obtained through focus groups, with the participation of 16 university professors, a question that allowed the emergence of the discourse of the investigated subjects referring to their experience in the exercise of university teaching. The results point to the importance of didactics in the learning process, the establishment of good personal relationships with their students, the deep mastery of the content of the discipline taught by the teacher, the adequate theory-practice relationship, and the primary concern for the learning in their classrooms, as factors that stand out in those teachers who transcend in the lives of their students. They also open up the opportunity for a series of questions, many of them about the role of university teachers in their capacity as trainers of trainers.

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Searching for Universal Principles of Excellence in College and University Teaching

Cited by 25 publications

References 10 publications

Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates

Teacher Behavior Checklist Content Validity According to Brazilian Teachers and Undergraduates

Characterization of Behavior Classes of College Teachers Based on the Teacher Behavior Checklist

Perspective of Teaching in University Professors: Case Study in A Chilean University

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