If the Walls Could Talk: Student Perspectives on What Makes for a “Good” Teacher

2.50
Hdl Handle:
http://hdl.handle.net/10755/603166
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
If the Walls Could Talk: Student Perspectives on What Makes for a “Good” Teacher
Other Titles:
Using Teaching Strategies to Improve Student Outcomes [Session]
Author(s):
Valiga, Theresa M.; Munteanu, Ashley; Munteanu, Ashley
Lead Author STTI Affiliation:
Beta Epsilon
Author Details:
Theresa M. Valiga, RN, CNE, ANEF, FAAN, terry.valiga@duke.edu; Ashley Munteanu, RN
Abstract:
Session presented on Sunday, November 8, 2015: There is extensive literature regarding “what the best teachers do” and what makes for a “good” teacher. Some of this literature is based on research, and some is anecdotal in nature. Oftentimes, descriptions of “good teachers” are generated from an analysis of principles of quality teaching/learning or from an analysis of feedback from students. In most instances, however, the students interviewed or studied are undergraduates, the descriptions of “good teachers” relate to individuals teaching K-12 or undergraduate courses, and the subjects referenced are general in nature (e.g., Biology) rather than part of a professional education curriculum. The study reported here examined discussion forum postings made by graduate nursing students in an online course about facilitating student learning to “surface” their descriptions of what makes for a “good” teacher. Substantial Forum postings on five learning-focused topics in each of five semesters of the course were analyzed, using qualitative methods, and themes emerging from those postings were identified. These themes will be identified and explained, representative quotes from students will be provided to illustrate each theme, and implications of the findings will be discussed.  Additionally, participants will be invited to engage in discussion about the barriers that make excellent teaching difficult to achieve, as well as the knowledge, skill and support needed to achieve excellence as a teacher. This study helps faculty teaching in a professional program such as nursing understand how those students define “good teachers,” compare those definitions with descriptions of “good teachers” found in the literature, and reflect on their own practices as teachers.
Keywords:
Teaching Excellence; Student Perspectives; Qualitative Study
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B09
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleIf the Walls Could Talk: Student Perspectives on What Makes for a “Good” Teacheren
dc.title.alternativeUsing Teaching Strategies to Improve Student Outcomes [Session]en
dc.contributor.authorValiga, Theresa M.en
dc.contributor.authorMunteanu, Ashleyen
dc.contributor.authorMunteanu, Ashleyen
dc.contributor.departmentBeta Epsilonen
dc.author.detailsTheresa M. Valiga, RN, CNE, ANEF, FAAN, terry.valiga@duke.edu; Ashley Munteanu, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603166en
dc.description.abstractSession presented on Sunday, November 8, 2015: There is extensive literature regarding “what the best teachers do” and what makes for a “good” teacher. Some of this literature is based on research, and some is anecdotal in nature. Oftentimes, descriptions of “good teachers” are generated from an analysis of principles of quality teaching/learning or from an analysis of feedback from students. In most instances, however, the students interviewed or studied are undergraduates, the descriptions of “good teachers” relate to individuals teaching K-12 or undergraduate courses, and the subjects referenced are general in nature (e.g., Biology) rather than part of a professional education curriculum. The study reported here examined discussion forum postings made by graduate nursing students in an online course about facilitating student learning to “surface” their descriptions of what makes for a “good” teacher. Substantial Forum postings on five learning-focused topics in each of five semesters of the course were analyzed, using qualitative methods, and themes emerging from those postings were identified. These themes will be identified and explained, representative quotes from students will be provided to illustrate each theme, and implications of the findings will be discussed.  Additionally, participants will be invited to engage in discussion about the barriers that make excellent teaching difficult to achieve, as well as the knowledge, skill and support needed to achieve excellence as a teacher. This study helps faculty teaching in a professional program such as nursing understand how those students define “good teachers,” compare those definitions with descriptions of “good teachers” found in the literature, and reflect on their own practices as teachers.en
dc.subjectTeaching Excellenceen
dc.subjectStudent Perspectivesen
dc.subjectQualitative Studyen
dc.date.available2016-03-21T16:44:43Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:44:43Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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