scholarly journals ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY

2021 ◽  
Vol 32 (2) ◽  
pp. 316
Author(s):  
Rentauli Maria Silalahi
Keyword(s):  
Undergraduate Students ◽  
Teaching Practices ◽  
Student Evaluation ◽  
Private University ◽  
Structured Interviews ◽  
Student Evaluation Of Teaching ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Evaluation Of Teaching ◽  
The University

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.

scholarly journals Learner Autonomy in University English Classrooms: Teachers’ Perceptions and Practices

2017 ◽  
Vol 6 (2) ◽  
pp. 19 ◽  
Author(s):  
Chiew Yen Dwee ◽  
Elizabeth M. Anthony
Keyword(s):  
Teaching Practices ◽  
Teacher Perception ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Teachers Perceptions ◽  
University Teachers ◽  
English Classrooms ◽  
Depth Data ◽  
The University ◽  
University Setting

While much has been written on the concept and development of learner autonomy, limited studies have investigated the perceptions and classroom practices of teachers in fostering learner autonomy. This paper sets out to examine what teachers think about learner autonomy as well as the strategies they use to develop autonomous learners in a university setting using a qualitative approach. Five English teachers were selected using purposive sampling and a semi-structured interview was conducted with each of them to obtain in-depth data on their perceptions and teaching practices revolving around autonomous learning. The findings revealed that although university teachers possessed a fair understanding of what learner autonomy involves, there was a lack of focus in terms of developing learner autonomy in the classroom due to a number of challenges such as lack of teacher readiness, passive student attitude as well as the relevance and timing of English courses within the university curriculum.Keywords: Learner autonomy, Teacher perception, Teaching practices, English classrooms

scholarly journals The mechanization of teaching: Teachers’ metaphors and evaluation in Japanese tertiary education

2011 ◽  
Vol 35 (1) ◽  
pp. 3
Author(s):  
Peter Burden
Keyword(s):  
Formative Evaluation ◽  
Student Evaluation ◽  
Tertiary Education ◽  
Teacher Involvement ◽  
Student Evaluation Of Teaching ◽  
Conceptions Of Teaching ◽  
Reflective Process ◽  
University Teachers ◽  
Evaluation Of Teaching ◽  
Specific Evaluation

Twelve ELT university teachers reflected, through using metaphors, in interviews about the use of Student Evaluation of Teaching surveys (SETs) in their respective universities. Studying teachers' metaphor reveals their first-hand experience of how they were affected in their teaching by SETs. Metaphors suggest that SETs do not match teachers’ conceptions of teaching as an art. Such evaluation has caused relations between teachers, administrators, and students to fracture due to competitive ranking. While participants accept formative evaluation as a necessary process to give insights to teachers, they wish for a more open, improvement-focused, cooperative, specific evaluation. They want more teacher involvement and more dialogue between teachers to discuss the results of SETs to aid the reflective process for change. 大学でELT担当の12名の教師にインタビューを実施し、各自の大学での学生による授業評価（SETｓ）についてメタファー（比喩）にて述べてもらった。教師のメタファーは、学生による授業評価（SETｓ）で各々の教え方にどのような影響があったかの率直な考えを表している。メタファーは、学生による授業評価（SETｓ）と教師側の技術としての‘教える’という考え方は合致しないということを示唆している。このような評価は、競争的な評価をすることで教師側・大学当局側・学生側の関係を壊している。被験者（つまり学生）側が必要な過程として形成された評価を受け入れて、教師側に新たな教育的ひらめきをもたらさなければならない、その一方で被験者側はより開放された、改善を目的とした、連携された、特定の評価を望むのである。被験者側のコメントでは、教師側の更なる向上の必要性、また教師側と学生による授業評価（SETｓ）の結果について意見交換をし、授業の変化をもたらせたいとしている。

scholarly journals 'When they Struggle, I Cannot Sleep Well Either': Perceptions and Interactions Surrounding University Student and Teacher Well-being

2020 ◽  
Author(s):  
Lisa Kiltz ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Marjon Fokkens-Bruinsma ◽  
E.P.W.A. Jansen
Keyword(s):  
University Students ◽  
Student Teacher ◽  
Empirical Studies ◽  
Well Being ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Psychological Need ◽  
Student Teacher Relationship ◽  
The University

A wealth of evidence has indicated that both students and teachers experience high levels of stress, burnout, and ultimately compromised well-being in the university context. However, although numerous studies have investigated well-being among university students, and some studies have addressed well-being among university teachers, these lines of research are often conducted in isolation from one another. This is surprising, as the importance of considering reciprocal links between students and teachers has been suggested in numerous empirical studies. Additionally, when researching well-being in academia, conceptualizations of well-being differ from study-to-study. The present research therefore investigated how students and teachers conceptualize well-being at the university based on their personal experiences, as well as how student and teacher well-being interact. To examine this, six university students (50% female), and ten teachers (50% female) from Germany and the Netherlands participated in semi-structured interviews. Qualitative analysis using a multistage coding process revealed detailed insights concerning students’ and teachers’ perceptions of well-being that coincided with positive psychology, resilience, multifaceted, and basic psychological need fulfillment approaches. Moreover, an interaction between students’ and teachers’ well-being became apparent, including several factors such as the student-teacher relationship, that contributed to both population’s well-being. The present findings lend evidence towards a more coherent conceptualization of well-being for further research and are discussed in terms of suggestions for initiatives that simultaneously support both populations, for example, through the student-teacher relationship.

Confirming the Factor Structure of a Research-Based Mid-Semester Evaluation of College Teaching

2020 ◽  
Vol 38 (7) ◽  
pp. 866-881
Author(s):  
Alice E. Donlan ◽  
Virginia L. Byrne
Keyword(s):  
Gender Bias ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Classroom Climate ◽  
Teaching Practices ◽  
Student Evaluation ◽  
College Teaching ◽  
University Administrators ◽  
Timely Feedback ◽  
Evaluation Of Teaching

End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide instructors with beneficial formative feedback that can contribute to improved teaching practices and student engagement. However, existing research on the construction of valid, reliable midsemester tools is rare, and there are no existing midsemester evaluation scales that were constructed using education research and psychometric analysis. To address this gap, we designed and piloted a midsemester evaluation of teaching with 29 instructors and 1,350 undergraduate students. We found evidence that our Mid-Semester Evaluation of College Teaching (MSECT) is a valid and reliable measure of four constructs of effective teaching: classroom climate, content, teaching practices, and assessment. Furthermore, our factor structure remained consistent across instructor genders, providing evidence that the MSECT may be less susceptible to gender bias than prior student evaluation measures.

Sign in / Sign up

Export Citation Format

Share Document