Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530748
Title: Students' perceptions of quality teaching in higher education in the UK : the MA in education case
Author: Bo´tas, Paulo Charles Pimentel
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2008
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Abstract:
This study provides an account and analysis of students' perceptions of quality teaching in higher education in the UK, in the context of higher education policy demands and the debate about quality of teaching and learning in higher education. It is an investigation of how MA students in Education perceive quality teaching and what criteria students use to establish their judgements. In this study, I examine power relations in the teaching and learning process in the classroom. I also analyse the implications of these perceptions and criteria for policy and practice relating to quality teaching and learning in higher education in the UK. This study is based on a qualitative research design in which the objective was to describe, understand and explain students' perceptions of quality teaching in higher education. The empirical data was gathered from in-depth, semi-structured interviews with 43 post-graduate (horne and international) MA students of Education in higher education in the UK. The qualitative data analysis is based on a Foucauldian analysis of power relations in the teaching and learning process aided by pedagogical, sociological, cognitive psychological and psychoanalytical theories. In this study, I create a space for students to voice their perceptions of quality teaching in higher education in the UK. I conclude, based on the findings of this study, that good quality teaching in higher education means different things to different students: what good quality teaching is for some, is not for others. The findings demonstrate that students know what their learning needs are, as they know what does and does not motivate them to engage in the teaching and learning process. They also demonstrate that students associate good quality with a teacher's teaching style when they learn in the teaching and learning process. When they do not learn, they associate poor quality with a teacher's teaching style. I argue (1) that some students are not able to evaluate the quality of teaching at the point of delivery; (2) that it is not possible to have a single way of measuring quality teaching in higher education; and (3) that quality as a concept cannot be applied to teaching and learning in higher education
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.530748  DOI: Not available
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