Student and faculty perceptions of the characteristics of an ideal teacher in a classroom setting

Abstract

This study sought to identify: (I) the characteristics of an ideal teacher deemed most important by students and faculty in a classroom setting; (2) the relationship between students and faculty perceptions in setting criteria to evaluate teachers. It was carried out in the Faculty of Medicine and Health Sciences (FMHS), United Arab Emirates (UAE) University, UAE, where conventional teaching and learning approaches are used in an integrated curriculum. All the students are nationals of UAE, for whom English is a foreign language. The teaching staff are from countries all over the world. Using a descriptive research approach, data were collected li om the students and the faculty of the FMHS. TFR characteristic identified as 'most important' by the students and the faculty relates to 'willingness to help students'. Other qualities rated highly by both the students and the faculty were 'knowledge of subject-matter', 'ability to present information in a logical sequence', 'attention given to essentials of information', 'ability for clear communication in simple language' and 'respect for student opinion'. The perceptions of the students were significantly different fr am the faculty concerning characteristics, which, if present tit a teacher, will encourage students to be active learners. These were 'build skills of self-learning', 'promote student interest in independent learning' and 'create an atmosphere for discussion'. The findings of the study have direct implications in designing teaching methods and teaching evaluation.