Publication: The assessment of a good teacher: Student’s paradigm
Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kathmandu University
Abstract
Objective: To comprehend the students’ behavioural attitudes and attributes in referring to a teacher as ‘bad or
good’ so as to establish a better communication between the teachers and the taught and promote more effective
teaching and learning in medical school.
Materials and methodology: Q-methodology questionnaire was distributed randomly on open-call to 94 final year
medical students, who had been exposed to about 160 teachers of various departments of a medical college, to
recognize Q-factors. Observations were analysed on adequacy score to derive normalized factor and frequency
distribution.
Results: Three Q-factors have been constructed on distinct items. Teachers’ recognition stands on different traits
and trends. In fact, universal acceptance is still elusive.
Factor-1 Teacher is practical and up-to-date, neither too strict nor witty and shows no evidence of favour.
Factor-2 Teacher is a disciplinarian and is intolerant to misbehaviour and relies on examination performance to label
students good/bad.
Factor-3 Teacher is dynamic and enthusiastic but not very knowledgeable and do not mind misbehaviour of students
in the classroom and do not impose workload.
Conclusion: Q-methodology teachers’ assessment appears to be a viable tool to mend and uplift the teaching
standards.
Description
Rajeev A 1, Raghuveer CV2
1Department of Community Medicine, Kasturba Medical College, Mangalore, Karnataka, India, 2Dean and Professor of Pathology, Kasturba Medical College, Mangalore, Karnataka, India