![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The growing need for good teaching practices in Engineering Education (Eng.Ed) that will improve the graduate's complex engineering problem-solving skills, has attracted a great deal of attention from researchers in recent years. This increasing interest demands that practitioners should examine their teaching practices from all corners, particularly from students’ lenses. This study aims to investigate the conceptions of good teaching as conceived by students from the engineering discipline by using a phenomenographic approach. A cohort of 15 students from five engineering universities of Bangladesh was interviewed to explore their different ways of understanding and experiencing good teaching. From the phenomenographic analysis, five categories of good teaching were revealed: managing the classroom effectively; simplifying the concept; ensuring communication between teacher and student; engaging students; and practicing in the real world. The five dimensions of variation were identified and a hierarchical relationship among the categories was constructed. The findings play a significant role in the clear understanding of good teaching practices in Eng.Ed from a new perspective. The findings also provide insights necessary for the development of a more robust engineering curriculum that takes into consideration a conducive learning environment (classroom management), logical arrangement of curricula content, engaging activities, and industrial attachments.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Hamisi Ramadhan Mubarak
Mr. Hamisi Ramadhan Mubarak, the first author, is a Ugandan by nationality but currently working as an assistant Professor in the Department of Technical and Vocational Education (TVE) at Islamic University of Technology (IUT), Bangladesh. Mr. Hamisi's research explores the dynamic nature of learning environment and how it is influenced by ever changing technology. His research interests are also in the areas of engineering education, education technology and learning analytics.
Md. Shahadat Hossain Khan
Md. Shahadat Hossain Khan completed his PhD degree from the University of Sydney, Australia. He has been working as a Professor in the Department of Technical and Vocational Education (TVE), at the Islamic University of Technology (IUT), Bangladesh, since 2018. His research area explores: technology education and engineering education sectors. He mainly focuses on engineering education (pedagogy), technology integration in this sector and OBE. His research also focuses on the TPACK (technological, pedagogical, content, knowledge) framework in national and international contexts. His published journals and book chapters have already contributed internationally.