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Abstract
This paper is based on the results of the initial phase of a long‐term study undertaken to identify some of the factors that contribute to ‘good teaching’ in the realm of higher education in engineering in India. Feedback from both students and teachers in an engineering institution in India points to the fact that ‘good teaching’ consists of much more than the lucid imparting of content matter. The analysis of these judgements has been carried out concentrating on those qualities which are possessed by good or excellent teachers, but especially on those which are more commonly possessed by excellent than by good teachers. Excellence seems to transcend the boundaries of expounding subject matter, as in European research into the same topic, to include invoking interest, promoting analytical thinking, motivating and inspiring students. It is expected that in subsequent studies, the criteria will emerge more clearly. If so, then this will provide a basis to promote and even inculcate these qualities in teachers to a greater extent and on a wider basis than at present, thereby improving the quality of teaching in engineering education.
Acknowledgement
My sincere thanks to Prof. John Cowan, Open University, UK, without whose encouragement and guidance this paper might not have been written.
Notes
* Centre for Educational Technology, Indian Institute of Technology, Kharagpur 721302, West Bengal, India. Email: [email protected]