Students and Teachers’ Perceptions of the Most Valued Teaching Actions

Abstract

The aim of this study was to identify and describe students and teachers’ perceptions on the most valued teaching actions in order to learn. Two samples were used for this study: 352 university teachers and 2634 undergraduate students answered to a questionnaire on different teaching actions. Results showed that teaching actions assessed in the questionnaire were considered important by both samples, since they favor students’ learning. Teachers considered as the most valued actions presenting the class topic and linking it with reality using examples, asking questions to students to make them participate or identifying if they understood the topic and clarifying doubts. On the other hand, students gave a similar appraisal but with significantly lower scores. Some new research lines are suggested such as teachers’ beliefs on learning and assessment in higher education.

Keywords

• assessment
• class development
• higher education
• teaching actions