Browsing by Author "Kaila, Emmi"

Aims of the study The goal of university teaching is to foster student learning. The current constructivist learning theory highlights students' active role in learning and so the students' point of view of their learning situation becomes important. The aim of this study was to gain knowledge about how university students understand excellent university teaching. The study was guided by the following question: What kind of perceptions do the students have about excellent teaching in university? The research question was elaborated from four perspectives: How do the students describe the teacher, expertise in subject knowledges' and pedagogical content knowledge, pedagogic relation and didactic relation? As a baseline for the study was the concept of scholarship of teaching, pragmatist constructivist learning theory and didactic triangle, which construe the core elements of teaching. Method The data of the study consisted of written suggestions by students of Aalto University of which teacher from their university should be rewarded, considering Aalto University's students' unions (AYY) contest "Teacher of the Year". The data of the study were collected during 1980-2011 by AYY. The data of the study was analyzed with a qualitative theory guided content analysis in which the theoretic aspect used was the didactic triangle's elements and relations. Results and conclusions In students' experience the didactic relation was emphasized. Therefore, in teaching, the students value and recognize most teacher's practical teaching action. In students' descriptions of excellent university teaching, teacher's characteristics, skills and action were more highlighted than the learning of students, although it also emerged in the data. From the aspect of the study's results, which represent the students' point of view, it becomes important to emphasize the following aspects in developing university teaching: teaching should be seen as a dynamic continuous process; in teaching and learning the close personal and learning interaction between teacher and students should be emphasized; individuality: the previous experiences of students should be considered and teacher's sufficient subject's control should be guaranteed.