Effective Teacher and Effective Teaching Practices: Literature Perspective and Learning Experience—A Qualitative Study between Italy and Spain (Part I)

Maria del Pilar Alcolea Pina; Zbigniew Formella

doi:10.21697/fp.2023.2.23

Published: 2023-12-25

Vol. 13 No. 2 (2023)

Effective Teacher and Effective Teaching Practices: Literature Perspective and Learning Experience—A Qualitative Study between Italy and Spain (Part I)

Maria del Pilar Alcolea Pina , Zbigniew Formella

Pedagogical Forum

Section: Colloquia

https://doi.org/10.21697/fp.2023.2.23

Abstract

Many and diverse are authors underlining the importance and need to include the student’s voice in the study of teaching effectiveness. This would require appropriate methods and techniques for the study object. Low visibility of student perspective about effective teachers and their teaching practices is an empty space that specialized literature has increasingly highlighted. This is not trivial, given that teachers and their practices are the external factors that exert most influence on student learning, the most critical aspect of high-quality teachers is the perception of their teaching by the students. A dissected and detailed approach to this study field, requires a holistic paradigm that makes humanistic perspective relevant. This outlook is susceptible to conceive the student as a person, considering strengths and limitations, as well as both professional and personal qualities. Likewise, the study methodology and instruments must be in consonance with such paradigm and its point of view. Current research on teacher effectiveness impact would be reinforced by exposing the student learning experience.

Keywords:

teaching effectiveness, student perspective, learner voice, teaching quality, educational improvement

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del Pilar Alcolea Pina, M., & Formella, Z. (2023). Effective Teacher and Effective Teaching Practices: Literature Perspective and Learning Experience—A Qualitative Study between Italy and Spain (Part I). Pedagogical Forum, 13(2), 317–334. https://doi.org/10.21697/fp.2023.2.23

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