Emma Carter, Pui Ki Patricia Kwok, Lydie Shima, Nidhi Singal
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引用次数: 0
Abstract
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwandan districts. Through thematic analysis, findings revealed an understanding of ‘good’ teachers via multiple dimensions. Students highlighted the importance of teacher disposition and responsible behaviors. Teacher–student relationships were also strongly valued as was holistic learning including positive values and being influenced cognitively and affectively. These results provide important implications for teacher professional development and policies in response to the contextualized preferences.
期刊介绍:
nternational Journal of Adolescence and Youth aims to identify, examine and compare particular issues, problems and policies related to adolescents and youth throughout the world. Subject areas covered include psychological growth and development, health and medical care, delinquency, social policy, employment and unemployment, education and training, spiritual and physical development, leisure, family relationships, sex education, homelessness. The Journal will be of interest to researchers in those areas, university and other higher education institutions, as well as to international, central and local government and voluntary organizations and field work agencies.