Sådhanå (2018) 43:188
https://doi.org/10.1007/s12046-018-0946-3
Ó Indian Academy of Sciences
Sadhana(0123456789().,-volV)FT3
](0123456789().,-volV)
Attributes of good teaching in engineering education in Indian
subcontinent
AABHA CHAUBEY*, BANI BHATTACHARYA and SHYAMAL KUMAR DAS MANDAL
Centre for Educational Technology, Indian Institute of Technology, Kharagpur 721302, India
e-mail: aabha.vns1986@gmail.com; banib@cet.iitkgp.ac.in; sdasmandal@cet.iitkgp.ac.in
MS received 19 April 2018; revised 9 June 2018; accepted 19 July 2018; published online 11 October 2018
Abstract. Engineering education in India has been facing considerable challenges in regard to good teaching
and knowledge deployment. Therefore demands new teaching methods and learning approaches thus must be
developed in the field. The present review explores the concept of good teaching practices affecting performance
of students in higher education with special reference to engineering education in India. With the advent of new
technologies and tools, it is also vital to study the effectiveness of teaching methodologies; therefore, the review
is intended to demarcate the factors which can be used to evaluate the good teaching among students. This study
also explains the research done on engineering education in India in the past and recognizes the major factors
influencing the same.
Keywords.
teaching.
Good teaching; teaching effectiveness; engineering education in India; student evaluation of
1. Introduction
Engineering is the application of science and technology in
order to design, build and maintain structure, machine and
devices [1]. The key purposes of engineering institutions
are to advance the frontiers of knowledge, integrate new
technologies from the laboratory to society, to offer a rigorous education, to train students, to become qualified
engineers and the society leaders. It also prepares graduates
to lead fulfilling professional lives, participate in lifelong
learning, and assume roles as contributing members of
society [2]. The effectiveness of higher education institutions is reliant on the quality of teaching. At higher education level, it is expected that students will deliver their
own motivation and discipline, and will utilize their already
developed cognitive abilities to grasp the instructions provided by teachers. However, in the process of student
learning, the teacher still has a central and challenging role
to perform, by fashioning a framework which provokes
student’s desire and ability to learn and work most
effectively.
The quality can only be achieved with adopting good
teaching methodologies. Teaching is a developmental process and includes interactions between a coach and his/her
environment [3, 4]. According to Richlin and Cox [5],
teaching is a complex process which involves not only
teaching but also learning. With further progress in research
from time to time, a lot of factors have been demonstrated
*For correspondence
by the scholars which, contribute to ‘‘good teaching’’ in
order to impart knowledge and trigger enthusiasm among
students.
University teaching is a multidimensional process which
involves various crucial factors in order of good teaching,
leading to the meaningful learning outcome. The teaching/
learning process of any discipline may have several
dimensions but if we think about high-quality teaching
practices, certain traits of an instructor or a particular
environment of a class room comes first in our mind.
Further, the engineering faculty needs to learn new
approaches for teaching and learning, which in turn
requires effective professional development for both new
and experienced instructors alike [6]. It is noted that the
efforts towards ‘‘good teaching’’ often remain underrated
and unrewarded especially in higher education. Among the
different studies focused on issues faced in higher education, one of the studies proposed by Clark [7] who identified an equation to represent the key elements in higher
education teaching which, can contribute towards the
improvement in the student’s performance. The relationship was described as follows [7, 8]:
Relationships þ Variety þ Synergy
¼ Environment for Success
ðR þ V þ S ¼ SuccessÞ:
India has although adapted consistency in modernization
of information technology and economic growth pattern,
but it still lags improvement in education sector exclusively
1
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in higher education [9, 10]. However engineering education
still faces significant setbacks due to lack in quality
teaching practices, needed to meet the demands on the
engineering profession in the 21st century. In order to
participate globally in developmental goals, Indian education system needs to adopt effective measures to bring
improvement and advancement in the existing administrative procedures and instructions model that would help in
developing strategies to apply best possible model for the
higher education system. In the view of persistently
growing challenges of the technical manpower worldwide,
quality assurance in the higher education institutes and
particularly in engineering education is necessary [11].
Therefore here we have tried to cluster the knowledge and
researches on good teaching practices and factors influencing good teaching, which is lacking in Indian scenario
and must be addressed properly.
2. Background
Teaching is considered to be a complex activity [12], since
long time the scholars and researchers in the field of education have been exploring and analyzing the phenomenon.
The quest for effective teaching remains a challenging,
complex and daunting task. In spite of the efforts by
number of researchers and research evidence on the nature
of effective and ineffective teaching, there still persists a
huge space about defining, what effective teaching are
really meant off [13]. The present review tried to explore
the factors influencing good teaching such as pedagogical
context of teaching, in national context, institutional
structure, student profile, teacher training and use of
information technology. It also highlights the difficulty of
reaching a clear definition of good teaching in higher
education.
Quality teaching appears indefinable because it is
evolving with the time and technological advances and
dependent on national context also. Moreover, the sources
cited by workers are mainly from native English-speaking
countries, limiting the scope of applying the findings to
other cultural contexts. As a consequence of these constraints the study targeted to focus on the different meaning
and the concept of good teaching characteristics.
It is universally recognized that teachers ‘instructional
performance plays a key role in students’ learning and
academic achievements [14]. However, an important point
emerged from the previous review of literatures explains
that some concepts have remained at the research level: this
need to be also addressed at grounds.
The studies on teaching attributes affecting engineering
education in India have been inadequate in last few decades. Although few researchers in the Indian context,
(Native American academician [15] found that the major
challenges in teaching in engineering education (India)
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have been due to the inclusion of culture into the education.
While in practice, Pewewardy insisted that, education
should be included in cultures [15]. For more than 15 years,
academicians and researchers have tried to develop closer
relationship between student’s cultural background and the
education. Au and Jordan [16] termed this co-relationship
as ‘‘culturally appropriate’’, similarly Mohatt and Erickson
[17] called it as ‘‘culturally congruent’’, Cazden and Leggett, [18]. Erickson and Mohatt [17] referred it to as
‘‘culturally responsive’’ Jordan [19], Vogt and Tharp [20]
termed it as ‘‘culturally compatible’’. These researches on
equality in educational opportunities have made an attempt
to find the setbacks due to differences created by student’ s
cultural differences at home and that to at the school level.
These cultural problems if, taken into consideration, while
students evaluation, then shows impact in their academic
successes. Some more scholars have further tried, studied
and contributed considerably in progress of educational
strategies in engineering education. Shulman [21] defines
academics as consisting of academic knowledge, subject
matter knowledge, as well as academic content knowledge.
However Berliner [22] was not much confident about the
ability of expert academicians to pass on information of
their expertise to up-coming new practitioners. The study
conducted by Bartolome [23] strongly supports towards
inclusion of perspectives of students and considering them
as an ‘‘integral part of educational system’’. However, in
the recent times, the research has been negligible on the
aforesaid concept (figure 1) and not many researchers have
focused on the aspect of quality teaching practices. The
area therefore urgently demands the understanding of
concept of good teaching in higher education and also
presents the role of different factors which affect students
while assessing them.
3. Research gaps in the existing literature
Very few researches have focused on identification of
factors which can contribute towards good and high quality
teaching, with the particular reference of engineering education in India. Most of the research methodologies previously developed were still considered and used to evaluate
the good teaching model. However in the modern era of
technology, there needs an urgent attention to redefine the
scenario of changing teaching context. The viewpoints
gained in the research over the last two decades suggest that
there is much to be learned about the factors which make
teaching good and effective and tools which should be
considered to evaluate the good teaching practices. The
persistent gaps in the literature calls for additional research
which includes investigation programs or training modules
for effective training, assessment models and feedback to
promote better learning, the extent of teacher and student
characteristics to increase effectiveness and approach used
to evaluate teacher practice and student learning.
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Figure 1. Key constitutes of good teaching.
4. Good teaching: meaning and definitions
The aim of teaching is simple and straight: it is to make
student learning possible more easy and enjoyable. Before
defining the term good teaching, we have to know clearly
what is ‘Teaching’. To teach is to make an assumption
about what and how the student learns; therefore, to teach
well implies learning about ‘students’ learning’ [24]. Precisely, ‘‘Teaching is complex, and great practice takes time,
passion, high-quality materials, and tailored feedback
designed to help each teacher continuously grow and
improve’’ [25]. To ensure good teaching, teaching practices
and meaningful learning, teaching must focus on imparting
knowledge, skills and attitude in order to bring about a
desirable change in learners [26]. When such kind of
teaching delivered to the students then it has become good
or effective teaching. However, good teaching or effectiveness of teaching or effective teaching is an established
field of study. Many scholars and researchers have tried to
define the term ‘Good teaching’ in numerous ways through
their studies. Good teaching is a very significant characteristic of education because good teaching helps a student
to learn better as well as improves the students’ academic
performance or achievement. However it is very difficult to
give a precise definition of teaching effectiveness/good
teaching. Good or effective teachings do not happen by
chance or have miracles. Day by day it is becoming even
more imperative as the stress on quality in higher education
has increased. Actually ‘‘Effective teaching is dependent on
the coordination of several components: the objectives, the
student, the content, and the teacher’’ [27]. This is the
reason why Elmore and Wong [28] stated that ‘To improve
student learning, you do not change the structure. You
change the instructional practices of teachers’. It is also said
that ‘‘If we want students to learn more, teachers must
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become students of their own teaching’’. They need to see
their own teaching in a new light [25]. While one may think
that it is far achievable to have good teaching in higher
education, some authors have been there to make it easy to
see how good teaching takes place and emphasizes that
good teaching is neither making things hard nor to frightening students. It has a sense of benevolence and humility;
it always tries to help students to master a subject; it
encourages students to attempt and succeed in something
[29, 30]. For them ‘‘Good teaching fosters a sense of student control over learning and interest in the subject matter’’ [30]. Again they stresses that good teaching is flexible
and it is open to change: it involves constant efforts to find
out what the effects of instruction are on learning, and
modifying the instruction in the light of the evidence collected’’ [29, 30]. Simon and Boyer [31] discovered some
important factors or variables that not only affect teaching
effectiveness but also students’ achievement to a great
extent. But good teaching still lacks a clear definition,
because the characteristics or attributes which construct
good teaching were not identified in a proper manner,
which is one of the most important factors to drive this
proposed research in India. The impact of research, from
the studies and reports on good teaching [21, 29, 32–37]
and research on student achievement and academic success
[38–41], showed that it is possible to identify clusters of
instructional skills, strategies, and attitudes that promote
students academic achievement and quality or good
teaching. Similarly there are more elements that constitute
good teaching in general: imparting knowledge, giving
students tools, and triggering motivation. While according
to Taylor [42] thirteen abilities must be included for quality
teaching and learning such as: Engagement with locally and
globally, Engagement with peers and colleagues, Equity
and pathways, Leadership, Engagement with learners,
Entrepreneurship, Designing for learning, Teaching for
learning, Assessing for learning, Evaluation of teaching and
learning, Reflective practice and professional development,
Personal management, and Management of teaching and
learning. Further, Radloff [43] emphasized that these abilities do not only covers traditional discipline but pedagogical knowledge and skills also. But they also entail an
understanding of the global and connected nature of education and skills in leadership and management. Further,
our aim lies on to bring good teaching characteristics and
that must be incorporated into teacher training models to
improve the quality of teachers.
5. Teaching as a good and effective tool for quality
enhancement
Globally quality teaching has become a hot issue due to
continuous changes are inducted in higher education. The
main enforced causes are: increased international
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competition, increasing social and geographical diversity of
the student body, increasing demands of value for money,
introduction of information technologies, etc. On the other
hand, in the present scenario higher education is viewed as
an investment that should contribute to national prosperity
in the long term and the return on the investment must be
good [44]. Therefore ‘‘culture of higher education’’ is
‘‘increasingly stepping towards market-oriented’’ business
[45] and thus external demands for quality of teaching have
increased. Students paying hefty tuition fees might now be
considered as ‘‘clients’’ of higher education institutions.
Therefore they are also very concerned about the quality of
the lectures they pay for [46].
6. Good teaching in engineering education
The ‘‘cycle of professional practice’’ is considered as a
prologue for judging and keeping track of what every
professor from every institution can do to produce more
productive kind of engineering education. One connotation
is that, there are no instructional methods that can be
considered as best. Effective teaching ultimately depends
on context, students, discipline, and topic. They are usually
based on the studies and reports on good teaching. Several
researchers have done the researches on effective teaching
[32–37] and underlined that good teaching is a type of
teaching that correlates with the educational institution’s
mission statement and thus promotes towards an effective
way to achieve good teaching practices [47]. It was concluded that the current economic growth can be substantially increased if India becomes a specialist in knowledge
sector. Therefore the higher education system has to be
strengthened. It has to tone its system to acquire leadership
qualities, to attain all round training; to enhance communication and interpersonal skills, to have exposure of world
outside the institute, to obtain knowledge of the latest
trends in technology, and to gain confidence to meet challenges provided by highly competitive and ever-changing
world [48]. Further, researches revealed four components:
lesson organization, lesson clarity, interest in learning, and
positive classroom climate which can work as promotional
factors to achieve good teaching practices [49]. Similarly
Shabani [50] reconnoitered that lesson design, teaching
execution, evaluation of teaching and interactive relation
are some of the significant needles which determine
teaching quality in university teaching. Further, five key
factors were also proposed, which were responsible for
good teaching and tagged them as ‘holy grail of good
teaching’. The main attributes were identified during the
research included; teacher awareness, interest and
accountability about the learning; classroom daily activities
which promote learning; experience based evaluation
methods, need for effective feedback and effective interaction to stimulate learning (figure 3). Drawing inferences
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from the previous research, the findings of Gurney’s
research are quite similar too [51]. Raguram [52] pointed
out that some good teachers may be born, but most of them
are made, as products of a good teaching-learning process
so the process should be like this which promote towards
good teaching. They emphasized that continuous training
and quality management can be associated with educational
practice to enhance teaching learning process. Similarly,
Ditcher [53] discussed about the effective teaching and
learning practices in higher education. He also identified
important factors towards good teaching included widespread use of lectures; problem based learning, and further
recommended that lack of critical approach and old
assessment methods impact the quality of education.
Teaching has transformed from passion to profession thus
resulted in demand of better quality of teacher and teaching.
characteristics of a good or effective teachers and their
teaching skills are so that they can impart conceptual
understanding, evoke analytical and creative and innovative
thinking and facilitate that kind of knowledge to the students so that they can solve the problems of real world [54].
Bhattacharya [9] conducted a pilot study among undergraduate engineering education and pointed out several
factors related to good teaching. The study not only evaluated the perception of the student about good teaching
(figure 2) but also taken the view of faculties and compare
their mismatch. It has been explored in the study that
through proper investigation of some factors like cognitive,
affective and teaching skill are some of the key role players
in order to identify the good teaching practices. Kumar and
Khadir [55] in similar trends tried to examine the attributes
of teaching effectiveness among the engineering faculties
of self-financed engineering colleges. The conclusion
drawn from his study revealed that teachers performance
must be improved by training practices and thereby
increase the quality of education and student (figure 2). The
teacher’s voice about the good teaching practice is also an
important aspect. Tyagi [56] analyzed the opinion of the
teachers about good teaching and characteristics of a good
teacher. The views of engineering faculties have been taken
into considerations and focused on the three factors namely
attitude, skill and knowledge in order to access the quality
of good teachers which will ultimately lead towards good
teaching. Similarly, Padmanabhan [57] tried to explore the
effectiveness of science and engineering faculties and
emphasized on classroom producers in order to find out
effective teaching behavior. She pointed out that pedagogy
and constructivism and participatory learning can show the
path of meaning full teaching learning process and thus will
give us an idea about which factors or characteristics of
good teaching is ruling the teaching-learning process. To
improve the performance of the teachers in higher education, then we need to improve our training practices and
thereby increase the quality of education and student.
Similar thoughts were also pointed by other workers about
the several challenges faced within the engineering
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Figure 2. Factors of teaching effectiveness [31].
education. In order to curb the challenges, one needs to
continue learning about new approaches for the professional development of teachers. The researchers also indicated towards the possibility of faculty and academic
leaders joining hands to take forward good teaching and
learning practices [6]. Oyekan [58] conducted a study
among the secondary school teachers which investigated
the attributes of teaching effectiveness and major findings
revealed that many factors are included in teaching effectiveness in classroom practice like broad knowledge of the
subject matter, better and effective use of chalkboard, good
communication skills, good command over language and
well-organized learning environment, formulation of clear
objective. In other words, we can second the voice of
Palmer [59] which makes it clear that good teaching cannot
be reduced or to depend on to technique; good teaching
comes from the identity and integrity of the teacher. It is
within the teachers. Toor [60] has piloted a study on
‘‘Teacher Effectiveness, General Intelligence and Creativity of Secondary School Teachers.’’ the study reveals a
significant difference in the teacher effectiveness of government and private secondary school teachers. Babu and
Kumari [61] explained about ‘‘Organizational Climate as a
Predictor of Teacher Effectiveness’’. The findings of the
study suggested that maximum number of effective teachers is in government schools where open climate happens
while in comparison to private schools where closed climate exists. Chandramma [62] has conducted a study and
found out that the management of the institution has no
substantial impact on the overall teaching effectiveness of
teacher educators. Sharadha and Paremeswaram [63] in
their study tried to make an attempt to examine the role of
some behavioral disparities among teachers and their
probable inferences for effective classroom teaching and
learning. A study conducted by Doss [64] revealed that
moderate level of effectiveness has been found in majority
of college teachers. It is also reported that management or
nature of the institutions has major influence on several
dimensions of teacher effectiveness. Dogra [65] conducted
a study and found that the findings of (i) the teachers
belonging to government showed better ‘Teaching Effectiveness’ than private college teachers. (ii) Government
secondary school teachers were more satisfied than private
school teachers. Further Vijayalakshmi [66] in her study
found out the positive effect of locality, management and
subject of teaching on teacher effectiveness and job satisfaction. Bhagat [67] conducted a study among the secondary school teachers and found the effect of emotional
intelligence on teaching effectiveness and how both of
them are dependent on each other.
7. Student rating of teaching practices
Teachers have been evaluated for their methods and practices over the last few decades using different techniques
and methods. However, one of the best evaluation tools
includes the questionnaire which carries intentions to seek
student opinions as priority. In early history, of inception of
student rating tool, Tagomori [68] conducted a research on
content analysis of methods used for student assessment of
faculty at universities and colleges. A content analysis was
done that consisted of 4,028 evaluation items within 200
evaluation instruments. Depending upon the frequency of
count recording and the frequency of distribution of the
data, the conclusion was drawn that assessment instruments
used in their current form are unpredictable. Student evaluation of teaching (SET) is an intensely contested issue
[69, 70]. It is assumed that SETs should serve both summative and formative purpose [71–74]. It has reputation of
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one of the most controversial and criticized [75, 76] and yet
the most established [77, 78] evaluations carried out in
higher education regardless of stream and are progressively
common in higher educational institutes and in STEM
Education worldwide [72, 73, 79]. SETs are a significant
foundation of feedback [76, 80] and are reflected by many
to be vital to successful undergraduate instruction [81] and
also useful when teachers need information and guidance
on how to improve their teaching and promote best learning
for student [82]. Student Evaluations of Teacher’s Effectiveness for assessing teaching at universities and colleges
needs to be revised systematically. It is argued that when
we talk about effective teaching it goes beyond just
imparting knowledge but it also provides a platform to a
purposeful activity carried out by someone with a specific
knowledge in an adept way to improve the cognitive,
affective and psychomotor development of a person or
group of persons [26]. Based on the previous research on
the topic the authors have identified 3 factors on the basis of
which good teaching practices are evaluated.
7.1 Cognitive factors
Pekrun’s theory concludes that the cognitive factors in
academic scenario can be explained through four models.
They include ‘positive deactivating emotions’, ‘negative
deactivating emotions’, ‘positive activating emotions’
and ‘negative activating emotions’. Positive emotions are
more agreeable, whereas negative emotions are disagreeable and are not preferable. Activating emotions
push the student to act. Deactivating emotions like
hopelessness hold back the learners and make them avoid
undertaking any tasks [83]. A study conducted by Borne
[84] for teaching styles and cognitive skills, identified
that cognitive resources are highly rewarding if they are
in position to interpret the effect of education on the
student’s future earnings and their future roles in relation
to varying conditions in different countries. Education
and cognitive abilities with systematic variation are wellestablished empirical findings. However, it is expected
that education also affects long-term cognitive ability
[84]. Centra [13] also emphasized on cognitive theory
approach to define the good and effective teaching and
added that, when instructors use classroom procedures
that are compatible with a student’s cognitive characteristics, enables them to organize and present information, promotes problem solving and original thinking on
issues, and shows that students are able to become more
productive thinkers and problem solvers.
7.2 Effective factors
A research was conducted to investigate and draw out the
opinions of both teachers and learners about the influence
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of teacher practices relating to the teacher’s external
factors. From the study it was concluded that the affective
factors of teachers’ teaching methods influence the
effective learning process. They are interest and compassion for teaching, rapport, speech quality and mannerism.
After all, the perception of motivation leaves room for
involvement and is therefore interesting for educators and
practitioners, who are trying to help teachers to boost the
students’ motivation and thereby, improve their learning
behavior [85]. Similarly, Hightower [86] conducted a
study on quality and effectiveness of teachers and student
learning in higher education. This research was conducted
by using the famous measure of calculation called classroom assessment scoring system for secondary schools. It
was concluded that a quality teacher has a positive outcome on student’s learning by combining command of a
broad set of educational skills, and interpersonal skills.
The students would be able to achieve high standards set
for them by the motivated teachers who take deep interest
in supporting students in achieving their goals. Through
affective factors, a teacher is able to develop an environment that is helpful in grasping that subject concepts. It
also helps in controlling the unnecessary elements that are
available outside as well as inside the engineering classrooms [86].
7.3 Interaction factors
A study was conducted to draw differences between
teachers and their teaching methods such as different
classroom instruction behaviors, along with teaching
effectiveness on the instructors. Teaching effectiveness was
assessed by formal method of end-of-term student ratings
that was conducted by taking three-year period of teaching
into consideration. Behaviors that beckon ‘‘interpersonal
orientation’’ were seen more commonly in arts and social
science teachers. Behaviors that beckon ‘‘task orientation’’
were seen more commonly in natural science teachers. It
was concluded that even if teaching behaviors correlated
equally with overall effectiveness in all the departments of
teaching, variances among teaching were found in the
expected frequency of occurrence of different classroom
behaviors. In other words, the findings from the study
signify that the correlation between teaching effectiveness
in the classroom and the learner’s ratings for teaching
effectiveness is same in different scenarios of academic
areas. Significant variations were seen in the frequency in
which teachers showed their classroom teaching behaviors.
The reason for these variations in the teaching methods
must be due to natural variation in the subject matter [87].
A similar study was conducted with the purpose to measure
student ratings in online as well as in face-to-face (F2F)
higher education courses. The outcome of the study showed
that courses conducted within the campus had the high
rating as compared to the courses conducted online. The
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attributes like Instructional Methods, Interaction, Grading,
Teaching Staff and Student Communication, and Course
results were taken into consideration. Efforts put in by the
students were rated considerably higher for online courses
than for face to face courses. Another analysis was done by
making use of 11 pairs of the similar courses and similar
instructors that showed findings that were alike. Hence, it
was concluded that with more support and professional help
from the online instructors, the online courses will also start
getting high ratings in next few years [88].
8. Factors contributing to good teaching
The most important outcomes desired in teaching depends a
great extent on the teacher’s ability, to be a skilled performer with good teaching attributes. If we take into consideration in relation to a particular class where we have
diverse population of students, it is assumed that a single
kind of method or approach or attributes will not be able to
fulfill the criteria of good and effective teaching so multiple
factors will work in such environment and so does the
confusion towards a single approach is bound to happen. In
contrast, we can mention here some of the important factors, extracted from literature contributing towards good
teaching attributes, which if practiced by teachers can have
a major impact on student behavior and academic
achievement. So what are the salient features, or good
teachers have in common. The answer is that they have
three basic attributes: pedagogical knowledge, professional
competence and personal attributes which makethem to
practice good teaching. In addition, they also go beyond
these basic attributes and create an environment which
promotes better learning, filled with motivation, and collaborative learning within student and helps them to be a
successful learner and better citizens. Thus, a great deal of
what we might call good teaching practice comes from
attitudes and pedagogical choices. Here we have tried to
sum up few attributes which will help the teachers to
achieve good teaching.
Good teaching have a combination of attributes which
can be summarized as extensive content knowledge, pedagogical skills for teaching particular subject matter, ability
to teach concepts in a multiplicity of ways, know how to
motivate and engage students, strong commitment to
serving parents as well as students, capacity to manage and
assess diverse students [89–92] (figure 4). The study conducted by Colker [93] revealed that there were four features
of an effective teacher: a comprehensive knowledge of
subject matter, personal interest in each student, working
towards a caring or loving or warm atmosphere and to show
enthusiasm with students. Further, he included twelve more
characteristics of teachers. They include; passion, perseverance willingness to take risks, pragmatism, patience,
flexibility, respect creativity, authenticity, love of learning,
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high energy and sense of humor that student believes are
vital aspects to effective teaching. Smith [94] gave a
checklist for good teaching by including test prerequisite
skills, provides feedback to the teacher, adopts to individual
differences, provides feedback to the students, flexible,
promotes active student learning, motivates students and
clear and well-organized. Danielson [95] tried to organize
effective teaching into four domains, each with several
observable teacher behaviors: planning and preparation, the
classroom environment, instruction, and professional
responsibilities. In similar trends, Oyekan [58] defined
teaching effectiveness includes; broad based knowledge of
the subject matter, effective use of chalkboard, good language and communication skills; well organized learning
environment; formulation of clear objective. While in
contrast, Ferdinand [96] argued that effective teaching
entails a clearly formulated objective, illustrated instruction
and effective evaluation techniques. On the same path,
Simon and Boyer [31], Nonis and Hudson [97] in their
study have recognized important factors or variables that
affect teaching effectiveness as well as students’ achievement to a great extent and also defined five important
aspects of students’ perceptions of good and effective
teaching practices. Berk [98] also concluded on twelve
strategies to measure effective teaching which include
student ratings, pear ratings, alumni ratings, employer ratings, administrator ratings, self-evaluation, student interviews, videos of practice, teaching scholarship, teaching
awards, learning outcome measures and teaching portfolios
(figures 3 and 4).
Similarly, many workers conducted the studies
[24, 29, 30, 99] and brought important strategies which
have impact on teaching effective. These include interest
and explanation, concern and respect for students and student learning, appropriate assessment and feedback, Clear
goals and intellectual challenge, independence, control and
active engagement, and learning from students, empathy,
facilitation, personal attention, teacher support, student
involvement, negative effect, enthusiasm and rapport and
interaction as more conducive to teaching effectiveness.
Ansari and Ansari [100] have indicated that teaching
effectiveness is a multi-trait and multi-dimensional phenomenon, while on the other side Harrison [101] stressed
on teacher’s academic competence, communication competence, professional maturity, presentation, organization
and clarity as indicative of teaching effectiveness. Porter
and Brophy [102] in their study worked on synthesis of
research on good teaching and pointed out that the effective
teachers possess clarity towards their instructional goals,
have knowledgeable content, communicate well, they
monitor students’ understanding, are thoughtful and
respectful about their teaching practices. In a study on same
conceptions of effective teaching, Saroyan [103] found that
students voiced four ideas about effective teaching: effective teachers have knowledge, prepare and manage
instruction, promote learning and help students to learn
188
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Sådhanå (2018) 43:188
Figure 3. Critical factors for good teaching in engineering education.
Teaching
style of
Teacher
Learning
Style of
Student
Teachers'
Personal
characteristics
Notion of
GoodTeaching
A map of the
various
factors critical
for Good
Teaching
Different
/Various
Apporoaches
to Teaching
Institutional
Influence
Students'
Personal
caharcteristics
Figure 4. Critical factors accountable for good teaching.
independently. Sprinkle [104] found out that effective
teachers are those who practice a variety of teaching styles
and make real world applications. Effective teachers’
demonstrate humor, enthusiasm, compassion, empathy and
are also interested in and concerned for students’ outside
the classroom. Pietrzak et al [105] found effective teachers
having a degree of knowledge, effective teaching style, and
course organization and student behavior. Fuhrman et al
[106] in their study, on effective teaching found that
effective teachers are passionate for their subjects, are
knowledgeable, do care for students, are innovative and use
a variety of teaching strategies. Fernandez [107] elaborated
important features of knowledge and pedagogy in teaching
through various models and explained their importance for
better teaching practices. Similarly, more studies have also
been found, pointing towards teaching effectiveness and
teacher quality in Indian scenario. Researchers have tried to
found about teacher effectiveness and teaching related
characteristics. Similarly, in number of studies it was found
that researchers throughout the world are quite interested in
investigating teaching-related characteristics and teaching
effectiveness so does the researcher in Asian countries,
including India. Among them [3, 108–111] investigated on
the different aspect of good and effective teaching and
highlighted several dimensions involved in effective
teaching, which could lead towards a more holistic and
valuable teaching practice. They further stressed that if
Sådhanå (2018) 43:188
Page 9 of 12
such quality teaching is included in teaching practices there
is positive environment for learning and as an instructor the
effectiveness of an individual increases in a progressive
manner.
[3]
9. Conclusion
This review draws an attention towards the debate over good
teaching needs to be considered in a comprehensive manner
where we must see the presence and impact of different
aspects related to student and teachers like assortment in the
infrastructure of the educational institutions, sociocultural,
political and economic factors and the most important is the
composition of the class room (gender, social background,
ethnicity, etc). Good teaching and learning takes place only
when the knowledge is passed down to the students conceptually. The need for transitional changes in teaching
methodology in the engineering colleges of India was recognized when the students started failing conceptually.
Eventhoguh if they have passed their exams, the concepts
from the knowledge given were not clear. Engineering
education must meet the ultimate goal of creating such
environment which helps students to become a better
engineers and smart global citizen who can use their
acquired knowledge of engineering to solve the problem of
common man and promote the inclusive growth, equality
and human development. We hope that through this review
the researchers and academicians will be able to draw tools
to improve teaching practices. By implementing these
methodologies, the university, administrators, policy makers will be able to practice and implement good teaching
practices to their students. Further, an attempt has been
made in this review to address the gaps in current knowledge
with respect to teaching attributes and evaluation tools in
engineering education in India.
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
Acknowledgements
[14]
The authors are grateful to the Director of Indian Institute
of Technology (IIT) Kharagpur, HOD CET - IIT, Kharagpur, for providing necessary facilities for the study and IIT
Kharagpur, India for grant in aids. Thanks are also due for
Dr Sudeep Tiwari, CSIR-National Botanical Research
Institute Lucknow, India, for his critical editorial help.
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