Title:
Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?
Authors:
Mark Aulls, Jason Matthew Harley, Dawit Getahun & David Lemay
Published:
Alberta Journal of Educational Research (AJER), Volume 66, Number 3 (19 August 2020)
From the Abstract:
Pre-service teachers’ conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies?