rep. Revista Española de Pedagogía

This study aims to ascertain the elements that constitute university students’ mental construct of a “good teacher” and combined two qualitative techniques to do so: qualitative questionnaires in a first phase to obtain a construct structure and discussion groups afterwards to delve into the elements that emerged in the first phase. The results showed the presence of a richly detailed cognitive construct that clearly differentiated aspects related to formal competence –knowledge and knowing how to do something– from more personal aspects –knowing how to behave–. Clear, orderly explanations together with a mastery of the material, capacity to motivate, enthusiasm, humility and respect towards students were the elements that most frequently appeared in the declarations. Other relevant results reference the greater verbal production related to the notion of a “good teacher” as versus the notion of “quality teaching” and the research method’s effect on the amount of information obtained about each dimension of teaching. Antonio Casero Martínez

Key Words: teaching quality, teaching effectiveness, student’s evaluations.

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