What undergraduate students in China say about their professors’ teaching

Abstract

Students have traditionally been viewed as passive recipients of knowledge and their contributions to understanding good teaching have been largely ignored. This study presents first-person account of university students of their professors’ teaching. A total of 210 undergraduate students from China wrote about their best and worst professors. Favorite teachers were described as knowledgeable about curriculum and instruction, making connections to student learning beyond textbooks and examinations, and as employing more student-centered teaching approaches to engage and inspire students. Teachers were viewed as role models who showed qualities of care and of having heart. Least favorite teachers focused more on research than teaching and did not see the importance of developing teaching competence. They were indifferent, difficult to talk to, and employed didactic delivery modes that taught content for examinations. Implications for a re-examination of the culture of teaching and learning in higher education systems in China are discussed.