AUTHOR: NGOZI N. AGU PhD
FROM: INTERNATIONAL JOURNAL OF EDUCATION, SCIENCE, PUBLIC POLICY IN AFRICA-IJESPPA VOL. 2 NO. 1 2012
Effective teaching should be a primary concern of any institution of learning especially at the higher education level. To ensure this effectiveness in teaching, different countries conduct periodic teacher evaluations designed to measure all aspects of teacher quality covering teachers’ degree of achieving desired effects upon students; teachers’ behaviour in the process of teaching and extent of teachers’possession of desired knowledge and skills in a particular field of study. A survey of teacher evaluations done in Nigerian higher education institutions indicates primary consideration of extent of teachers’ possession of knowledge and skills (research and publication aspects) with total neglect of extent of teacher’s ability to produce the best educational outcomes for students and teachers’performance in the teaching process itself Major aspects of effective teaching, are therefore rarely measured and rewarded which should be a priority in management consideration of tenureship and promotion of teaching staff. Furthermore, different sources of evidence which enables scholars to obtain information on effective teaching are rarely utilized in these teacher evaluations. This paper recommend, a triangulation of such sources of evidence of teaching effectiveness, like student evaluation of teachers, peer review of teaching, and teaching portfolio in evaluating effective teaching in Nigerian higher institutions.
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