Post Graduate Students’ Perceptions of an Exemplary Teacher

By Samuel Ouma Oyoo and Paul Omedi Bwoga.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Effective teaching is a factor that is considered, in public view, as a prerequisite for effective learning. The ability of learners to acquire a meaningful understanding of the content and ability to practically engage such understanding in solving challenges they face in life, will depend on the professional craft nature of the teacher in his attempt to maximize learner understanding of what is being learned. Education stakeholders have always linked such teachers with various attributes in an attempt to qualify their exemplary achievements in their profession. This paper seeks to establish the perception about an exemplary teacher as held by Master of Education Students at a university in Eastern Africa. It presents views of the students and makes a generalization of who an exemplary teacher is. This investigation was based on a whole population sample of 22 participants. The focus was on issues such as work planning, classroom practices, classroom management and personal view points and how these attributes are perceived by the participants in qualifying who an exemplary teacher is. Results show that an exemplary teacher is one who maintains high standards in all the four competencies investigated, with work planning being the most significant attribute. Personal view points on learner, teacher and gender issues investigated reveal that teacher’s ability to attend to work with other teachers, rate high as significant attributes of an exemplary teacher.

Keywords: Effective Teaching, Exemplary Teacher

The International Journal of Learning, Volume 16, Issue 6, pp.43-64. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.850MB).

Prof. Samuel Ouma Oyoo

Assistant Professor, Department of Educational Communication, Technology and Curriculum Studies, Maseno University, Maseno, Kenya

Formerly an Assistant Professor at the Institute for Educational Development, Eastern Africa of The Aga Khan University (AKU-IED, EA) located in Dar es Salaam, Tanzania, he currently belongs to the Department of Educational Communication, Technology and Curriculum Studies, Faculty of Education, Maseno University, Maseno, Kenya, where he researches and teaches Physics Education Courses and Educational Research Methods at both undergraduate and postgraduate levels. A graduate of both Nottingham and Leeds Universities in the United Kingdom, he also hold a PhD in Education from Monash University, Melbourne, Australia. Samuel’s research interests cover the general area of teaching and learning school science including approaches to research in science education.

Paul Omedi Bwoga

Student, Institute for Educational Development, Eastern Africa, Aga Khan University, Dar es Salaam, United Republic of Tanzania

Paul Omedi Bwoga first trained as a professional teacher at Asumbi Teachers’ College- Kenya. He holds a B.Ed (Botany and Zoology)degree from Kenyatta University, Kenya, and he expects to graduate with an M.Ed (Educational Leadership and Management) Degree of The Aga Khan University’s Institute for Educational Development (AKU-IEDEA)located in Dar es Salaam, United Republic of Tanzania. He has been a secondary school head teacher, a Strengthening Primary Education (SPRED) trainer in Science for primary science teachers, and a Key Resource Teacher in School based Teacher Development (SbTD) for the Ministry of Education in Kenya. He aspires to be an education policy formulator and researcher, and a resource person on modern leadership and management trends. He has avid interest in plant and animal life and likes reading literature on social issues.


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