Attributes of good teaching in engineering education in Indiansubcontinent

AABHA CHAUBEY*, BANI BHATTACHARYA and SHYAMAL KUMAR DAS MANDAL

Centre for Educational Technology, Indian Institute of Technology, Kharagpur 721302, India

e-mail: aabha.vns1986@gmail.com; banib@cet.iitkgp.ac.in; sdasmandal@cet.iitkgp.ac.in

MS received 19 April 2018; revised 9 June 2018; accepted 19 July 2018; published online 11 October 2018

Abstract. Engineering education in India has been facing considerable challenges in regard to good teaching

and knowledge deployment. Therefore demands new teaching methods and learning approaches thus must be

developed in the field. The present review explores the concept of good teaching practices affecting performance

of students in higher education with special reference to engineering education in India. With the advent of new

technologies and tools, it is also vital to study the effectiveness of teaching methodologies; therefore, the review

is intended to demarcate the factors which can be used to evaluate the good teaching among students. This study

also explains the research done on engineering education in India in the past and recognizes the major factors

influencing the same.

Keywords. Good teaching; teaching effectiveness; engineering education in India; student evaluation of

teaching.

1. Introduction

Engineering is the application of science and technology in

order to design, build and maintain structure, machine and

devices [1]. The key purposes of engineering institutions

are to advance the frontiers of knowledge, integrate new

technologies from the laboratory to society, to offer a rig-

orous education, to train students, to become qualified

engineers and the society leaders. It also prepares graduates

to lead fulfilling professional lives, participate in lifelong

learning, and assume roles as contributing members of

society [2]. The effectiveness of higher education institu-

tions is reliant on the quality of teaching. At higher edu-

cation level, it is expected that students will deliver their

own motivation and discipline, and will utilize their already

developed cognitive abilities to grasp the instructions pro-

vided by teachers. However, in the process of student

learning, the teacher still has a central and challenging role

to perform, by fashioning a framework which provokes

student’s desire and ability to learn and work most

effectively.

The quality can only be achieved with adopting good

teaching methodologies. Teaching is a developmental pro-

cess and includes interactions between a coach and his/her

environment [3, 4]. According to Richlin and Cox [5],

teaching is a complex process which involves not only

teaching but also learning. With further progress in research

from time to time, a lot of factors have been demonstrated

by the scholars which, contribute to ‘‘good teaching’’ in

order to impart knowledge and trigger enthusiasm among

students.

University teaching is a multidimensional process which

involves various crucial factors in order of good teaching,

leading to the meaningful learning outcome. The teaching/

learning process of any discipline may have several

dimensions but if we think about high-quality teaching

practices, certain traits of an instructor or a particular

environment of a class room comes first in our mind.

Further, the engineering faculty needs to learn new

approaches for teaching and learning, which in turn

requires effective professional development for both new

and experienced instructors alike [6]. It is noted that the

efforts towards ‘‘good teaching’’ often remain underrated

and unrewarded especially in higher education. Among the

different studies focused on issues faced in higher educa-

tion, one of the studies proposed by Clark [7] who identi-

fied an equation to represent the key elements in higher

education teaching which, can contribute towards the

improvement in the student’s performance. The relation-

ship was described as follows [7, 8]:

Relationshipsþ Varietyþ Synergy

¼ Environment for Success

Rþ Vþ S ¼ Successð Þ:

India has although adapted consistency in modernization

of information technology and economic growth pattern,

but it still lags improvement in education sector exclusively*For correspondence

1

Sådhanå (2018) 43:188 � Indian Academy of Sciences

https://doi.org/10.1007/s12046-018-0946-3Sadhana(0123456789().,-volV)FT3](0123456789().,-volV)

in higher education [9, 10]. However engineering education

still faces significant setbacks due to lack in quality

teaching practices, needed to meet the demands on the

engineering profession in the 21st century. In order to

participate globally in developmental goals, Indian educa-

tion system needs to adopt effective measures to bring

improvement and advancement in the existing administra-

tive procedures and instructions model that would help in

developing strategies to apply best possible model for the

higher education system. In the view of persistently

growing challenges of the technical manpower worldwide,

quality assurance in the higher education institutes and

particularly in engineering education is necessary [11].

Therefore here we have tried to cluster the knowledge and

researches on good teaching practices and factors influ-

encing good teaching, which is lacking in Indian scenario

and must be addressed properly.

2. Background

Teaching is considered to be a complex activity [12], since

long time the scholars and researchers in the field of edu-

cation have been exploring and analyzing the phenomenon.

The quest for effective teaching remains a challenging,

complex and daunting task. In spite of the efforts by

number of researchers and research evidence on the nature

of effective and ineffective teaching, there still persists a

huge space about defining, what effective teaching are

really meant off [13]. The present review tried to explore

the factors influencing good teaching such as pedagogical

context of teaching, in national context, institutional

structure, student profile, teacher training and use of

information technology. It also highlights the difficulty of

reaching a clear definition of good teaching in higher

education.

Quality teaching appears indefinable because it is

evolving with the time and technological advances and

dependent on national context also. Moreover, the sources

cited by workers are mainly from native English-speaking

countries, limiting the scope of applying the findings to

other cultural contexts. As a consequence of these con-

straints the study targeted to focus on the different meaning

and the concept of good teaching characteristics.

It is universally recognized that teachers ‘instructional

performance plays a key role in students’ learning and

academic achievements [14]. However, an important point

emerged from the previous review of literatures explains

that some concepts have remained at the research level: this

need to be also addressed at grounds.

The studies on teaching attributes affecting engineering

education in India have been inadequate in last few dec-

ades. Although few researchers in the Indian context,

(Native American academician [15] found that the major

challenges in teaching in engineering education (India)

have been due to the inclusion of culture into the education.

While in practice, Pewewardy insisted that, education

should be included in cultures [15]. For more than 15 years,

academicians and researchers have tried to develop closer

relationship between student’s cultural background and the

education. Au and Jordan [16] termed this co-relationship

as ‘‘culturally appropriate’’, similarly Mohatt and Erickson

[17] called it as ‘‘culturally congruent’’, Cazden and Leg-

gett, [18]. Erickson and Mohatt [17] referred it to as

‘‘culturally responsive’’ Jordan [19], Vogt and Tharp [20]

termed it as ‘‘culturally compatible’’. These researches on

equality in educational opportunities have made an attempt

to find the setbacks due to differences created by student’ s

cultural differences at home and that to at the school level.

These cultural problems if, taken into consideration, while

students evaluation, then shows impact in their academic

successes. Some more scholars have further tried, studied

and contributed considerably in progress of educational

strategies in engineering education. Shulman [21] defines

academics as consisting of academic knowledge, subject

matter knowledge, as well as academic content knowledge.

However Berliner [22] was not much confident about the

ability of expert academicians to pass on information of

their expertise to up-coming new practitioners. The study

conducted by Bartolome [23] strongly supports towards

inclusion of perspectives of students and considering them

as an ‘‘integral part of educational system’’. However, in

the recent times, the research has been negligible on the

aforesaid concept (figure 1) and not many researchers have

focused on the aspect of quality teaching practices. The

area therefore urgently demands the understanding of

concept of good teaching in higher education and also

presents the role of different factors which affect students

while assessing them.

3. Research gaps in the existing literature

Very few researches have focused on identification of

factors which can contribute towards good and high quality

teaching, with the particular reference of engineering edu-

cation in India. Most of the research methodologies previ-

ously developed were still considered and used to evaluate

the good teaching model. However in the modern era of

technology, there needs an urgent attention to redefine the

scenario of changing teaching context. The viewpoints

gained in the research over the last two decades suggest that

there is much to be learned about the factors which make

teaching good and effective and tools which should be

considered to evaluate the good teaching practices. The

persistent gaps in the literature calls for additional research

which includes investigation programs or training modules

for effective training, assessment models and feedback to

promote better learning, the extent of teacher and student

characteristics to increase effectiveness and approach used

to evaluate teacher practice and student learning.

188 Page 2 of 12 Sådhanå (2018) 43:188

4. Good teaching: meaning and definitions

The aim of teaching is simple and straight: it is to make

student learning possible more easy and enjoyable. Before

defining the term good teaching, we have to know clearly

what is ‘Teaching’. To teach is to make an assumption

about what and how the student learns; therefore, to teach

well implies learning about ‘students’ learning’ [24]. Pre-

cisely, ‘‘Teaching is complex, and great practice takes time,

passion, high-quality materials, and tailored feedback

designed to help each teacher continuously grow and

improve’’ [25]. To ensure good teaching, teaching practices

and meaningful learning, teaching must focus on imparting

knowledge, skills and attitude in order to bring about a

desirable change in learners [26]. When such kind of

teaching delivered to the students then it has become good

or effective teaching. However, good teaching or effec-

tiveness of teaching or effective teaching is an established

field of study. Many scholars and researchers have tried to

define the term ‘Good teaching’ in numerous ways through

their studies. Good teaching is a very significant charac-

teristic of education because good teaching helps a student

to learn better as well as improves the students’ academic

performance or achievement. However it is very difficult to

give a precise definition of teaching effectiveness/good

teaching. Good or effective teachings do not happen by

chance or have miracles. Day by day it is becoming even

more imperative as the stress on quality in higher education

has increased. Actually ‘‘Effective teaching is dependent on

the coordination of several components: the objectives, the

student, the content, and the teacher’’ [27]. This is the

reason why Elmore and Wong [28] stated that ‘To improve

student learning, you do not change the structure. You

change the instructional practices of teachers’. It is also said

that ‘‘If we want students to learn more, teachers must

become students of their own teaching’’. They need to see

their own teaching in a new light [25]. While one may think

that it is far achievable to have good teaching in higher

education, some authors have been there to make it easy to

see how good teaching takes place and emphasizes that

good teaching is neither making things hard nor to fright-

ening students. It has a sense of benevolence and humility;

it always tries to help students to master a subject; it

encourages students to attempt and succeed in something

[29, 30]. For them ‘‘Good teaching fosters a sense of stu-

dent control over learning and interest in the subject mat-

ter’’ [30]. Again they stresses that good teaching is flexible

and it is open to change: it involves constant efforts to find

out what the effects of instruction are on learning, and

modifying the instruction in the light of the evidence col-

lected’’ [29, 30]. Simon and Boyer [31] discovered some

important factors or variables that not only affect teaching

effectiveness but also students’ achievement to a great

extent. But good teaching still lacks a clear definition,

because the characteristics or attributes which construct

good teaching were not identified in a proper manner,

which is one of the most important factors to drive this

proposed research in India. The impact of research, from

the studies and reports on good teaching [21, 29, 32–37]

and research on student achievement and academic success

[38–41], showed that it is possible to identify clusters of

instructional skills, strategies, and attitudes that promote

students academic achievement and quality or good

teaching. Similarly there are more elements that constitute

good teaching in general: imparting knowledge, giving

students tools, and triggering motivation. While according

to Taylor [42] thirteen abilities must be included for quality

teaching and learning such as: Engagement with locally and

globally, Engagement with peers and colleagues, Equity

and pathways, Leadership, Engagement with learners,

Entrepreneurship, Designing for learning, Teaching for

learning, Assessing for learning, Evaluation of teaching and

learning, Reflective practice and professional development,

Personal management, and Management of teaching and

learning. Further, Radloff [43] emphasized that these abil-

ities do not only covers traditional discipline but peda-

gogical knowledge and skills also. But they also entail an

understanding of the global and connected nature of edu-

cation and skills in leadership and management. Further,

our aim lies on to bring good teaching characteristics and

that must be incorporated into teacher training models to

improve the quality of teachers.

5. Teaching as a good and effective tool for qualityenhancement

Globally quality teaching has become a hot issue due to

continuous changes are inducted in higher education. The

main enforced causes are: increased international

Figure 1. Key constitutes of good teaching.

Sådhanå (2018) 43:188 Page 3 of 12 188

competition, increasing social and geographical diversity of

the student body, increasing demands of value for money,

introduction of information technologies, etc. On the other

hand, in the present scenario higher education is viewed as

an investment that should contribute to national prosperity

in the long term and the return on the investment must be

good [44]. Therefore ‘‘culture of higher education’’ is

‘‘increasingly stepping towards market-oriented’’ business

[45] and thus external demands for quality of teaching have

increased. Students paying hefty tuition fees might now be

considered as ‘‘clients’’ of higher education institutions.

Therefore they are also very concerned about the quality of

the lectures they pay for [46].

6. Good teaching in engineering education

The ‘‘cycle of professional practice’’ is considered as a

prologue for judging and keeping track of what every

professor from every institution can do to produce more

productive kind of engineering education. One connotation

is that, there are no instructional methods that can be

considered as best. Effective teaching ultimately depends

on context, students, discipline, and topic. They are usually

based on the studies and reports on good teaching. Several

researchers have done the researches on effective teaching

[32–37] and underlined that good teaching is a type of

teaching that correlates with the educational institution’s

mission statement and thus promotes towards an effective

way to achieve good teaching practices [47]. It was con-

cluded that the current economic growth can be substan-

tially increased if India becomes a specialist in knowledge

sector. Therefore the higher education system has to be

strengthened. It has to tone its system to acquire leadership

qualities, to attain all round training; to enhance commu-

nication and interpersonal skills, to have exposure of world

outside the institute, to obtain knowledge of the latest

trends in technology, and to gain confidence to meet chal-

lenges provided by highly competitive and ever-changing

world [48]. Further, researches revealed four components:

lesson organization, lesson clarity, interest in learning, and

positive classroom climate which can work as promotional

factors to achieve good teaching practices [49]. Similarly

Shabani [50] reconnoitered that lesson design, teaching

execution, evaluation of teaching and interactive relation

are some of the significant needles which determine

teaching quality in university teaching. Further, five key

factors were also proposed, which were responsible for

good teaching and tagged them as ‘holy grail of good

teaching’. The main attributes were identified during the

research included; teacher awareness, interest and

accountability about the learning; classroom daily activities

which promote learning; experience based evaluation

methods, need for effective feedback and effective inter-

action to stimulate learning (figure 3). Drawing inferences

from the previous research, the findings of Gurney’s

research are quite similar too [51]. Raguram [52] pointed

out that some good teachers may be born, but most of them

are made, as products of a good teaching-learning process

so the process should be like this which promote towards

good teaching. They emphasized that continuous training

and quality management can be associated with educational

practice to enhance teaching learning process. Similarly,

Ditcher [53] discussed about the effective teaching and

learning practices in higher education. He also identified

important factors towards good teaching included wide-

spread use of lectures; problem based learning, and further

recommended that lack of critical approach and old

assessment methods impact the quality of education.

Teaching has transformed from passion to profession thus

resulted in demand of better quality of teacher and teaching.

characteristics of a good or effective teachers and their

teaching skills are so that they can impart conceptual

understanding, evoke analytical and creative and innovative

thinking and facilitate that kind of knowledge to the stu-

dents so that they can solve the problems of real world [54].

Bhattacharya [9] conducted a pilot study among under-

graduate engineering education and pointed out several

factors related to good teaching. The study not only eval-

uated the perception of the student about good teaching

(figure 2) but also taken the view of faculties and compare

their mismatch. It has been explored in the study that

through proper investigation of some factors like cognitive,

affective and teaching skill are some of the key role players

in order to identify the good teaching practices. Kumar and

Khadir [55] in similar trends tried to examine the attributes

of teaching effectiveness among the engineering faculties

of self-financed engineering colleges. The conclusion

drawn from his study revealed that teachers performance

must be improved by training practices and thereby

increase the quality of education and student (figure 2). The

teacher’s voice about the good teaching practice is also an

important aspect. Tyagi [56] analyzed the opinion of the

teachers about good teaching and characteristics of a good

teacher. The views of engineering faculties have been taken

into considerations and focused on the three factors namely

attitude, skill and knowledge in order to access the quality

of good teachers which will ultimately lead towards good

teaching. Similarly, Padmanabhan [57] tried to explore the

effectiveness of science and engineering faculties and

emphasized on classroom producers in order to find out

effective teaching behavior. She pointed out that pedagogy

and constructivism and participatory learning can show the

path of meaning full teaching learning process and thus will

give us an idea about which factors or characteristics of

good teaching is ruling the teaching-learning process. To

improve the performance of the teachers in higher educa-

tion, then we need to improve our training practices and

thereby increase the quality of education and student.

Similar thoughts were also pointed by other workers about

the several challenges faced within the engineering

188 Page 4 of 12 Sådhanå (2018) 43:188

education. In order to curb the challenges, one needs to

continue learning about new approaches for the profes-

sional development of teachers. The researchers also indi-

cated towards the possibility of faculty and academic

leaders joining hands to take forward good teaching and

learning practices [6]. Oyekan [58] conducted a study

among the secondary school teachers which investigated

the attributes of teaching effectiveness and major findings

revealed that many factors are included in teaching effec-

tiveness in classroom practice like broad knowledge of the

subject matter, better and effective use of chalkboard, good

communication skills, good command over language and

well-organized learning environment, formulation of clear

objective. In other words, we can second the voice of

Palmer [59] which makes it clear that good teaching cannot

be reduced or to depend on to technique; good teaching

comes from the identity and integrity of the teacher. It is

within the teachers. Toor [60] has piloted a study on

‘‘Teacher Effectiveness, General Intelligence and Creativ-

ity of Secondary School Teachers.’’ the study reveals a

significant difference in the teacher effectiveness of gov-

ernment and private secondary school teachers. Babu and

Kumari [61] explained about ‘‘Organizational Climate as a

Predictor of Teacher Effectiveness’’. The findings of the

study suggested that maximum number of effective teach-

ers is in government schools where open climate happens

while in comparison to private schools where closed cli-

mate exists. Chandramma [62] has conducted a study and

found out that the management of the institution has no

substantial impact on the overall teaching effectiveness of

teacher educators. Sharadha and Paremeswaram [63] in

their study tried to make an attempt to examine the role of

some behavioral disparities among teachers and their

probable inferences for effective classroom teaching and

learning. A study conducted by Doss [64] revealed that

moderate level of effectiveness has been found in majority

of college teachers. It is also reported that management or

nature of the institutions has major influence on several

dimensions of teacher effectiveness. Dogra [65] conducted

a study and found that the findings of (i) the teachers

belonging to government showed better ‘Teaching Effec-

tiveness’ than private college teachers. (ii) Government

secondary school teachers were more satisfied than private

school teachers. Further Vijayalakshmi [66] in her study

found out the positive effect of locality, management and

subject of teaching on teacher effectiveness and job satis-

faction. Bhagat [67] conducted a study among the sec-

ondary school teachers and found the effect of emotional

intelligence on teaching effectiveness and how both of

them are dependent on each other.

7. Student rating of teaching practices

Teachers have been evaluated for their methods and prac-

tices over the last few decades using different techniques

and methods. However, one of the best evaluation tools

includes the questionnaire which carries intentions to seek

student opinions as priority. In early history, of inception of

student rating tool, Tagomori [68] conducted a research on

content analysis of methods used for student assessment of

faculty at universities and colleges. A content analysis was

done that consisted of 4,028 evaluation items within 200

evaluation instruments. Depending upon the frequency of

count recording and the frequency of distribution of the

data, the conclusion was drawn that assessment instruments

used in their current form are unpredictable. Student eval-

uation of teaching (SET) is an intensely contested issue

[69, 70]. It is assumed that SETs should serve both sum-

mative and formative purpose [71–74]. It has reputation of

Figure 2. Factors of teaching effectiveness [31].

Sådhanå (2018) 43:188 Page 5 of 12 188

one of the most controversial and criticized [75, 76] and yet

the most established [77, 78] evaluations carried out in

higher education regardless of stream and are progressively

common in higher educational institutes and in STEM

Education worldwide [72, 73, 79]. SETs are a significant

foundation of feedback [76, 80] and are reflected by many

to be vital to successful undergraduate instruction [81] and

also useful when teachers need information and guidance

on how to improve their teaching and promote best learning

for student [82]. Student Evaluations of Teacher’s Effec-

tiveness for assessing teaching at universities and colleges

needs to be revised systematically. It is argued that when

we talk about effective teaching it goes beyond just

imparting knowledge but it also provides a platform to a

purposeful activity carried out by someone with a specific

knowledge in an adept way to improve the cognitive,

affective and psychomotor development of a person or

group of persons [26]. Based on the previous research on

the topic the authors have identified 3 factors on the basis of

which good teaching practices are evaluated.

7.1 Cognitive factors

Pekrun’s theory concludes that the cognitive factors in

academic scenario can be explained through four models.

They include ‘positive deactivating emotions’, ‘negative

deactivating emotions’, ‘positive activating emotions’

and ‘negative activating emotions’. Positive emotions are

more agreeable, whereas negative emotions are dis-

agreeable and are not preferable. Activating emotions

push the student to act. Deactivating emotions like

hopelessness hold back the learners and make them avoid

undertaking any tasks [83]. A study conducted by Borne

[84] for teaching styles and cognitive skills, identified

that cognitive resources are highly rewarding if they are

in position to interpret the effect of education on the

student’s future earnings and their future roles in relation

to varying conditions in different countries. Education

and cognitive abilities with systematic variation are well-

established empirical findings. However, it is expected

that education also affects long-term cognitive ability

[84]. Centra [13] also emphasized on cognitive theory

approach to define the good and effective teaching and

added that, when instructors use classroom procedures

that are compatible with a student’s cognitive charac-

teristics, enables them to organize and present informa-

tion, promotes problem solving and original thinking on

issues, and shows that students are able to become more

productive thinkers and problem solvers.

7.2 Effective factors

A research was conducted to investigate and draw out the

opinions of both teachers and learners about the influence

of teacher practices relating to the teacher’s external

factors. From the study it was concluded that the affective

factors of teachers’ teaching methods influence the

effective learning process. They are interest and compas-

sion for teaching, rapport, speech quality and mannerism.

After all, the perception of motivation leaves room for

involvement and is therefore interesting for educators and

practitioners, who are trying to help teachers to boost the

students’ motivation and thereby, improve their learning

behavior [85]. Similarly, Hightower [86] conducted a

study on quality and effectiveness of teachers and student

learning in higher education. This research was conducted

by using the famous measure of calculation called class-

room assessment scoring system for secondary schools. It

was concluded that a quality teacher has a positive out-

come on student’s learning by combining command of a

broad set of educational skills, and interpersonal skills.

The students would be able to achieve high standards set

for them by the motivated teachers who take deep interest

in supporting students in achieving their goals. Through

affective factors, a teacher is able to develop an environ-

ment that is helpful in grasping that subject concepts. It

also helps in controlling the unnecessary elements that are

available outside as well as inside the engineering class-

rooms [86].

7.3 Interaction factors

A study was conducted to draw differences between

teachers and their teaching methods such as different

classroom instruction behaviors, along with teaching

effectiveness on the instructors. Teaching effectiveness was

assessed by formal method of end-of-term student ratings

that was conducted by taking three-year period of teaching

into consideration. Behaviors that beckon ‘‘interpersonal

orientation’’ were seen more commonly in arts and social

science teachers. Behaviors that beckon ‘‘task orientation’’

were seen more commonly in natural science teachers. It

was concluded that even if teaching behaviors correlated

equally with overall effectiveness in all the departments of

teaching, variances among teaching were found in the

expected frequency of occurrence of different classroom

behaviors. In other words, the findings from the study

signify that the correlation between teaching effectiveness

in the classroom and the learner’s ratings for teaching

effectiveness is same in different scenarios of academic

areas. Significant variations were seen in the frequency in

which teachers showed their classroom teaching behaviors.

The reason for these variations in the teaching methods

must be due to natural variation in the subject matter [87].

A similar study was conducted with the purpose to measure

student ratings in online as well as in face-to-face (F2F)

higher education courses. The outcome of the study showed

that courses conducted within the campus had the high

rating as compared to the courses conducted online. The

188 Page 6 of 12 Sådhanå (2018) 43:188

attributes like Instructional Methods, Interaction, Grading,

Teaching Staff and Student Communication, and Course

results were taken into consideration. Efforts put in by the

students were rated considerably higher for online courses

than for face to face courses. Another analysis was done by

making use of 11 pairs of the similar courses and similar

instructors that showed findings that were alike. Hence, it

was concluded that with more support and professional help

from the online instructors, the online courses will also start

getting high ratings in next few years [88].

8. Factors contributing to good teaching

The most important outcomes desired in teaching depends a

great extent on the teacher’s ability, to be a skilled per-

former with good teaching attributes. If we take into con-

sideration in relation to a particular class where we have

diverse population of students, it is assumed that a single

kind of method or approach or attributes will not be able to

fulfill the criteria of good and effective teaching so multiple

factors will work in such environment and so does the

confusion towards a single approach is bound to happen. In

contrast, we can mention here some of the important fac-

tors, extracted from literature contributing towards good

teaching attributes, which if practiced by teachers can have

a major impact on student behavior and academic

achievement. So what are the salient features, or good

teachers have in common. The answer is that they have

three basic attributes: pedagogical knowledge, professional

competence and personal attributes which makethem to

practice good teaching. In addition, they also go beyond

these basic attributes and create an environment which

promotes better learning, filled with motivation, and col-

laborative learning within student and helps them to be a

successful learner and better citizens. Thus, a great deal of

what we might call good teaching practice comes from

attitudes and pedagogical choices. Here we have tried to

sum up few attributes which will help the teachers to

achieve good teaching.

Good teaching have a combination of attributes which

can be summarized as extensive content knowledge, ped-

agogical skills for teaching particular subject matter, ability

to teach concepts in a multiplicity of ways, know how to

motivate and engage students, strong commitment to

serving parents as well as students, capacity to manage and

assess diverse students [89–92] (figure 4). The study con-

ducted by Colker [93] revealed that there were four features

of an effective teacher: a comprehensive knowledge of

subject matter, personal interest in each student, working

towards a caring or loving or warm atmosphere and to show

enthusiasm with students. Further, he included twelve more

characteristics of teachers. They include; passion, perse-

verance willingness to take risks, pragmatism, patience,

flexibility, respect creativity, authenticity, love of learning,

high energy and sense of humor that student believes are

vital aspects to effective teaching. Smith [94] gave a

checklist for good teaching by including test prerequisite

skills, provides feedback to the teacher, adopts to individual

differences, provides feedback to the students, flexible,

promotes active student learning, motivates students and

clear and well-organized. Danielson [95] tried to organize

effective teaching into four domains, each with several

observable teacher behaviors: planning and preparation, the

classroom environment, instruction, and professional

responsibilities. In similar trends, Oyekan [58] defined

teaching effectiveness includes; broad based knowledge of

the subject matter, effective use of chalkboard, good lan-

guage and communication skills; well organized learning

environment; formulation of clear objective. While in

contrast, Ferdinand [96] argued that effective teaching

entails a clearly formulated objective, illustrated instruction

and effective evaluation techniques. On the same path,

Simon and Boyer [31], Nonis and Hudson [97] in their

study have recognized important factors or variables that

affect teaching effectiveness as well as students’ achieve-

ment to a great extent and also defined five important

aspects of students’ perceptions of good and effective

teaching practices. Berk [98] also concluded on twelve

strategies to measure effective teaching which include

student ratings, pear ratings, alumni ratings, employer rat-

ings, administrator ratings, self-evaluation, student inter-

views, videos of practice, teaching scholarship, teaching

awards, learning outcome measures and teaching portfolios

(figures 3 and 4).

Similarly, many workers conducted the studies

[24, 29, 30, 99] and brought important strategies which

have impact on teaching effective. These include interest

and explanation, concern and respect for students and stu-

dent learning, appropriate assessment and feedback, Clear

goals and intellectual challenge, independence, control and

active engagement, and learning from students, empathy,

facilitation, personal attention, teacher support, student

involvement, negative effect, enthusiasm and rapport and

interaction as more conducive to teaching effectiveness.

Ansari and Ansari [100] have indicated that teaching

effectiveness is a multi-trait and multi-dimensional phe-

nomenon, while on the other side Harrison [101] stressed

on teacher’s academic competence, communication com-

petence, professional maturity, presentation, organization

and clarity as indicative of teaching effectiveness. Porter

and Brophy [102] in their study worked on synthesis of

research on good teaching and pointed out that the effective

teachers possess clarity towards their instructional goals,

have knowledgeable content, communicate well, they

monitor students’ understanding, are thoughtful and

respectful about their teaching practices. In a study on same

conceptions of effective teaching, Saroyan [103] found that

students voiced four ideas about effective teaching: effec-

tive teachers have knowledge, prepare and manage

instruction, promote learning and help students to learn

Sådhanå (2018) 43:188 Page 7 of 12 188

independently. Sprinkle [104] found out that effective

teachers are those who practice a variety of teaching styles

and make real world applications. Effective teachers’

demonstrate humor, enthusiasm, compassion, empathy and

are also interested in and concerned for students’ outside

the classroom. Pietrzak et al [105] found effective teachers

having a degree of knowledge, effective teaching style, and

course organization and student behavior. Fuhrman et al

[106] in their study, on effective teaching found that

effective teachers are passionate for their subjects, are

knowledgeable, do care for students, are innovative and use

a variety of teaching strategies. Fernandez [107] elaborated

important features of knowledge and pedagogy in teaching

through various models and explained their importance for

better teaching practices. Similarly, more studies have also

been found, pointing towards teaching effectiveness and

teacher quality in Indian scenario. Researchers have tried to

found about teacher effectiveness and teaching related

characteristics. Similarly, in number of studies it was found

that researchers throughout the world are quite interested in

investigating teaching-related characteristics and teaching

effectiveness so does the researcher in Asian countries,

including India. Among them [3, 108–111] investigated on

the different aspect of good and effective teaching and

highlighted several dimensions involved in effective

teaching, which could lead towards a more holistic and

valuable teaching practice. They further stressed that if

Figure 3. Critical factors for good teaching in engineering education.

A map of the various

factors critical for Good Teaching

Notion of GoodTeaching

Different /Various

Apporoaches to Teaching

Institutional Influence

Students' Personal

caharcteristics

Teachers' Personal

characteristics

Teaching style of Teacher Learning Style of Student

Figure 4. Critical factors accountable for good teaching.

188 Page 8 of 12 Sådhanå (2018) 43:188

such quality teaching is included in teaching practices there

is positive environment for learning and as an instructor the

effectiveness of an individual increases in a progressive

manner.

9. Conclusion

This review draws an attention towards the debate over good

teaching needs to be considered in a comprehensive manner

where we must see the presence and impact of different

aspects related to student and teachers like assortment in the

infrastructure of the educational institutions, sociocultural,

political and economic factors and the most important is the

composition of the class room (gender, social background,

ethnicity, etc). Good teaching and learning takes place only

when the knowledge is passed down to the students con-

ceptually. The need for transitional changes in teaching

methodology in the engineering colleges of India was rec-

ognized when the students started failing conceptually.

Eventhoguh if they have passed their exams, the concepts

from the knowledge given were not clear. Engineering

education must meet the ultimate goal of creating such

environment which helps students to become a better

engineers and smart global citizen who can use their

acquired knowledge of engineering to solve the problem of

common man and promote the inclusive growth, equality

and human development. We hope that through this review

the researchers and academicians will be able to draw tools

to improve teaching practices. By implementing these

methodologies, the university, administrators, policy mak-

ers will be able to practice and implement good teaching

practices to their students. Further, an attempt has been

made in this review to address the gaps in current knowledge

with respect to teaching attributes and evaluation tools in

engineering education in India.

Acknowledgements

The authors are grateful to the Director of Indian Institute

of Technology (IIT) Kharagpur, HOD CET - IIT, Kharag-

pur, for providing necessary facilities for the study and IIT

Kharagpur, India for grant in aids. Thanks are also due for

Dr Sudeep Tiwari, CSIR-National Botanical Research

Institute Lucknow, India, for his critical editorial help.

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