The leader in The Economist (June 11) tackled the issue of how to make a good teacher. It coincided with a much-needed CPD course instituted by the University of Malta for full-time members of staff who, like me, will be eligible for a promotion to senior lecturer in a few years’ time.
Reading through the leader and also the briefing section about the same subject matter induced me to share a few thoughts about improving the quality of teaching at the University of Malta.
This CPD course is, henceforth, intentioned for those who, like me, have acquired their doctoral degree as requested by the respective contract of employment. Such a cohort of participants represents members of staff who, through their doctoral studies, are now eligible to engage in carrying out research.
It is paramount that the lack of pedagogical skills among part-time members of staff be addressed
From my experience thus far, I do admit that my teaching has been further enriched by the current research I engage with through my duties as dissertation supervisor. Yet the principal objective is to enter the lecture hall and deliver a lecture which should as far as possible enhance students’ understanding of their chosen discipline.
The university, through its APQRU office, which is the in-house organ to ensure quality teaching, currently executes random ex-post assessments through a survey questionnaire. Such feedback is relayed back to the course tutor to address any significant issues raised by the students themselves. While all this is valid, ex ante action should be more effective.
The CPD course is a welcome step in the right direction. However, my worry is that the biggest problem lies with part-time members of staff. They may be the most talented people in their respective professions but may lose out when faced with an audience running into hundreds of students.
Undoubtedly, there are significant differences in teaching small versus large numbers or, worse still, having a student audience possessing significantly different entry qualifications. Entrants into the B.Com (minor) course, for example, may at one extreme join with an ‘A’ level knowledge in accounting or, at the other extreme, with no knowledge at all.
Yet all have to sit for the same exam at the end of the semester. One might argue that the onus is on the students themselves. Fine, but any lecturer would feel disappointed if any of the students simply went astray if there wasn’t any extra effort in keeping both audiences attentive to what was being taught and delivered.
So, now that we have a new rector installed and a fresh set of pro-rectors to assist him, it is paramount that the lack of pedagogical skills among part-time members of staff be addressed. I do acknowledge that part-time members of staff lead a very busy schedule, but what I and my colleagues have been exposed to in the CPD event will surely benefit them, too. Designing a two or three half-day programme to fit into their busy schedules should also produce a certain degree of improvement.
The Economist leader says that “around the world, few teachers are well enough prepared before being let loose on children”. The few who do so are in my humble opinion born with the charisma to be a teacher.
In the process of writing this contribution I took on the trouble of sounding out retired members of staff for their thoughts about this. An eminent retired professor from the department of education emphasised that a good teacher was one capable of expressing the inner self. Another retired colleague of mine came up with this profound answer: “Teachers are made… good teachers are born!”
I will not be presumptuous in judging my teaching. I leave that to my students, but what I am certain of is that all I do in my teaching flourishes from my inner self, because I have always recognised my students as my employer.
Ivan Grixti is a lecturer in financial accounting at the University of Malta